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CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
CMC Teacher Education SIG Presentation; Masats & Ambròs
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CMC Teacher Education SIG Presentation; Masats & Ambròs

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PowerPoint Presentation, Masats & Ambròs, Eurocall CMC Teacher Education SIGs, 2011, Barcelona

PowerPoint Presentation, Masats & Ambròs, Eurocall CMC Teacher Education SIGs, 2011, Barcelona

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  • In the third phase, students from each institution produced the videos either in Catalan or English.
  • Transcript

    • 1. MULTIMODAL story telling through CMC: A collaborative teacher training project Dolors Masats [email_address] Universitat Autònoma de Barcelona Alba Ambròs [email_address] Universitat de Barcelona EUROCALL, Barcelona 14h April 2011
    • 2. PRESENTATION OUTLINE Introduction Baldessari Project CMC: Phase two explained Context Lessons learnt Works cited
    • 3. INTRODUCTION (i) Bologna Process European Higher Education Area by 2010 European Reference Framework on Key Competences for Lifelong Learning (2004) + DeSeCo (2005) and the Tuning (2003) projects Ley Ordenación Educativa (LOE), RD 1513/2006) UNIVERSITY GUIDELINES SCHOOL GUIDELINES COMPETENCE- BASED programmes
    • 4. INTRODUCTION (i)
      • The New Competence-based Curriculum in Catalonia 2007 for primary school
      Linguistic and audiovisual competence Digital competence Artistic and cultural competence PROJECT BASED LEARNING
    • 5. INTRODUCTION (i)
    • 6. Why BALDESSARI?
      • BALDESSARI ART WORK is close to the language of MEDIA (storyboards).
      • BALDESSARI ART WORK is not alien to the language of literature.
      • PURE BEAUTY exhibition at MACBA
    • 7. CONTEXT 75 students from UB and UAB
    • 8. BALDESSARI PROJECT
      • Project goals & phases
      Presenting and Evaluating videos Closure Joint face-to-face task Evaluation Phase four Producing the videos Blended task in split groups Production Phase three Sketching a joint argument line On-line joint telecollaborative task Planning Phase two Opening session Visiting Baldessari Art Exhibition Joint face-to-face task Presentation Phase one Action Groupings AIM PHASE
    • 9. BALDESSARI PROJECT
      • Project goals & phases
      Opening session Visiting Baldessari Art Exhibition Joint face-to-face task Presentation Phase one Action Groupings AIM PHASE
    • 10. Phase one
      • PRESENTATION
      • Project presentation at UAB & UB
      • Joint visit to Baldessari exhibition at MACBA
      • Group Formation + Distribution of Topics
    • 11. BALDESSARI PROJECT
      • Project goals & phases
      Sketching a joint argument line On-line joint telecollaborative task Planning Phase two Opening session Visiting Baldessari Art Exhibition Joint face-to-face task Presentation Phase one Action Groupings AIM PHASE
    • 12. CMC: Phase two explained
      • PHASE TWO (mixed teams) : Planning
      • Composing, presenting and selecting strips
      • Creating, presenting and selecting argument lines
    • 13. BALDESSARI PROJECT
      • Project goals & phases
      Producing the videos Blended task in split groups Production Phase three Sketching a joint argument line On-line joint telecollaborative task Planning Phase two Opening session Visiting Baldessari Art Exhibition Joint face-to-face task Presentation Phase one Action Groupings AIM PHASE
    • 14. Phase three
      • PHASE THREE (split teams) : Producing
      • Script writing.
      • Taking + editing more pictures.
      • Choosing sound effects / background music.
      • Recording off voices.
      • Composing the storyboard.
      • Editing. Peer-evaluation by students from own univeristy.
    • 15. BALDESSARI PROJECT
      • Project goals & phases
      Presenting and Evaluating videos Closure Joint face-to-face task Evaluation Phase four Producing the videos Blended task in split groups Production Phase three Sketching a joint argument line On-line joint telecollaborative task Planning Phase two Opening session Visiting Baldessari Art Exhibition Joint face-to-face task Presentation Phase one Action Groupings AIM PHASE
    • 16. Phase four
      • Product Presentation, Evaluation and Dissemination
      • External evaluation (DIVIS team members)
      • Co-evaluation (original U(A)B mixed groups)
      Opening up the classroom doors is a must! E-publication
    • 17.  
    • 18. LESSONS LEARNT
      • * Trainee’s engagement and creativity is put at play to produce a real project outcome.
      • * 71% trainees claim they would transfer the Baldessari experience in their classrooms but unsure about how to develop a similar project (more experiences like this are needed in teacher training programmes).
      * CMC was a motivating force by trainees who need to apply contents of different nature.
    • 19. WORKS CITED (i)
      • Ambròs, A. (2011): “La competència comunicativa lingüística i audiovisual, dins de Zabala, A. (coord.) (2011): Què, quan i com ensenyar les competències bàsiques a primària. Proposta de desplegament curricular. Barcelona: Graó. Pendent publishing.
      • Ambròs, A. (2010) ¿Qué aporta la LOE en relación con la competencia audiovisual? Lenguaje y Textos n. 32, pp. 41-50.
      • Ambròs, A. & Masats, D. (coord.) (2010) Experimentem amb la narració de contes , E-publication: http://www.ub.edu/dllenpantalla/baldessari/index.html
      • Dooly, M. & Masats, D. (2011) Closing the loop between theory and praxis: New models in EFL teaching. ELT Jorunal, 65(1):42-51
      • Dooly, M. (2009) New competencies in a new era? Examining the impact of a teacher training project. ReCALL  21(3), 352-369.
      • Dooly, M. (ed.) (2008)  Telecollaborative language learning. Moderating intercultural collaboration and language learning. A guidebook to moderating intercultural collaboration online. Bern: Peter Lang
    • 20. WORKS CITED (ii)
      • Dooly, M. (2010) The teacher 2.0. In S. Guth & F. Helm (eds)  Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century , pp. 277-303. Bern: Peter Lang.
      • European Comission - Media Literacy < http://ec.europa.eu/culture/media/literacy/index_en.htm >
      • European Comission (2004) European Reference Framework on Key Competences for Lifelong Learning.
      • Generalitat de Catalunya. Currículum d’Educació Primària (Decret 143/2007. < http://www.gencat.net/diari/4915/07176074.htm>
      • Ministerio de Educación y Ciencia. Ley de Ordenación Educativa RD 1513/2006
      • Pajares, M.F. (1992) “Teachers’ beliefs and educational research: Cleaning up a messy construct”. Review of Educational Research 62/1:307-332.
    • 21. THANK YOU!

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