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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

eLearning

Constructing New Environments for Learning

Manuel Ortega, Pedro P. Sánchez-Villalón, Asunción Sánchez-Villalón, Celina de Diego

slide2
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).

paradigmatic change
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
technologies influence learning
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)

competences
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

language e learning strategies
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)
awla a writing elearning appliance a learning resource to write on the web
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
slide8
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
aiole for languages for outgoing erasmus students
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
aiole civieramus
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
aiole civieramus writing
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
aiole civieramus awla integration
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)
language elearning with awla aiole
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