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Teaching with social media in classroom settings: Top ten practices from teachers around Europe
 

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See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by ...

See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning

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    Teaching with social media in classroom settings: Top ten practices from teachers around Europe Teaching with social media in classroom settings: Top ten practices from teachers around Europe Document Transcript

    • Teaching with social media in classroom settings:Top ten practices from teachers around Europe
    • Teaching with social media January 2012 in classroom settingsEditors Dóra Bereti, Ju-youn SongLayout Ju-youn SongProofreading Susan PascoFull citation Bereti, D., Song, J.2012. Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearningFull references of the competition, “Teachers’ competition for Social Media usein Formal Language Learning Contexts” Competition site: http://teaching-practices-contest.elearningeuropa.info 10 best practices: http://elearningeuropa.info/en/book/teachers-competition- social-media-use-formal-language-learning-contexts Winner announcement: http://elearningeuropa.info/en/book/winner- announcementSocial media presence of “Language learning and social media: 6 key dialogues”Twitter http://twitter.com/#!/languages_web2Mendeley http://www.mendeley.com/groups/542561/language-learning-social- media/papersVimeo http://vimeo.com/ls6network/channelsLinkedin http://www.linkedin.com/pub/language-learning-and-social-media/25/67/550Produced with the support of the European Commission (Life Long Learning programme,KA2 Languages)The competition and the publication are an activity of the strand by working group 6"Language learning and teaching in formal and non formal contexts through ICT".We would like to thank contributions of 10 best practices for sharing their images for thisspecial publication. 2
    • Top ten practices from teachers around EuropeTable of contentTable of content ...................................................................................... 3Foreword................................................................................................ 4Introduction............................................................................................ 5 Virtual Classroom as a learning aid .......................................................... 6 Esafety for eTwinners ............................................................................ 7 Spot the city, Create the city .................................................................. 8 The Riddle Project ................................................................................. 9 RaccontoL2.0 (Italian 2.0) .....................................................................10 Mind map project .................................................................................11 Ejournal project ...................................................................................12 Learning German in Welsh-medium school ...............................................13 Learning with a partner.........................................................................14 Languages out there.............................................................................15 Facebook group C1.5 Invierno 2011 ........................................................16Conclusion .............................................................................................17Members of Jury .....................................................................................18Websites of 10 best practices ...................................................................19 3
    • Teaching with social media in classroom settingsForewordIt is with great pleasure that we present the following publication, based on theten best practices from the “Teachers’ competition for social media use in formallanguage learning contexts” run throughout 2011.We hope that this publication will be of interest to teachers, educators, parentsand pupils sharing good practices in the use of social media in classroomsettings.We are grateful to all who have contributed to promoting the competition, whichattracted over 80 wonderful entries. None of this work would have been possiblewithout the more than 80 participants who shared their innovative and excellentpractices in formal language learning contexts.Finally, our special thanks go to the jury panel, all members of the LS6 team andthe European Commission’s Lifelong Learning Programme.Contributing institutionUniversity of Luxembourg:Dóra Bereti, Ju-youn Song, Katerina Zourou 4
