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CLOUDED LANGUAGE LEARNING AND TEACHING WITH DAF-COLLAGE.EU

Presentation of daf-collage.eu
by

Ruth Burbat

on 2 October 2014

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Transcript of CLOUDED LANGUAGE LEARNING AND TEACHING WITH DAF-COLLAGE.EU

are very different...
People
as a
foreign language teacher
foreign language learner
Wouldn't it be
to offer a wide range of text and exercise materials to be used in and outside the classroom?
to be completed in interactive way?
to create and to share didactic materials with other teachers and learners?
even to let other members of the community take part in the correction tasks of open activities?
to manage a more individualized attention to students?
great
to learn the language in a tailor-made, learner-oriented and need-based manner?
That is:
with text materials and exercises which really fit the personal and professional interests.
having access to didactic and authentic learning materials also beyond the classroom.
without depending on the teacher or the textbook to know that your work is well-done.
to learn in a way that helps to discover how the foreign language works?
to have a support to organize your learning notes?
to have access to your learning notes always and everywhere (wherever you are)?
to feel free and not subject to any specific methodological approach?
to have a support in order to enhance learner's autonomy with a problem-solving approach?
... with so very different needs
and textbooks in itself are closed
even if they are open
So, this is why an open platform for foreign language teaching and learning is a good solution.
... and here we go ...
wouldn't it be great ...
... and (what's almost more important) ...
...finding absolutely everything you have written down?
and I mean
Let's spend a few seconds to go back in time and take a look at some steps in daf-collage's short history
daf-collage.eu.
future perspectives
2004
Long-term study on the learner's willingness towards learner's autonomy in the foreign language classroom as starting-point.
2011
Programming under the supervision of the Virtual Learning Center (CEVUG) and the Free Software Office of the University of Granada
2010
Research project of the University of Granada, Spain: DAF-COLLAGE.EU: TEACHING AND STUDYING GERMAN ON THE NETWORK (coord. Ruth Burbat)
2012
February: First use of the digital learning notes in the universities of Granada and Málaga
April and May: Local
and
national 1st Price in the university competition of free software (national level: Category of Education and Leisure)
Ruth Burbat - University of Granada, Spain
wishlist
It begins with O
... and ends with N
Yes it's
OPEN
... because daf-collage.eu is an open Internet platform
... because daf-collage.eu is made with open source philosophy
and last but not least, isn't sharing ideas and text materials synonymous of an open-minded attitude?
By the way, any idea for an adjective which fits perfectly to describe daf-collage.eu?
But let's get to the point and show how daf-collage.eu manages to meet the items in the teachers' and student's
to feel completely immersed in the foreign language world if you want?
(even staying in your country?)
Tools and applications from daf-collage.eu
Tools and applications from daf-collage.eu
for students' use
for teachers' use
Interface of Digital Learning Notes with three main areas
Analysis-Area: Tools across five categories
Organization and Searching Area
Area to create new items in the drop-down menus
for students' use
to the process of analysing and understanding
the foreign language
support and orientation
to the organization of the learning notes
+
Let's see how it works
provide
We understand that language learning is a continous construction of comprehension and knowledge.
to organize the vocabulary across the many items and subitems offered in the informatic form
to help understand and sistematize the language structure offering other fields and tables to be completed depending on the special needs of every single grammatical item
to raise awareness about the functional-pragmatic perspective of language
to make students build textual competence and think about text type conventions
to promote the development of learning strategies
To make this construction
Now, bearing in mind that language learning is
are very different...
People
... with so very different needs
should need help to find information without loosing time and according to his very different needs.
?
as
transparent
as possible
the analysis-tools are distributed
across five different categories.
Let's see an example how to manage the analysis-tools
They could make use of the informatic form related to vocabulary ...
Students might find the sentence
Zwiebeln in Würfel schneiden
as belonging to a cooking recipe
... selecting items and subitems according to thematic fields in the drop-down-menu
They continue selecting dictionaries
... entering everything according to different word classes and their related items
lifelong learning
... even the most perfectionist
So, let's go back to ...
Interface of Digital Learning Notes with the Organization and Searching Area
?
... to find out how students
can find everything
is not able to remember everything he has learned
... focusing information according to very different needs
But what's best: The word cloud is
interactive.
By clicking on a single word
all potential relations to other words will be shown
The
word cloud

shows the whole combination of words
... where they can look up for more details in the corresponding informatic forms of the Analysis Area.
...no matter if students need ...
to have a look to the whole vocabulary of a specific
thematical field
,
to learn more about other
potential lexical combinations
or simply to verify if there are any
homonyms
Due to its extremely practical character it's the
word cloud's interface
which opens automatically after entering the vocabulary
... offering right here
in the cloud

options to modify, to add or to delete
... because foreign language learning
... where students see that there is more information concerning the verb
schneiden
within the categories ...
... as shown in the following table
... and students might also be interested in knowing more about
Grammatical Aspects
Text Typologies
Communicative Intentions
goes far beyond lexical information
Although the word cloud created by students themselves is a real
HIGHLIGHT

there's still more...
context-related as entered before
Let's go back to the previous example to see these details
Zwiebeln in Würfel schneiden
The way to give instructions is characteristic for the text type, the cooking recipe, so students could manage this information entering the following details.
2
HOW
Still any doubts concerning the usefulness of the
Communicative Intentions?
If so, just imagine this scenario
Schneiden Sie (bitte)
die Zwiebeln klein!
... did this information get into these categories?
Regardless of authority and determination...
... do you realize how difficult it is to give instructions in a right way?
... at least in a foreign language ...
And do you realize how easy it is to give instructions just with the right tools which helps you ...
recognise and find
the appropriate situational linguistic means?
1
Students select in the drop-down-list of
Communicative Intentions
the informatic form
Give Instructions
entering information in the fields

