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eLearning

eLearning. Constructing New Environments for Learning Manuel Ortega, Pedro P. Sánchez-Villalón, Asunción Sánchez-Villalón, Celina de Diego. ICT. Technologies in learning … allow participants to access information facilitate communication mainly through the Web

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eLearning

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  1. eLearning Constructing New Environments for Learning Manuel Ortega, Pedro P. Sánchez-Villalón, Asunción Sánchez-Villalón, Celina de Diego

  2. ICT • Technologies in learning … • allow participants to access information • facilitate communication • mainly through the Web Improvement? New ‘technologies can help us engage learners in active, constructive, intentional, authentic, and cooperative learning’ (Jonassen, 1999).

  3. Paradigmatic Change Shift from • the teaching-centred, receptive knowledge acquisition process, • to - • more active, knowledge construction experiencecentred on learners Change in pedagogical foundations : • roles, environment & scenarios, centres, means, • new kinds of information, contents, disciplines. • learning process: new learning strategies

  4. 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) • Methodological principles, pedagogical design Engagement theory (Kearsley & Shneiderman, 1998) “Relate, Create, Donate” learning by creating, Students should participate in their learning design, (Britain & Liber, 1999, 2004)

  5. Competences European eLearning Program (2001) establishes competences: • general (‘savoir’, ‘savoir-être’, ‘savoir-faire’ & ‘savoir-apprendre’ -> learning to learn). • specific to each discipline. • Experimental Sciences: 'can-do' or ‘know-how’ skills problem solving activities or simulations: • Humanities:skills to cope with real life situations, developing creative thinking, • CEF: competences for language learning • Integrating skills: linguistic, sociolinguistic & pragmatic components Speaking, Writing, Listening & Reading

  6. Language 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, (interactivity) • by writing in forums or chatting • New technologies for writing on the Web, such as blogging and wikis. • AWLA & AIOLE (online learning environments)

  7. AWLA: A Writing eLearning ApplianceA 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). • Changing roles: • Teacher as a guide • Students as creators

  8. 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

  9. AWLA German & Spanish Interfaces

  10. XML RSS Aggregation

  11. AIOLE for Languages for Outgoing Erasmus Students An Interactive Online Learning Environment • European Community directives: • “language learning & the use of ICT” … • Common European Framework of Reference for Languages • “active use of language as interaction in learning” • Levels & assessment grid • Blended Learning Mixture of traditional language courses with distributed learning • Oral interaction in face-to-face sessions • Reading, Listening & Writing online

  12. Learning design Getting Ready for Mobility Travelling, Accommodation, At the University, Everyday Situations. AIOLE-CIVIEramus • Activities: • Web Writer: designed or selected by tutors/students • Learning design(3 levels): • – CEF B1 – Teacher –Student

  13. AIOLE-CIVIEramus: Writing • Reading as browsing (as usual) • Involving writing as interaction) Kinds of Activities: • - Text, images, video or audio • Mutiple Choice Quizzes or Matching Exercises • Sentences for Fill-in-the-blanks completion. • - Questions and Answers

  14. AIOLE-CIVIEramus:AWLA integration • AWLA (A Writing Learning Appliance) • - Learn to write by writing anywhere anytime on the Web • Task-based (scenarios) • with Tutors correction (similar to traditional)

  15. 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 • Adaptable to disciplines, languages, levels • Ideal for Lifelong Learning and CLIL The AWLA site: http://chico.inf-cr.uclm.es/ppsv/awla.html AIOLE-CIVIErasmus: http://civierasmus.uclm.es

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