JUMPING INTO ANOTHER LANGUAGE Learning English in a Self Organised Way Educational Games: memory, hangman, study buddy, tests & quizzes, vocational grammar drills Meta-Cognition Cognition: learning contract, eportfolio, RSS Feeds, pool of methods Acquisition of Vocabulary: glass dictionary, mindmap interactive vocab trainer Virtual Learning Environment English for Glass Professionals Virtual Communication: forum & chat, ICQ & Skype, etwinning Glass Lessons: Cooperative Learning situated task-based learning, audio & video: listening comprehension & Anchored Instruction Self-Publishing & Personal Broadcasting: Wiki & Blog, Podcasting, Glass Classroom, virtual learning platform
Didactic principles students mere recipiants students = interactive, self-reliant media producers media 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 working collaboratively and in a self-organised way
Objective Learning of foreign languages according to EU-Standard Common European Framework for Languages complex, problembased, situated, and authentic tasks in professional context which are to be worked out in the target language integrated skills: speaking reading listening writing in productive, receptive, and interactive mediation tasks target groups: vocational training in glass technology and design degrees: general certificate of secondary education (GCSE) & advanced technical college certificate Tools for diagnosis Dialang - Online-Tool CRFL: http://www.dialang.org/german/index.htm Oxford UP quick placement test
Individual Learning Contracts meta-cognitive instrument learning objectives, methods, and media are agreed upon setting of schedule search for learning partners accompanied by teacher Situated Collaborative task
What do students need to solve problems? Language Level: specific vocabulary & phrases instruments: glass dictionary, learning games & interactive vocab trainer vocational grammar drills pool with methodological handouts, e.g. How to write a summary native speaker input for the improvement of pronunciation: vocational listening comprehension tasks (Audio & Video) Media Level: 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 technical help, e.g. How to produce a podcast Individual Support via Collaborative Learning Scaffolding - Learning in the Peer Group (Vygotsky( Vygotsky): cooperative learning environments support via peer group in reaching the next learning level Different Levels of Difficulty: didactical and technical reduction of complexity of tasks, e.g. in podcast production pool of methodological help on different levels of complexity : beginners, intermediate & advanced, e.g. How to write a summary, How to express opinion
Glass Dictionary Deutsch-Englisch English-German With audio files With access to English- English online dictionary Interactive Vocab Trainer Dual code: picture & language Mouse over function enables self organised learning Vocabulary & phrases Pictures from workshops
Memory Games Learning of words Six levels of difficulty Pictures out of workshops Memory Example Learning vocabulary in a playful way Searching for matching pairs of terms Hits are counted
Hangman Playful learning of vocabulary Only vocational glass terms Virtual Hot Shop Link to the Museum of Glass in Tacoma (Washington) Virtual Glass Hot Shop with instructions in English Short films
Grammar Drills Grammar learning with dual code drag & drop, clozes, multiple choice, crosswords Listening Comprehension Native Speaker Material Glass videos by Prof. Andrew Macfarlane (U of Cambridge) & Corning Museum of Glass (New York) Didactically prepared material for collaborative learning (tick off list, cloze, transcript, cooperative task)
Personal Publishing & Broadcasting: Wiki & Blog & Podcasts Wiki: cooperative work on a glass glossary Blog: discussion of homework and preparation of podcast texts RSS Feeds: methodological hints, e.g. How to use a dictionary Correction of texts in peer counselling Podcasting: production of audio files for practice in the target language Evalua- tion in the blog students give feedback on texts (grammar, style, complexity of language level)
Discussion in Blogs 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
Competence in self-initiated learning PLANNING Didactic Instruments organisational help for scheduling INFORMATION PROCESSING OF INFORMATION PRESENTATION methods for text analysis, techniques of research and structuring articles written in the wiki which are corrected by the student s editorial board REFLECTION/ EVALUATION reflection sheet and evaluation sheet for learning process and articles Competence in collaborative learning communication sense of responsibility efficient organisation crisis management motivation Didactic Instruments Rules of communication team training student s editorial board evaluation sheet for articles group puzzles methods of structuring the working process counselling interviews group counselling sheets intrinsic extrinsic: certificate
Example for Podcasting Jing: Peking Opera Mask
Interactively produced Podcasts or Video-Tasks = media for creative development and presentation 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: 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 Meta-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. Video-Tasks according to Anchored Instruction Students produce videos with writing tasks Narrative format: task is embedded in story or authentic professional situation and serves as anchor Students take responsibility for their own learning process
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. Setting of an Anchored Instruction Learning Arrangement Feedback & Workout of tasks 1. Groups invent authentic and narrative learning situation. A C 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. B D 5. Groups work out the new video tasks. 6. Students give each other feedback to the different working results.
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. Internet workplaces in school: one PC per 4 students has proved to provide an effective learning environment.
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 L relaxed attitude E A You should dare to jump into cold water! well deserved chill out accelerator of imagination R or even to catch a black eye 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 www.rheinfit.de/kool-downloads-links.htmlinks.htm Articles on the work with Web 2.0 media in the classroom by Dr. Stephanie Merkenich: 1) Kool ist cool 2) Modernes Fremdsprachenlernen mit Web 2.0-Anwendungen 3) Wikis in der Ausbildung am Beispiel Glaskompendium Thank you for your attention and keep!