linguistic tool
theoretic description
example

and indicating the reference to the text type
Cooking Recipe
as shown in the following table:
Next, students select
Cooking Recipe
in the drop-down-menu of the informatic form related to
Text Typology ...
... entering information in the items they are interested in ...
... in this case taking note of ...
the brief sentences
... the impersonal tone
expressed in the example through the
infinitive at the end
of a sentence and the
lack of personal pronoun
. Students can look up for more details in ...
Communicative Intentions -
Give Instructions
So, that means, using the imperative?
Should the items of the list not fit, students can add new items in the area to modify the drop-down-menu.
It's time to see what makes the analysis-tools with their Digital Learning Notes so
special
The distribution across 5 different categories makes students take into account the foreign language in its whole
d
i
v
e
r
s
i
t
y
and s
i
n
g
u
l
a
r
i
t
y.
Due to the design of the related informatic forms students get an idea of what they should take into account during his learning and analysis process.
The whole range itself of informatic forms already represents a guidance for students.
That's why the analysis tools really help to develop language awareness giving access to language learning resources.
The various link options help to give and to
remember
a holistic view of the foreign language.
According to the students' individual needs the analysis-tools can be used in a more o less sophisticated way:
That means: Make use of analysis across the five main categories could simply be seen as a matter of time or necessity. Students should feel FREE.
... and of course, teachers too!
The tailor-made learning notes in the cloud can easily be exported in pdf documents.
Should students prefer to study 'without clouds':
Speaking of teachers ...
Interface of the Generator of Exercises
... make possible for even inexperienced teachers to build a creative and constructive learning and teaching environment to be used
by their own students
by other teachers and students from the registered daf-collage.eu-community
Area to search activities according to ....
Thematic Fields
Type of Activity
Communicative Intentions
Grammatical Subject
Communicative Skill
Text Typology
Access to learning and teaching materials
Area with selected learning and teaching materials
... organized across single tasks in a course-file
... organized in a range of activities to be fulfilled in fixed sequences
Creation
Area
to design ...
... materials with different types of formats like text format, image, audio and video for ...
MULTIPLE CHOICE with the whole range of variantsSIMPLE MAPPINGCOMPLEX MAPPINGCLOZE TESTIDENTIFICATION OF ELEMENTSOPEN ANSWERCROSSWORD PUZZLEASSIGNATION OF SEGMENTSIDENTIFICATION OF SEGMENTS WITH SHORT ANSWERSIDENTIFICATION OF SEGMENTS WITH SIMPLE MAPPING IDENTIFICATION OF SEGMENTS WITH MULTIPLE CHOICE
a
collage

of a wide range of special didactic authentic learning and teaching materials
for german as a foreign language
(=
D
eutsch
a
ls
F
remdsprache)
different?
So, what makes the Generator of Exercises so
special
Exercises as Multiple Choice, Simple and Complex Mapping, Identification of Elements etc. can all be used in different formats like text, image, audio and video.
The direct connection to the analysis-tools of the Digital Learning Notes helps to get well organized. For example the vocabulary can be directly imported into the related informatic forms.
Communalizing exercises undoubtedly contributes to enrich our personal teaching style and helps to bring diversity to the classroom.
Is there still any wish left of our initial wishlist NOT being fulfilled?
on the part of students:
to feel completely immersed in the foreign language world if you want
(even staying in your country)
on the teachers' part:
even to let other members of the community take part of the correction tasks of open activities
But we thought about this as well
This means:
Having completed programming of the Generator of Exercises, daf-collage.eu will provide a dynamic interactive forum to encourage the contact with native speakers (even if it's virtual)
Exchange and collaboration across corrections, information, virtual immersion into the foreign language world for teachers and students in tandem
... and talking about future ...
What shall be next?
LOOKING BACK TO THE EXPERIENCE UP TO THE PRESENT
Concerning the word cloud all students, regardless the target group, agree:
The very different search options make the cloud a vital tool in language learning
Great flexibility in the use of the analysis-tools across the different target groups
Future translators
make use of the whole range of the analysis-tools in a very early stage of their studies
Students who are interested in
everyday communication
in general make frequent use
only of the tools related to the
vocabulary
and
grammatical aspects
For more details about daf-collage.eu:
facebook.com/DAF_COLLAGE
twitter.com/@daf_collage


rburbat@ugr.es
More about the project's members: http://innovacampus.ugr.es/dafcollage/mod/vocabulario/info/info_es.pdf
Very special thanks to ...
Fco Javier Rodríguez López
@Seiya64
Simeón Ruiz Romero
@simeonruiz
Serafina Molina Soto
@finamolina86
... as former student assistant at the Department of Interpreters and Translators of the University of Granada
Sara Fuertes López
... as programmers and informatic students
of ETSIIT of the University of Granada
... who have always been, have and will be involved in this project with joy and passion.
Thank you very much!
How would the chef in this situation give instructions?
Teaching and Learning a Foreign Language in a Constructive and Creative Way
Termination of programming of the Generator of Exercises
Collaboration with German speaking universities to build a range of high quality exercises within the shortest time
Contact with other colleagues to create and perfect the collage of exercises
Actually, efforts are being expanded to adapt the use of daf-collage.eu to other languages, looking for suitable cooperation with other universities in and outside of Spain
A special thanks also goes to the AGA (Asociación de Germanistas de Andalucía) for their financial support.
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