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Folien des Vortrags

Staatliches Berufskolleg
Glas ● Keramik ● Gestaltung
des Landes NRW ● Rheinbach
JUMPING
INTO ANOTHER LANGUAGE
Learning English
in a Self Organised Way
Online Educa Berlin
December 4th, 2008
Educational Games:
Games:
memory, hangman, study buddy,
tests & quizzes, vocational
grammar drills
Acquisition of Vocabulary:
Vocabulary:
glass dictionary, mindmap
interactive vocab trainer
Virtual Learning
Environment
English for
Glass Professionals
Glass Lessons:
Lessons: Cooperative Learning
situated task-based learning,
audio & video: listening comprehension & Anchored Instruction
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MetaMeta-Cognition:
Cognition:
learning contract, ePortfolio,
RSS Feeds, pool of methods
Virtual Communication:
Communication:
forum & chat, ICQ &
Skype, eTwinning
SelfSelf-Publishing &
Personal Broadcasting:
Broadcasting:
Wiki & Blog, Podcasting, Glass
Classroom, virtual learning platform
December 4th, 2008
Didactic principles
students ≠ mere recipiants
students
= interactive, self-reliant media producers
media Î development of content & communication
concentration on the learning process,
process,
not on a supposedly “perfect“ product
Progression of competences we aim for:
DecisionDecision-making and responsibility
and the ability to participate in public discourse
Online Educa Berlin
December 4th, 2008
Students working collaboratively and in a selfself-organised way
Online Educa Berlin
December 4th, 2008
Objective
¾ Learning of foreign languages according to EU-Standard
„Common European Framework for Languages“
¾ complex, problembased, situated, and authentic
tasks in professional context which are to be worked out in
the target language
¾ integrated „skills: speaking – reading – listening –
writing“ in productive, receptive, and interactive
mediation tasks
¾ target groups: vocational training in glass technology and
design – degrees: general certificate of secondary
education (GCSE) & advanced technical college certificate
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December 4th, 2008
Tools for diagnosis
• Dialang - Online-Tool CRFL:
http://www.dialang.org/german/index.htm
• Oxford UP quick placement test
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December 4th, 2008
Individual Learning
Contracts
¾ meta-cognitive instrument
¾ learning objectives, methods,
and media are agreed upon
¾ setting of schedule
¾ search for learning partners
¾ accompanied by teacher
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December 4th, 2008
Situated Collaborative task
Online Educa Berlin
December 4th, 2008
What do students need to solve problems?
Language Level:
¾ specific vocabulary & „phrases“ Æ instruments:
glass dictionary, learning games & interactive vocab trainer
¾ vocational grammar drills
¾ pool with methodological handouts, e.g. „How to write a summary“
¾ „native speaker input“ for the improvement of pronunciation:
vocational listening comprehension tasks (Audio & Video)
Media Level:
¾ instruments with which the tasks can be worked out in cooperation,
e.g. Web 2.0: media to develop & produce: wiki & blog or media to
communicate: forum & chat
¾ technical help, e.g. „How to produce a podcast“
Online Educa Berlin
December 4th, 2008
Individual Support via Collaborative Learning
Scaffolding - Learning in the Peer Group (Vygotsky
):
(Vygotsky):
¾ cooperative learning environments
¾ support via peer group in reaching the next learning level
Different Levels of Difficulty:
Difficulty:
¾ didactical and technical reduction of complexity of tasks, e.g. in
podcast production
¾ pool of methodological help on „different levels of
complexity“: beginners, intermediate & advanced,
e.g. „How to write a summary“, „How to express opinion“
Online Educa Berlin
December 4th, 2008
Glass Dictionary
¾Deutsch-Englisch
¾English-German
¾With audio files
¾With access to EnglishEnglish online dictionary
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December 4th, 2008
Interactive Vocab
Trainer
¾Dual code:
picture & language
¾Mouse over function enables
self organised learning
¾Vocabulary & phrases
¾Pictures from workshops
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December 4th, 2008
Memory Games
¾Learning of words
¾Six levels of difficulty
¾Pictures out of workshops
