Difusión, evaluación y mejora de los materiales para la enseñanza de lenguas extranjeras con alumnos de Secundaria básica (12-14 años)
the teaching of content through a foreign language.
The end product is a CD-rom with five didactic units related to specific school subject matters: geography, history, art, environment and music. The contents will be organised according to their difficulty, different itineraries could be chosen according to the pupil's knowledge, the curricula and the target language.
The materials proposed aim to continue the materials already produced under two other Lingua projects: The Adventures of Hocus and Lotus (for ages 4 - 8 years), Story Project (for ages 8 - 10 years) and The Explorers (for ages 10 - 12 years).
The aim is to produce materials which are suitable for the users, both in terms of their age-group, and in terms of their existing knowledge of the target language: in most cases the users will have followed the same methodology through the other materials and will already have a reasonably advanced knowledge of the language.
A group of 15 companies joined forces in April 2002 to create the “eLearning Industry Group” (eLIG) in Europe - with the support and endorsement of Ms. Reding, the European Commissioner for Education and Culture.
A group of 15 companies joined forces in April 2002 to create the “eLearning Industry Group” (eLIG) in Europe - with the support and endorsement of Ms. Reding, the European Commissioner for Education and Culture. The objective of the group is to work in public private partnership with the European Commission, national governments and education institutions to accelerate the deployment of e-learning in Europe.The eLearning Industry Group has emerged from the European eLearning Summit, were over 300 representatives of academia, governments and industry met in May 2001 to issue a declaration with 10 recommendations to promote eLearning in Europe. The eLearning Industry Group has now launched projects to translate four of these recommendations into actions in the field of infrastructure, content standards, the development of a viable market for content in Europe and the professional development of educators. We believe that these projects are addressing key leverage points for successful and accelerated deployment of e-learning in Europe. They will contribute to create an environment that provides robustness, flexibility, compatibility, interoperability that is required to advance the e-learning agenda in Europe. It should be an environment where we do not need to worry too much about technological issues, rather we would be able to focus on what is really important. That is exciting learning content, engaging learning experiences, new pedagogy, roadmaps addressing individual skill needs, international peer-to-peer learning groups etc. Cultural diversity and new education models will thrive if the underlying environment is based on common standards and if a healthy market for content can evolve. There is a strong political will in Europe to leverage e-learning to achieve the Lisbon Summit’s goal for Europe “to become the most dynamic knowledge-economy in the world....”. This political will is reflected in the eEurope 2005 action plan, where the development of e-learning services is highlighted as one of the major modern online public services besides e-government and e-health services. The creation of an e-learning program is another strong signal from the Commission to bundle its efforts in this arena and to ensure appropriate funding for European e-learning projects. Public private partnerships are considered key success factors to progress the e-learning agenda in Europe. The eLearning Industry Group has the ambition to become a flagship public private partnership for e-learning. It is an open group and welcomes the participation of key stakeholders in the European e-learning market.See the related article Why isn't e-Learning taking off in a big way in our daily lives? by Richard Straub.
eLIG founding members: 3Com, Accenture, Apple, BT, Cisco, Digitalbrain, IBM, Intel, Line Communications, NIIT, Nokia, Online Courseware Factory, Sanoma WSOY, Sun Microsystems, Vivendi Universal Publishing.
Contact for eLIG: Ms. Hannah Murray, ICEL, e-mail: email@example.com
- organising exchange of information and experience between the existing SCS cities and emphasising need for other new cities to be involved
- assisting cities and collective bodies who wish to set up a SCS
- creating a sub-network of SCS, under the name of "Network Methodology Transfer".
The main aims of this sub-network are to co-ordinate pedagogic activities and stimulate the development of innovative methodological approaches by:
- creating a platform of various fields of expertise in the development of new methodologies
- organising an active exchange of good practices between the SCSs
- organising the debate on pedagogical and didactical questions between the teachers/trainers/tutors of the SCS by means of the forum on the website.
New technologies in particular are integral part of this project as training as well as a communication tool. In addition, special attention will be given to Simulation for New Opportunities for Work, a new approach in bridging the gap between schooling and work.