    • Top ten practices from teachers around EuropeIntroductionThe “Teachers’ competition for social media use in formal language learningcontexts” was created within the framework of the EU-funded network “Languagelearning and social media: 6 key dialogues”. The competition was part of keydialogue 6 “Language learning and teaching in formal and non formal contextsthrough ICT” and aimed to identify the role of Web 2.0 technology in theclassroom settings for language learning and teaching practices in Europe. Itsobjective was twofold: to encourage language teachers to share theirexperiences and everyday practices with a wider public, and thus to inspire othercolleagues in terms of ICT and social media use in the classroom.The competition ran from March to November 2011 and was based on a two-stage selection procedure. After identifying the selection criteria for both stagesand announcing the opening of the competition through our variouscommunication channels, a panel of interdisciplinary jury members monitoredand evaluated over 80 applications in the first stage. At this point, the 10 bestpractices were chosen and their implementers were invited to participate in thesecond stage of the selection procedure, by providing a more detailed descriptionof their practices.After deliberating at length on so many worthy and wonderful practices, the jurymembers selected the winner, teacher Ceri Anwen James in a Welsh-mediumschool Ysgol Gyfun Bro Morgannwg from Vale of Glamorgan, Wales (UK).Combined with a learning platform, online blogging and Podcasting, her practicemet particular linguistic, academic and practical demands.We hope that this brochure will highlight the aims of this competition as well assharing good practices in teaching with social media in classroom settings with abroader audience. 5
    • Teaching with social media in classroom settingsVirtual Classroom as a learning aidBy setting up a Virtual Classroom (VC) from anaggregation service, Netvibes, teacher KatrinSaks tries to integrate classroom languagelearning into daily exercises. A series of toolsand programs incorporated in VC should enablevarious learning activities to improve Englishthrough homework and other collaborative Tartu University Pärnu Collegepeer works. Context of practice: Secondary SchoolUsing a set of social media tools in VC was a Project Leader: Katrin Sakschance for Teacher Saks to develop pupils’ Country: Estoniaself-directed learning skills. For her, a primary Learner’s age: 16-18goal of using VC was to enable pupils to seeand to understand their own learning process: http://www.netvibes.com/kat3z#Form_11awhy, what and how they are supposed tolearn with the use of Virtual Classroom. http://www.delicious.com/koidulagAs the assignment is posted in VC, pupils use embedded weblogs to write different textssuch as letters, messages, narratives, description and analysis for their homework.Through writing activities, pupils comment on and review each others posts. In addition,pupils participate in collaborative writing through Wiki.It is also important for each pupil to learn grammar and vocabulary through uploadedfiles or links from social bookmarking sites such as Delicious. Podcasting by the teacheror pupils using Voicethread supports the listening and reading process. Teacher andfellow pupil’s post feedback, comments and question in various forms such as taggingand voice recording. “I consider my practice innovative There is no doubt, as Teacher Katrin Saks because it covers so many different emphasises, that using Virtual Classroom possibilities. The Virtual Classroom supports the language learning process while created in a feed aggregator may using different Web 2.0 tools. Her overall aim is combine tens and tens of different to motivate each learner to create their own Web 2.0 tools. This enables to Personal Learning Environment (PLE) consider the needs of different considering their needs, learning goals and skills learners, offers the best solutions by participating in Virtual Classroom. for everyone, as a model of a PLE for future self-directed life-long learners.” Teacher Katrin Saks 6
    • Top ten practices from teachers around EuropeEsafety for eTwinnersTeacher Lucian Duma believes that Web 2.0and social media bring a new dimension to theeducation field. The eSafety4etwinners projecthighlights a new approach to prevent potentialschool dropout. The integration of Web 2.0tools has motivated these pupils to stay and toplay an active part in the learning process.In fact, the eSafety4etwinners provides a safeWeb 2.0 learning environment while makinglearning fun. In line with this pan-Europeanproject, he has developed an optional coursethe computer my friend to teach pupils how touse web 2.0 tools safely. Special School Caransebes Romania The eSafety4etwinners project starts by showing pupils how to use new Internet tools Context of practice: Evening classes safely with an eSafety Kit. From