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December 4th, 2008
Memory Example
¾Learning vocabulary in a
playful way
¾Searching for matching pairs
of terms
¾Hits are counted
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December 4th, 2008
Hangman
¾Playful learning of
vocabulary
¾Only vocational glass terms
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December 4th, 2008
Virtual
Hot Shop
¾Link to the Museum of Glass
in Tacoma
(Washington)
¾Virtual Glass
Hot Shop with
instructions in
English
¾Short films
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December 4th, 2008
Grammar Drills
¾Grammar learning with
dual code
¾drag & drop, clozes,
multiple choice,
crosswords
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December 4th, 2008
Listening
Comprehension
¾Native Speaker Material
¾Glass videos by Prof. Andrew Macfarlane (U of Cambridge) & Corning
Museum of Glass (New York)
¾Didactically prepared
material for collaborative
learning (tick off list, cloze,
transcript, cooperative task)
Online Educa Berlin
December 4th, 2008
Personal Publishing
& Broadcasting:
Broadcasting:
Wiki & Blog & Podcasts
¾Wiki: cooperative work on a
„glass glossary“
¾Blog: discussion of homework and
preparation of podcast texts
¾RSS Feeds: methodological hints,
e.g. “How to use a dictionary“
¾Correction of texts in peer
counselling
¾Podcasting: production of audio
files for practice in the target
language
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December 4th, 2008
Evaluation in
the blog
¾ students
give
feedback
on texts
(grammar,
style,
complexity
of language
level)
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December 4th, 2008
Discussion in Blogs
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December 4th, 2008
Wiki and Blog as Web 2.0 media enable students…
• to work together without being dependant on
place or time
• to work over distances even during practical
trainings and holidays
• to use easy editor techniques
• to be creative in using multiple media
• to create transparency
• to work collaboratively
;
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December 4th, 2008
Competence in
self-initiated learning
PLANNING
Didactic Instruments
organisational help for scheduling
INFORMATION
PROCESSING OF
INFORMATION
PRESENTATION
REFLECTION/
EVALUATION
methods for text analysis, techniques
of research and structuring
articles written in the wiki which are
corrected by the student‘s editorial board
reflection sheet and evaluation sheet
for learning process and articles
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December 4th, 2008
Competence in
collaborative learning
communication
Didactic Instruments
Rules of communication
sense of
responsibility
team training
student‘s editorial board
evaluation sheet for articles
group puzzles
efficient
organisation
methods of structuring the
working process
crisis management
counselling interviews
group counselling sheets
motivation
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intrinsic
extrinsic: certificate
December 4th, 2008
Example for
Podcasting
Jing: Peking Opera Mask
Online Educa Berlin
December 4th, 2008
Online Educa Berlin
December 4th, 2008
Interactively produced Podcasts or VideoVideo-Tasks
= media for creative development and presentation
Î they advance competence in learning via application of learning
strategies as a matter of routine
1) Strategies of Organisation:
As preparation for the development of content for a podcast, declarative knowledge
has to be worked out and transformed into a form which can be easily received.
2) Strategies of Elaboration:
Elaboration:
Freshly adopted knowledge is integrated in already existing knowledge structures and
critically tested, as well as transferred into a well suited form for presentation via
providing analogies and examples.
3) Strategies of Repetition:
For the acutal production of the audio file content has to be recited repeatedly and
adequately for broadcasting, similar to the learning method of Thinking Aloud.
4) Strategies of MetaMeta-Cognition:
Cognition:
Learning steps are planned, monitored, and finally critically checked out in a self
organised way. Someone who worked out content and improved it repeatedly for a
presentation in an audio file ideally knows what he or she is talking about and has
internalised the learning topics.
