Grupo CHICO Computer-Human Interaction & Collaboration UCLM - Ciudad Real (Spain) Skill-based e-Learning. Writing on the Web Pedro Pablo Sánchez Villalón Innovación Metodológica en el Área de Lengua Inglesa CPR Puertollano, 31 Marzo 2004

Pedro P Sánchez Villalón 2/18 Contents Introduction European Community Directives Conventional Learning CALL & LMS Objectives & Proposal (TELL) Evolution to the AULA System Methodology: Collaborative Writing Process eLearning Scenarios: Skill-based Writing Tasks Contribution to Blended Learning

Pedro P Sánchez Villalón 3/18 EC Directives about Language Learning & ICT : Language Learning as preparation for the active use of language for communication e-Learning Initiative: ‘developing skills such as the ability to communicate, to work in group, and to make use of the new technologies for all this’. Introduction European Community Directives  “Ability to Communicate”  Skill-based Information Exchange  “Work in group”  Communication through Collaboration  “Use of ICT”  Technology-Enhanced Language Learning

Pedro P Sánchez Villalón 4/18 Conventional Learning Environments Conventional Language Learning Passive (Receptive) Skills Reading Textbooks, newspapers, novels, etc Listening : Multimedia (Audio & Video) Active (Productive) Skills Speaking: Face-to-face Communication (Pair work, conversations) Writing: Writing exams, exercises, letters (rarely) no interactive activities Traditional Classroom Inside the Classroom, Books (textbooks, workbooks, notebooks) Blackboard Pen & paper Limited access to information Face to face communication Not much technology - only audio: tape, video Communicative approach based on simulation

Pedro P Sánchez Villalón 5/18 Software Programs: Diskettes: Tools: WIDA-Software (MS-DOS) CD-ROMs & DVDs : Courses & Textbook Materials Dictionaries: OALD Internet Content: a4esl.coma4esl.com, eleaston.com.eleaston.com Reference: Dict., Grammar, Content Tools: Hot PotatoesHot Potatoes Adaptation to CALL Computer-based(CALL) environment ComputerLabs full of PCs (Hardware) Delivery of contents (Software) Printed Digitized material Activities Grammar Drill exercises (repetition) and practice tutorials

Pedro P Sánchez Villalón 6/18 CALL Interaction Reading WebQuests "A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet“ IsabelPerez.com & WebQuest.org IsabelPerez.com WebQuest.org Listening & Watching Video Speaking EnglishSkills.com No Writing  Improvements:  Motivation  Access to Information  Self-assessment  Drawbacks  Interaction only with the computer  Not active use for communication in Writing & Speaking Result: Computers support the language learning process No communication in real time, students work in isolation

Pedro P Sánchez Villalón 7/18 CALL evolution on the Net: LMS eLearning environments: Learning Management Systems  A repository of content & resources  easy access to information. (distance education) Include shared space for communication (Chat, , discussion lists, …) Communities of practice Communities Analysis Network & CD-Rom English Discoveries Internet Courses Blackboard & WebCT BlackboardWebCT European SchoolNet MyLearningPlace (free) MyLearningPlace Internet Writing ePals.com MyLanguageExchange Web Pages Blogs (aulaweb.Bloki) Blogs aulaweb.Bloki Las blogs o weblogs, en español bitácoras, son páginas web en forma de diario en el que los usuarios van escribiendo comentarios y enlaces. (Definición)Definición

Pedro P Sánchez Villalón 8/18 Objectives & Proposal Technology-Enhanced Language eLearning TELL eLearning environment Web-based tools (Technology) for access to information & communication (interaction) Integrated methodology (ICT & Language Integration) communication anywhere (M- Learning & Blended Learning) communication in real time & at any time pervasive access (Ubiquity) to the system, to information & to ICT tools electronic Whiteboard, e-notebooks, the Web Learning by communicating easily & actively anywhere anytime.