Each language is grouped around a certain metaphor:
- English: A themepark: Themepark
- Spanish: A person: Español con Carlitos
- French: A TV-programme: Canal Rêve
Each site provides the users with the following information:
- Coherent interactive didactical units which provide different activities : An interface will exploit the possibilities of multimedia and will give access to different levels and activities, all grouped around specific topics in the frame of a metapher. There will be different levels for the language learners.
- "Events": certain activities, changing and taking place within certain periods of time. These events have the character of a contest. There is a jury who selects the best production and prizes the best contributions. This encourages the communication and the collaborative work between the different European participants, the different levels of learners, but also teachers.
- A centre of resources for language teachers and learners: with pedagogical material giving information about the WEB and the didactics of language teaching with the means of the WEB, especially guidelines for the above mentioned units. This materiel proposes a didactic reflection , which allows teachers to inform themselves and to learn something out of it.
The project addresses itself on the one hand side to adult learners and to adults of different levels. The online activities want to familiarise the learner with ICT. On the other hand side the products which are put online allow the language teachers to work with ICT and to use the resources which are allowed by the WEB.
Early Foreign Language Learning and Information Communication Technology Network - France, Italy, United Kingdom
Les méthodologies proposées incluent le principe de l'acquisition de la langue étrangère et les modèles développés et utilisés dans l'enseignement de la langue maternelle.
L'accent sera mis sur la communication orale et la participation active des élèves. Les enseignants seront fortement impliqués dans l'identification d'aquis clés et dans l'échange des bonnes pratiques dans le but de créer un curriculum pour l'apprentissage précoce des langues ciblées dans la réalité de chaque pays. De ce curriculum sortiront des matériels d'apprentissage.
Tous les outils seront testés et évalués. Les enseignants et les élèves échangeront leurs opinions sur le fonctionnement du matériel utilisé. Tous les documents d'évaluation seront publiés.
Le produit sera réalisé en: italien, anglais et français, et également pourra être adapté sur Internet.
A terme, ce produit devrait permettre, grâce à l'amélioration de la capacité de communication des élèves, une plus grande mobilité dans les études ainsi que la pratique de stages en entreprise à l'échelle européenne.
Integrating ICT into the Curriculum: Investigating Teaching and Learning Outcomes in the Permanently Connected Classroom
The Web@Classroom aims to study the ICT impacts on teaching and learning processes like the acquisition of skills research, information handling, selection and filtering skills to allow appraise critically web based materials, and other aspects of ICT use on education, by children (age 9-13). This study intends to contribute for the acceptation of the idea that governments and schools should connect the classroom to the Internet, as the Internet is a new and useful source of information and knowledge and children should learn how to use it as a tool for learning. Internet should be present in the classroom, as are other resources and materials like books, videos, and other sources of information and knowledge, building new educational environments in our schools.
The educational component of The Big Myth is especially inspired by the research conducted by Elizabeth Cohen (Cohen, 1994). The method that she has developed, Complex Instruction, is the basis for the exercises designed for the Big Myth. One of the basic assumptions of Complex Instruction is that learning goes through interaction. By implementing co-operative learning, teachers provide opportunities for interaction and equal access to participation in the interaction (Cohen, 1994; Batelaan & Van Hoof, 1996).
This is evident in the AGROweb project, a project that provides an integrated framework for educational activities, by providing a model of motivating activities, integrated in the classroom, a model that develops an innovative learning environment based on the creation of a virtual classroom, where every possible aspect of a conventional classroom can be simulated. The project adopts an interactive and collaborative form of ODL's application with decentralised organisational form.
In the framework of the project a network of European Secondary Schools, University Departments of Pedagogical Psychology together with specialists in the field of development of educational MultiMedia will develop a web-enabled application platform, the e-shop, through which students promote agricultural products of their areas. The reality of modern economy practices is thus transferred into the classroom.
The AGROweb project, making full use of the capabilities the web offers in order to stimulate students' interaction, proposes a web-based e-shop platform, in the design of which proper weight is given on its educational concept. It is a tool for students, a distributed learning environment, facilitating the learning process. The e-shop platform includes facilities to produce graphical representations of the sales of a product (product's performance), to compare actual and anticipated performances and in general what is necessary to monitor the financial activities of a real shop. The e-shop is the electronic AGORA, the "electronic open market" where, in addition to the commercial transactions, the person to person contact takes place and where the students have the chance to realize in praxis the importance of the European single market and the common European currency, the EURO. Students' world state friendship can be busted only if based on a person- to-person contact. This can best be achieved when people from different nations work together with common aims and objectives, as the students participating at the AGROweb project do.