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December 4th, 2008
Video-Tasks
according to
Anchored Instruction
¾Students produce videos with
writing tasks
¾Narrative format: task is embedded
in story or authentic professional
situation and serves as anchor
¾Students take responsibility for
their own learning process
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December 4th, 2008
Anchored Instruction Video-Task “catalogue text“
Sarah: Hello, it's nice to meet you. I am Sarah Jones
from the London Glassmuseum.
Linda: Hello, nice to meet you too. I am Linda de Molt.
Sarah: Well, as you know, we have choosen your
journeyman's piece for our next exhibition.
Right now we are planning the catalogue.
Could you please write a short description of
your glass piece for this catalogue?
Linda: Sure, I'd be happy to do that. How long should
the text be?
Sarah: Round about one page - but type it, please.
Linda: O.K. You'll get the text as soon as possible.
Sarah: Fine. Thank you. Bye then.
Linda: Good bye.
Online Educa Berlin
December 4th, 2008
Setting of an Anchored Instruction Learning Arrangement
Feedback
&
A
B
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Workout of
tasks
1.
Groups invent authentic and narrative
learning situation.
2.
Groups write dialogues, handicraft teleprompters out of carboard & rehearse.
3.
Production and cutting of Video-Clip.
4.
Groups show the video task to the other
groups and give feedback according to
criteria which were worked out together
beforehand.
5.
Groups work out the new video tasks.
6.
Students give each other feedback to the
different working results.
C
D
December 4th, 2008
To my mind, working with the online
environment and with multimedia
tools is very efficient. It simply makes
learning more fun.
Jing Zhang
Our English class has got something very
positive: I regularly go to the international glass
exposition „Glasstec“ and present our family
company – for the first time I was able to talk
with guests from all over the world in a
professional English because we learned so
many new technical terms and phrases with
„English for Glass Professionals“ in a really
effective way.
Annabel Stadler
Online Educa Berlin
December 4th, 2008
•
•
•
•
•
•
What are the Requirements for Web Based Learning?
Learning?
Teachers have to enjoy learning themselves, e.g. new
areas of teaching, and experimenting with media
technically and didactically.
Teachers need computer and Internet access.
Freeware such as Audacity, Wordpress, Hotpotatoes or
Frontpage, perhaps also an Internet server.
Headsets with microphone.
A digital camera, or mobiles with video function, or a
video cam.
Internet workplaces in school: one PC per 4 students
has proved to provide an effective learning
environment.
Online Educa Berlin
December 4th, 2008
Potential for Transfer
• Podcasting: presentations of all kind, e.g. reports on
workshops, projects, interviews, school broadcast etc.
• Blogging: learning portfolio, students‘ evaluation,
students‘ newspaper, documentation and discussion of
projects and practical trainings etc.
• Anchored Instruction: learning situations as selfmade
task videos for every kind of professional task
• Wikis: school dictionary, glossary, encyclopedia
• Virtual learning environment: content management,
competetive learning scenarios for collaborative
settings
Online Educa Berlin
L
December 4th, 2008
ed
rela x e
d
u
t
i
t
at
E
You should dare to
jump into cold water!
wel
l de
chil serve
d
l ou
t
A
…o
re
a b ven to
lac
k e catch
ye…
tor
acc elera on
a
in ti
of imag
R
shared effort
N
For further information go to our website:
www.bkrheinbach.de
or directly to:
www.rheinfit.de/GlassProfessionals.htm
or contact Dr. Stephanie Merkenich at the vocational college Rheinbach
s.merkenich@t-online.de
Download material on the model project KooL:
http://www.rheinfit.de
http://www.rheinfit.de//koolkool-downloadsdownloads-links.htm
Articles on the work with Web 2.0 media in the classroom by Dr. Stephanie Merkenich:
Merkenich:
1) Kool ist cool
2) Modernes Fremdsprachenlernen mit Web 2.02.0-Anwendungen
3) Wikis in der Ausbildung am Beispiel Glaskompendium
Online Educa Berlin
December 4th, 2008
Thank you for your attention …
… and keep
!
Online Educa Berlin
December 4th, 2008

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