Pedro P Sánchez Villalón 9/18 Writing for Communication in Collaboration (technique) “Writing on the Web” Writing as Communication (process) Writing to Communicate (task)

Pedro P Sánchez Villalón 10/18 Conventional Classroom Blackboard Books Pen & paper Ubiquitous Classroom (TELL) Whiteboards: Mimio™ WhiteBoard. Connections: Wireless Connection to the Internet: RF ( IEEE b, 11 Mbps ) A Web-based Server. Computing devices : Laptop, PDA o Tablet PC. Classroom Evolution Computers Language Lab (CALL) Whiteboard: Whiteboard or Screen with Projector. Connections: LANs with an Internet connection A Intranet Server. Computing devices : Desktop PCs

Pedro P Sánchez Villalón 11/18 AULA Foundations Web-based learning by communicating by collaboratively writing in a ubiquitous environment. AULA (A Ubiquitous Language Appliance) Infrastructure: Small devices spread over the classroom & at home/work TELL ubiquitous environment Accessible in class, from work, anywhere anytime Active Skill: Individual/Collaborative Writing on the Web Sample Scenario: The AULA New Technologies Assignment Activity: Writing a text to explain the impact of ICT. Pedagogical innovation: Writing evolves from an evaluation technique to an authentic communicative learning technique based on a social activity (Scenario-based Writing).

Pedro P Sánchez Villalón 12/18 Methodology (I) Collaborative writing process Planning: (1st stage) The teacher establishes the task as a Scenario: an online newspaper, a project report… The students / participants propose titles for the texts They generate ideas by brainstorming or freewriting They outline & organize

Pedro P Sánchez Villalón 13/18 Methodology (II) Collaborative writing process. Development (2nd stage) Discussion session on notes (ideas) with communication tool the Chat facility Writing the notes into sentences & organizing them into paragraphs with language tools: Lexical tools (Dictionaries and Lexicon). An image searcher (Google). Access to information online

Pedro P Sánchez Villalón 14/18 Methodology (III) Collaborative writing process. Edition (3rd stage): Revision and final edition. Collaborative correction. Using both chat & language tools Teacher’s assessment: Analysis of students’ trace file Analysis of the chat file of every text. Easy checking for plagiarism or for cheating

Pedro P Sánchez Villalón 15/18 eLearning Scenarios: Skill-based Writing Tasks Developing the writing skill to achieve authentic tasks: scenario-based communication with a purpose, for an audience, in a possibly real context.

Pedro P Sánchez Villalón 16/18 User Interface Scenario: New Technologies Figure 3 List of Scenario Items and Content available

Pedro P Sánchez Villalón 17/18 User Interface The Reading Area The Reading Workspace with Scenario Assignment (right)

Pedro P Sánchez Villalón 18/18 User Interface The Writing Area The Writing Workspace and the Chat facility

Pedro P Sánchez Villalón 19/18 User Interface WhiteBoard Screen The WhiteBoard, updatable

Pedro P Sánchez Villalón 20/18 User Interface The ICT Tools Area Language Tool (Lexicon) Communication Tool (Chat) Help & Content Adaptable to other languages Adaptable to other dictionaries local,internal/external Web-based Synchronous Asynchronous HTML & text files

Pedro P Sánchez Villalón 21/18 Contributions to eLearning Learning a language through Communication by Writing on the Web In an apparently conventional classroom Taking notes and writing in their electronic notebooks Paying attention to the WhiteBoard and to the teacher Evolving to a collaborative ubiquitous classroom Everything (technology, information & communication tools) is accessible from anywhere at any time (with an Internet Connection) adapting the ICT to the classroom Facilitating the Collaborative Writing Process Scenario-based eLearning

Grupo CHICO Computer-Human Interaction & Collaboration UCLM - Ciudad Real (Spain) Skill-based e-Learning. Writing on the Web Pedro P. Sánchez Villalón