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AndQuick dirty.
Workshop @ Fachforum Kirchhain September 2016Thomas Strasser | thomas.strasser@schule.at | learning-reloaded.com
A survival kit forthe digital jungle
It‘s not about ‘[…] pedaling the latestdigital snake oil.‘
http://oliversycamore71.wordpress.com/tag/technology/
PISA in a nutshell.eLearning? eLearning!
http://www.oecd.org/berlin/publikationen/students-computers-and-learning.htm,letzterZugriff29.02.2016
Philosophers!
“You get the best of both worlds, mix it all together and you know that it's the best of both
worlds, the best of both worlds.”
Philosophers!
“You get the best of both worlds, mix it all together and you know that it's the best of both
worlds, the best of both worlds.”
http://sellyourstoryuk.com/wp-content/uploads/2011/12/Old-and-Young-Computer.jpg
Credits:SteveWheeler
Heckmann, Verena; Strasser, Thomas (2012): Von der technischen Komplexität hin zur didaktischen Vielseitigkeit - “3-Clicks-Edu-Apps” zur Steigerung der Sprechkompetenz im fremdsprachlichen Unterricht. In: Maria Kopp-Kavermann(Hg.): zeitschrift für elearning, lernkultur und bildungstechnologie. E-Learning im Fremdsprachenerwerb. Innsbruck, Wien, Bozen: Studienverlag (2/2012), S. 34–46.Strasser, Thomas; Pachler, Norbert (2014): Digital technologies in modern foreign language teaching and learning. In: Norbert Pachler (Hg.): Teaching foreign languages in the secondary school – a practical guide. London: Routledge, S. 94-110.Strasser, Thomas (2015): Didaktisierungsszenarien von Educational Applications im Italienischunterricht. Von der Theorie zur (Good) Praxis. In: Tanzmeister, Robert (Hg.): Quo vadis, Romania? Zeitschrift für eine aktuelle Romanistik. Nr. 44/2015, S. 99-119. Abrufbar unter: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-2014-Strasser.pdf; letzter Zugriff: 02.02.2016.Strasser, Thomas (2014): Mind the App! Zur pädagogischen Vielseitigkeit von Web 2.0-Tools im Unterricht. In: Barberi, A. (et al). medienimpulse. Beiträge zur Medienpädagogik 2012-2013. Wien: new academic press, S. 116-129.Strasser, Thomas (2015): Using Edu Apps 2.0. In: Schwetlick, A.: IATEFL VOICES. The bi-monthly newsletter of the international association of teachers of English as a Foreign Language. (November/December, issue 247). Faversham: IATEFL, pp. 12-13.Schmidt, Torben & Strasser, Thomas (2016, forthc.): Digital Classrooms: Basisartikel. In: Schmidt, T. & Strasser, T. (Hgs.). Der fremdsprachliche Unterricht Englisch. Digital Classrooms. Heft NN. Seelze: Friedrich Verlag. S. NNStrasser, Thomas (2016): Mobiles Lernen im DaF-Unterricht: Smartphones, Tablets und Co.. In: Magazin Sprache. München: Goethe Institut. Online verfügbar unter: https://www.goethe.de/de/spr/mag/20744244.html, letzter Zugriff 02.05.2016.
EDU apps taxonomY. A Practical example.Pedagogic
domainCollaboration
Communication
Reflection
Multiplication
Modification
Creation
Didacticdomain
Which skills aresupported, andhow? Content?
Pragmaticdomain
Anticipatedproblems/obstacles
solved.
Schmidt/Strasser (2016, forthc.).
Edu-App-Artikel: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-2014-Strasser.pdf
EDU apps taxonomY. A Practical example.Pedagogic
domainCollaboration
Communication
Reflection
Multiplication
Modification
Creation
Didacticdomain
Which skills aresupported, andhow? Content?
Pragmaticdomain
Anticipatedproblems/obstacles
solved.
Schmidt/Strasser (2016, forthc.).
Edu-App-Artikel: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-2014-Strasser.pdf
Pedagogic DomainTool supports Examples
Collaboration Learners collaboratively produce a podcast.
Communication Learners communicate/talk about the final product/artefact (i.e. podcast).
Multiplication Podcast can be shared via Social Media, embed code or hyperlink.
Creation Learners produce artefacts within a multi-media creative context.
Reflection Feedback possible through comment sections.
Modification Podcast can be continuously modified/adapted/edited (e.g. after constructive feedback re: linguistic performance)
total 6/6
Edu-App? O yes
O no
X
Didactic DomainTool supports Examples
Writing Writing the manuscript, text, dialogues, etc. Use of topic-specificvocab, turn-taking sequences, questions, etc.
Reading Read your own manuscript, focus on rhythm, aesthetics, phonetics, intonation, stress, etc.
Listening Listening to your own artefact, remedial listening, practice makes perfect.
Monologicspeaking
Job profiles, political speeches, etc.
Dialogic speaking Interviews, radio shows, etc. Use of topic-specific vocab, adequate grammar, discursive linkers, coherence, etc.
total 5/5 2 ticks minimum
EduApp? O yesO noX
Pragmatic DomainProblem Mögliche Lösung checkTools too complex • Avoid super-sophisticated/techie tools
• Avoid software-based tools
Tools not relevant (curriculum, syllabus): politically-incorrect, expensive tools, sexist ads, etc.)
• Avoid dubious websites (check sources)• Use tools/websites that cooperate with serious stakeholders,
educational institutions, etc. (BBC, tech magazines, etc.)
• EduApps are generally free, community-based. A myriad ofEdublogs list useful EduApps (Larry Ferlazzo. Nik Peachey,etc.)
• Teachers often enjoy Edu-licenses (i.e. premium products forfree)
EduApp? O yesO noX
SummaryPedagogic domain X educational O non-educationalDidactic domain X educational O non-educationalPragmatic domain X educational O non-educationalTotal (minimum 2/3) X educational O non-educationalDidactic scenario Positive characteristics Negative characteristicsPodcasting app: learn discursivestructures, topic-specific vocab, adequate grammar within a multi-media context; remedial work. Advantage: formal/informal learning
user-friendly tools, free, digital literacy plus language competence, teacher part of the digital artefact, partial constructivism.
Limited amount of podcasts.
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