It is generally recognised that the roles assumed by teachers are related to the transmission of information, to leading students actions, to be the subject-matter expert possessing knowledge of fixed and precise contents which are capable of being attained by students. How are these roles changing?
Linked to the use of the Web and other multimedia resources, in most of the ICT based learning settings, the role of the teacher as the “knowledge” authority or as the transmitter of information is in danger when using extensively sources of information different from that provided by the teacher. The teachers act more as learning guides: “When I used Internet and multimedia, I had to change my teaching style; but colleagues who wanted to keep their traditional style, they just quit”.
The predominant teacher roles identified were:
Teacher as learner in the classroom: Teachers are accepting that students might do better in special fields and were ready to learn with and from them: “Quite often roles were exchanged between teacher and student, especially when the latter was more experienced in using the new technology”. Such a collaborative approach leads to the acquisition of ICT competences by both actors.
Teacher as tutor. Among the many roles supporting the learning process, the tutoring role is one widely recognised. The tutor’s role is not just the subject matter expert who facilitates learning activities, solves problems, and updates the contents.
For instance, in on-line discussions, the tutor facilitates communication, and it is possible to distinguish these tutor roles:
· The tutor as modeller, which implies someone who stimulates the learner by creating materials and situations for active learning.
· The tutor as coach, consultant, referee, assessor and ’helpline’.
· The tutor as scaffold. which is more of a guide and monitor, bringing parties together as manager, provider or broker.
Teacher as collaborator with students. There are many ICT-based activities in which project-based learning is the pedagogical strategy. In such activities, teachers tend to participate as peers together with the students.
Teacher as developer. The teacher develops learning materials mainly in electronic format, or provides input to professional developers.
Teacher as researcher. There is a trend in teachers’ professional development that promotes the view of the teacher as a researcher of his/her own educational experiences as a way to reflect and internalise the innovations promoted in the classroom. As ICT tools and products are involved in many classroom innovations, teachers alone, or as partners of researchers in educational research, are able to use the research outcomes to help with planning and improving pupils’ learning experiences with ICT, and to make them appropriate to their needs within the curriculum framework of the school.
Teacher as lifelong ICT trainee. ICT literacy is the first step in the professional development of the teachers. Teachers involved in innovations of any kind, and particularly in innovations using ICT, are more easily involved in retraining in both pedagogical and technical innovations.
Teacher as a member of a team of teachers. In distributed e-classrooms, teachers are “members of a team of teachers” rather than acting only as individuals. This is due to the complexity involved in collaborative courses, such as international ones or other types of distributed learning arrangements.
Teachers’ and students’ roles are interdependent. If the roles of the teacher are moderator, tutor, etc., learners need to become self-reliant, active searchers for relevant information. The role of a self-reliant student is the corollary to a less directed role of the teacher. This raises the level of students responsibility in learning.
The roles of students appear to depend on: a) the pedagogical approach used in classroom, b) the roles played by the teacher, and c) the classroom peers. Some of the roles identified include:
Student as teacher. Social and active learning can be encouraged by the use of ICT; new pedagogical concepts enable students to understand the role of the teacher as more actively integrated into the teaching/learning process.
Student as collaborator. Students collaborate with other students and the teacher in project-based educational activities. This is an important aspect to take into account in e-learning if the tutor wants to break the isolation of online students working individually.
Student as cooperator. Students cooperate in team work where they may undertake various team roles (for example leader, expert, moderator, affective supporter, record keeper, etc).
In general, students tend to adopt a more active, motivated, deep and self-regulated learning role. Collaborative rather than individual learning tends to occur. Teachers tend to move from a traditional role toward one of a “learning facilitator”. Nevertheless, these changes tend to be restricted to learning situations which employ ICT-based “open” applications, as interactive educational programs, use of Internet as information resource, etc.The authors take part in the Monitoring and Evaluation of Research in Learning Innovations (MERLIN Consortium), funded by the European Union, Key Action Improving the Socio-economic Knowledge Base.
This text is a fragment corresponding to chapter 3.1 of the article "Critical indicators of innovative practices in ICT-supported learning", presented at PROMETEUS Conference held in Paris, 29th –30th September 2002.