JUMPING INTO ANOTHER LANGUAGE

(1)

Online Educa Berlin December 4th, 2008

JUMPING

INTO ANOTHER LANGUAGE

Learning

English

in a

Self

Organised

Way

Staatliches Berufskolleg Glas ● Keramik ● Gestaltung des Landes NRW ● Rheinbach

Virtual Learning

Environment

English

English for

for

Glass Professionals

-

Cognition

:

learning contract, ePortfolio,

RSS Feeds, pool of methods

Virtual

Communication

:

forum & chat, ICQ &

Skype, eTwinning

Self

-

Publishing

&

Personal

Broadcasting

:

Wiki & Blog, Podcasting, Glass

Classroom, virtual learning platform

Glass

Lessons

:

Cooperative

Learning

situated task-based learning,

audio & video: listening

com-prehension & Anchored Instruction

Acquisition

of

Vocabulary

:

glass dictionary, mindmap

interactive vocab trainer

Educational

Games

:

memory, hangman, study buddy,

tests & quizzes, vocational

(2)

Didactic

principles

students

≠

mere recipiants

students

=

interactive, self-reliant media producers

media

Î

development of content & communication

concentration on the

learning

process

,

not on a supposedly “perfect“ product

Progression of competences we aim for:

Decision

-

making

and

responsibility

and

the

ability

to

participate

in

public

discourse

Students

(3)

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

Tools

Tools for

for

diagnosis

• Dialang - Online-Tool CRFL:

http://www.dialang.org/german/index.htm

• Oxford UP quick placement test

(4)

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

Situated

(5)

What

do students

do

students

need

to solve

to

solve

problems?

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“

Individual

Support via

Support via Collaborative

Collaborative

Learning

Scaffolding

-

Learning

in

the

Peer Group (

Vygotsky

):

¾ cooperative learning environments

¾ support via peer group in reaching the next learning level

Different Levels of

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“

(6)

Glass

Dictionary

¾Deutsch-Englisch

¾English-German

¾With audio files

¾With access to

English-English online dictionary

Interactive

Vocab

Trainer

¾Dual code:

picture & language

¾Mouse over function enables

self organised learning

¾Vocabulary & phrases

¾Pictures from workshops

(7)

Memory

Games

¾Learning of words

¾Six levels of difficulty

¾Pictures out of workshops

Memory

Example

¾Learning vocabulary in a

playful way

¾Searching for matching pairs

of terms

(8)

Hangman

¾Playful learning of

vocabulary

¾Only vocational glass terms

Virtual

Hot Shop

¾Link to the

Mu-seum of Glass

in Tacoma

(Washington)

¾Virtual Glass

Hot Shop with

instructions in

English

(9)

Grammar

Drills

¾Grammar learning with

dual code

¾drag & drop, clozes,

multiple choice,

crosswords

Listening

Comprehension

¾Native Speaker Material

¾Glass videos by Prof.

An-drew Macfarlane (U of

Cam-bridge) & Corning

Museum of Glass (New York)

¾Didactically prepared

material for collaborative

learning (tick off list, cloze,

transcript, cooperative task)

(10)

Personal

Publishing

&

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

Evalua

-

-tion

tion

in

the

blog

¾ students

give

feedback

on texts

(grammar,

style,

complexity

(11)

Discussion in Blogs

Wiki

and Blog

and

Blog

as Web 2.0 media enable

as Web 2.0 media

enable

students…

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

(12)

PLANNING

self-initiated learning

INFORMATION

PROCESSING OF INFORMATION

PRESENTATION

REFLECTION/

EVALUATION

Didactic Instruments

organisational help for scheduling

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

Competence

in

collaborative

learning

Didactic Instruments

Rules of communication

team training

student‘s editorial board

evaluation sheet for articles

group puzzles

counselling interviews

group counselling sheets

communication

sense of

responsibility

efficient

organisation

crisis management

methods of structuring the

working process

(13)

Online Educa Berlin December 4th, 2008 Jing: Peking Opera Mask

Example for

Podcasting

(14)

Interactively

produced

Podcasts

or

Video

-

Tasks

= media for creative development and presentation

Î they advance competence in learning via application of learning

strategies as a matter of routine

1)

1) StrategiesStrategiesof Organisation: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)

2) StrategiesStrategiesof of ElaborationElaboration::

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)

3) StrategiesStrategiesof Repetition: 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)

4) StrategiesStrategiesof of MetaMeta--CognitionCognition::

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.

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

(15)

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.

Anchored

Instruction

Video-

Video

-Task

Task

“catalogue

“

catalogue

text

“

Setting

of an

Anchored

Instruction

Learning

Arrangement

A

B

1. Groups invent authentic and narrative

learning situation.

2. Groups write dialogues, handicraft

tele-prompters 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.

Feedback Workout of tasks

C

D

(16)

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

What

are

the

Requirements

for

Web

Based

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.

(17)

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

accelera

tor

of imag

ination

well d

eserv

_ed

chill

_out

relax

ed

attitu

de

You should dare to

jump into cold water!

… or

even

to ca

_tch

a bla

ck ey

_e…

shared effort

L

R

A

N

E

(18)

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

[email protected]

Download material on the model project KooL:

http://

www.rheinfit.de

/

kool

-

downloads

-

links.htm

Articles

Articleson on thetheworkworkwithwithWeb 2.0 media in Web 2.0 media in thetheclassroomclassroombybyDr. Stephanie Dr. Stephanie MerkenichMerkenich::