January to Project Leader: Lucian Duma April, his pupils learn how to use the learning Country: Romania platform Glogster EDU for collaborative Learner’s age: 12-19 presentations. The project then supports the creation of animated presentations, using ahttp://e-safety4etwinners.wikispaces.com moviemaker site such as Xtranormal. Finally, every European partner uploads ahttp://e-safety4etwinners.mixxt.eu PowerPoint presentation to the Slideshare website relating to e-safety study.Evidence from within the “New technologies Web 2.0 and social mediaeSafety4etwinners project has highlighted arent no longer regarded as an avant-gardethe fact that learning in a safe web movement. Our students should be able toenvironment is essential and is motivating handle this area of ICT. Those are powerfulwell. Teacher Duma said it is important to and interesting tools, which open up newcreate a more learner centred and opportunities for everyone and for thisadaptive learning environment through reason teachers and students must knowthe safe use of education Web how to use it nowadays in a safeapplications. mode.” Teacher Lucian DumaOverall, pupils can construct their ownunderstanding of learning process andconnect themselves with other Europeanpartners. He hopes, one day, he can createhis own portal in order to host all his blogsand websites. 7
    • Teaching with social media in classroom settingsSpot the city, Create the cityTeacher Kim Kluckhohn considersthat ICT (Information and Humboldt-Institut e.V.Communication Technology) plays animportant role in his lessons. His Context of practice: Private Language Schoolcase study on language learning in Project Leader: Kim Kluckhohnthe use of ICT is from his previous Country: Germanyteaching experience at the school of Learner’s age: 18foreign languages in Düsseldorf (iik-Düsseldorf e.V.). During his teaching http://www.iik-duesseldorf.de/blog/iik-online-time at the school of foreign roman/title.phplanguages in Düsseldorf, he and histwo colleagues have developed an http://www.iik-duesseldorf.de/blog/2008/08/18/iik-online platform, integrated into the soundslide-nr-7school’s website. Given the diversity of pupils in the private “The inclusion of technical and media language school, it was necessary to combine issues should not be an end in itself, language learning with other activities. For this, but also enhance the improvement of what better activity could there be for German language skills in the target language language learners than a Düsseldorf city trip? directly. It is next to the implicit Volunteer pupils join city tours in order to have extension of media literacy and an opportunity to learn more about the city. training of key skills such as presenting and publishing. Pupils create a podcast using web tools such as Furthermore, the knowledge learned Soundslide combining their city trip story with in active use of target language and pictures. The whole procedure is designed to with joy! “ Teacher Kim Kluckhohn develop writing, speaking and listening skills in the target language. Another activity is online novel creation. The online novel entails creative and descriptive writings as a part of the group’s activities. After the city tour, pupils work collaboratively to create a theme and develop a story. Developingthe online novel with others motivates each pupil to play an active part in all aspects ofactivities.Teacher Kim Kluckhohn is confident that the integration of various web tools in languagelearning has contributed to pupils’ fun and motivation in learning the target language. Inaddition, he has encouraged pupils to develop their own autonomy by volunteering for atrip, choosing a theme and developing a storyline through different levels. 8
    • Top ten practices from teachers around Europe The Riddle Project Twelve-year-old Greek pupils from the class of teacher Fotini Karagiauri learn German as a second language. Instead of learning German only in the classroom, teacher Karagiauri has invented riddles for ensuring a continuity of language learning. The riddle she invented entails concrete exercises for her pupils in collaboration with Polish partners. The riddles take place when Greek pupils ask a question in German, and then Polish pupils Peiramatiko Gymnasio Thessaloniki answer the question in German or vice versa. The riddle themes vary around places, people, Context of Practice: Secondary School and food in the respective countries: Greece and Project Leader: Fotini Karagiauri Poland. This highly interactive riddle-solving Country: Greece process also involves each group in the active Learner’s age: 12 use of web tools. http://ratemal.wikispaces.com/Mein+Land Once she was familiar with the web tools such as Prezi, Glogster and Wikispace, she started to http://ratemal.wikispaces.com/Pers%C3%B6 encourage her pupils to learn