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eLearning Constructing New Environments for Learning
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ICT Technologies in learning … –allow participants to access information –facilitate communication Improvement? New ‘technologies can help us engage learners in active, constructive, intentional, authentic, and cooperative learning’ (Jonassen, 1999).
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Paradigmatic Change Shift from the teaching-centred, receptive knowledge acquisition process, – to - more active, knowledge construction experience centred on learners Change in pedagogical foundations : –roles, environment & scenarios, centres, means, –new kinds of information, contents, disciplines. –learning process: new learning strategies
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Technologies influence learning Technology features: –Ubiquity (of information & of devices) Weiser, 1991 –Collaboration enabling (communities of practice) –In authentic context (situated learning) –Interaction (fluent communication) Principles Engagement theory (Kearsly & Shneiderman, 1998) “Relate, Create, Donate” learning by creating, Students should participate in their learning design, from LMS to LAMS to LLL (life-long learning)
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Competences (CEF, 2001) –general (‘savoir’, ‘savoir-être’, ‘savoir-faire’ and ‘savoir-apprendre’-> learning to learn). –specific of each discipline. Objective: learning to learn. –Then, 'can-do' or ‘know-how’ abilities or skills set the basis for learning objectives –Developed in practical tasks and contexts usually designed by teachers, with access to content, materials, and resources. Competences
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Towards Specific Competences Experimental Sciences: problem solving activities or simulations: 'can-do' or ‘know-how’ skills Humanities: skills to cope with real life situations, creative thinking, CEF: competences for language learning –Integrating skills: linguistic, sociolinguistic & pragmatic components –Interaction: real communication in authentic contexts
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e-Learning strategies CALL (Computer-assisted language learning) Web Resources. TELL & WELL Ubiquitous access to information anywhere anytime. Textual & multimedia information. Communicate (Interact) by reacting to information: –Initially with forms, –by writing in forums or chatting –New technologies for writing on the Web, such as blogging and wikis. AWLA & AIOLE
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AWLA: A Writing eLearning Appliance A learning resource to write on the Web. Aim:to learn how to write by writing on a blended learning environment allowing ubiquitous collaboration. centred on learning design, which provides updatable description, instructions and links to external/internal materials (PBL). access to communication: Chat and reference language tools (a grammar parser, a lexicon, Wordnet, online dictionaries, Google search, images).
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AWLA Roles With teacher as a guide: –Designing the learning activities: lesson plans, assignments,scenarios with XML-based RSS aggregation –Communicating with learner(s) via chat on the document as channel –Checking for mistakes, plagiarism, tracing the learners’ contributions With engaged learners –Enhancing traditional classrooms –Or in a community of learners –Collaborating creatively by interacting in authentic contexts
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Users (learners) access facilities ◄ Easy entrance to the Website ◄ Easy, fast access to reading, writing and saving text information ◄ Collaboration (New Idea) ◄ Convertible to Word format Access to corrected version ◄ Editable with images (multimedia) Permanent display of the task ------------ ► Access to additional contents ► ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ Access to language tools (menu) Access to communication facility: Chat based on the task channel
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AWLA German & Spanish Interfaces
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XML Feed Aggregation
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AIOLE for Languages for Outgoing Erasmus Students European Community:European Community: –“language learning & the use of ICT” … Common European Framework of Reference for LanguagesCommon European Framework of Reference for Languages – “active use of language as interaction in learning” Blended LearningBlended Learning Mixture of traditional language courses with distributed learning –Oral interaction in face-to-face sessions –Reading, Listening & Writing online An I nteractive Online L earning E nvironment
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AIOLE-CIVIEramus Activities: Web Writer: designed or selected by tutors/students Learning design (3 levels): – CEF B1 – Teacher – Student Learning design Getting Ready for Mobility Travelling, Accommodation, At the University, Everyday Situations.
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AIOLE-CIVIEramus: AIOLE-CIVIEramus: Writing -Reading as browsing (as usual) -Involving writing as interaction) - Text, images, video or audio - Mutiple Choice Quizzes or Matching Exercises -Sentences for Fill-in-the- blanks completion. - Questions and Answers Kinds of Activities:
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AIOLE-CIVIEramus: AIOLE-CIVIEramus: AWLA integration AWLA (A Writing Learning Appliance) - Learn to write by writing nywhere anytime on the Web - Task-based (scenarios) - with Tutors correction (similar to traditional)
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Language eLearning with AWLA & AIOLE Writing Practice & communication (interaction) helps to internalize information, to build knowledge, learning a language by developing communicative skills: –Reading, Listening, and Writing online –Speaking (oral interaction) in face-to-face sessions »BLENDED LEARNING –Blended learning (where the teacher is essential) using content, quizzes & access to information (CAI) Writing process, based on tasks: TELL learning design scenarios Integrating Writing, Reading and Listening skills with speaking Adaptable to disciplines, languages, levels Ideal for Lifelong Learning and CLIL
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