new web nlichkeiten+aus+Griechenland applications. In fact, virtual presentation sites such as Prezi for designing riddles in German have been highly appreciated.Pupils are enthusiastic about their own Prezipresentations for asking questions with “They were keen to learn new PCpictures, video clips or text through zooming tools. Every idea was adopted within and out in a virtual canvas. After finding joy, so I tried to learn more bythe answers, they upload answers on the myself in order to give them evenWikispace in the platform. more. It was a wonderful experience, to see how students gotBy seeking a question or an answer in the better than the teacher in usingRiddle project, pupils are keen to master not Web tools.” Teacher Fotinionly the target language but also Karagiaurigeographical or cultural information about thepartner’s country. Moreover, pupils havelearned how to use Web 2.0 tools extensivelywith great interest and motivation.Incorporating Web tools into the learningprocess has ensured a continuous learningenvironment for pupils outside the classroom.This is what Teacher Karagiauri called alearner-driven learning environment. 9
    • Teaching with social media in classroom settingsRaccontoL2.0 (Italian 2.0)Racconto L2.0 (Italian 2.0) was born as a new wayto train foreign pupils in Italian writing in a moreinnovative and fun way. Teacher Giglio has taughtItalian B programme for three years. In thisparticular programme, one of final written tests isabout a creative writing, which is testing thecandidate’s productive and written languagecompetence.After realising a weakness in free and creativeItalian writing from the exam results, teacher Università di GenovaGiglio together with teacher Emanuela Cotroneosuggested a different, innovative and stimulating Context of practice: Higher educationway to train the pupils to produce creative writing. Project Leader: Emanuela Cotroneo &But this time, Web 2.0 applications came along to Alessandra Gigliosupport these pupils with their final writing exam Country: Italypreparation. Learner’s age: 15 to 25Shared social networks in Facebook and Myspace https://sites.google.com/site/emanuelacotwere created to connect pupils giving more roneo/home/progettiopportunities to communicate and keep in touchwith others. http://www.raccontoL2punto0.it The second part of the project is about "ICT and web provides students developing creative writing competence. In their and teachers with a lot of "realia", homepage, each pupil pretends to be a real information; moreover, in this storyteller and they entertain each other with a way we, as teachers, try to be new, stimulating way of writing texts in Italian. more "digital natives", as most of Peer and teacher reviewing in each text are our students are; and, we always beneficial for correcting mistakes. try to find interesting, entertaining, useful ways of Teacher Emanuela Cotroneo and teacher practicing the language in real Alessandra Giglio believe that a main goal of this communication contexts.” project is to engage pupils for active Teacher Emanuela Cotroneo and participation in creative writing exercises. By Alessandra Giglio using the online platform, they see an increase in the potential writing skills of pupils and a more relaxed and enjoyable exercise of written production thanks to the entertaining learning environment. The results were encouraging, particularly the motivation and creativity of pupils. 10
    • Top ten practices from teachers around Europe Mind map project Teacher David Tual’s pupils aged 18 to 22, live and study in an environment surrounded by new technologies. All their university courses are provided online and most –if not all- of the communication outside the classroom occurs via email or through blogs and wikis.Durham University Centre forForeign Language Study Realising the importance of the use of technology in high education, Teacher David Tual highlights theContext of practice: Higher Education teacher’s role of ensuring effective integration ofProject Leader: David Tual technology into pedagogical purpose. A mind mapCountry: United Kingdom project using online application Mind42 in learningLearner’s age: 18-22 French was created for this purpose. This project aims to collaboratively develop a topic-relatedhttp://mind42.com/pub/mindmap?mid=1f vocabulary or sentence database. It, eventually,47c564-4535-4f73-ae23-729cf6ed7595 encourages pupils for their vocabulary revision or for their essay writing as a self-study guide.http://mind42.com/pub/mindmap?mid=628783a0-e14e-4bcf-95c8-c9d9f0de802a After a hands-on workshop for familiarising with online applications, pupils are invited to create their own Mind map. Once a key French word is placed atthe centre of the map in, pupils review the class materials or notes in order to place newvocabulary. Moreover, pupils can add translations of each term or expression they createas a reminder for the revision. “I believe that teachers need toFurthermore, the essay is created and make the students aware of thedeveloped jointly with other pupils in the Mind paradigm shift we are currentlymap, through the pros and cons of each experiencing. From an time wheresubject. knowledge was „owned‟ by a privilegedAt first glance, a Mind map project helps pupils few, to be then distilled to wider –to reinforce vocabularies and writing skills but still restricted- circles, we havethrough the use of a specific web application. moved into an era where knowledgeWhat teacher David Tual values most about the has become freely and readilyMind map project is the collaborative learning available to all and can beprocess. That is to say, The Mind map project collaboratively created: it is notallows pupils to learn from each other, witheach other and to some extent about each „owned‟ anymore, but „shared‟.”other in the process of creation. Teacher David Tual 11
    • Teaching with social media in classroom settingsEjournal project Encouraged to participate in international projects, Pääskytie School pupils are accustomed to working with pupils from other countries. Connecting an international project with high Internet uses, teacher Annika Ruohonen has created an Ejournal site for her courses Global Education and English Club. While Ejournal moi is closely collaborated with partners like Denmark and Lithuania, Ejournal Englishclub is teamed up with an Indian school partner. Both projects are web-magazines in which pupils share articles and keep up with other country pupils Pääskytie school in English. The subjects in the website vary from simply knowing partners to global warming, keepingContext of practice: Secondary nature and sustainable development.SchoolProject Leader: Annika Ruohonen As teacher Annika Ruohonen herself is interested inCountry: Finland social media, she has brought various Web 2.0 toolsLearner’s age: 13-16 into her classes. The simple action she takes, at first, is to bring interesting subjects to discuss during herhttp://www.ejournal.fi/moi classes. After class discussions, her pupils continue to discuss and present their ideas, using social mediahttp://www.ejournal.fi/englishclub such as Xtranormal or Google Docs. For the development of writing skills in the target language, Ejournal blogging has had a positive impact on pupils.Teacher Annika Ruohonen is satisfied with theEjournal project, as it reinforces the authentic “Most importantly the students feltlearning process for pupils. Of course, pupils that they succeeded in what theyare very enthusiastic and motivated when they did and that they connected withsee that their articles are read by as many as foreign students - in global400 people. Furthermore, using web magazines education projects they learnedin an international project has facilitated about environment and sustainablesmooth communication between partners as development, they also learned towell as pupils. communicate in a foreign language,While learning a target language in social and how to operate in the socialmedia, pupils exchange various opinions media.” Teacher Annika Ruohonenregarding critical issues such as sustainabledevelopment and global warming. This is agreat achievement of this particular projectwhich raises awareness of global issuesthanks to international connection. 12
    • Top ten practices from teachers around EuropeLearning German in Welsh-medium school WinnerThe school of teacher Ceri Anwen Jamesis a Welsh-medium comprehensive schoolin South Wales, where all subjects aretaught through the medium of Welsh.German is a very popular subject at herschool, with many pupils choosing thesubject after 9th grade. The mainchallenge facing a Welsh-medium Germanteacher is the lack of materials andresources for the pupils. Ysgol Gyfun Bro In order to fill this void, teacher Ceri Anwen James Morgannwg(YGBM) created a tailor-made website which delivers Welsh- medium German materials designed specifically for Context of practice: Secondary the pupils needs. The lack of resources has been School eased thanks to social media tools and IT facilities at Project Leader: Ceri Anwen James school. Country: United Kingdom Learners age: 12-18 A wiki hosting service, Webpaint, contains a wide range of web links for vocabulary learning, listening http://ygbmalmaeneg.wetpaint.com/ page/Klasse+12 exercises and learning conversations. These links bring interesting materials for Welsh pupils to http://ygbmalmaen.jellycast.com/pod enhance German language learning. The Wetpaint cast/feed/2 which site can be updated a number of times a day in reaction to pupil’s suggestions and requests.The unsuccessful traditional booklet has also been replaced by writing tasks in an onlineblog. This new method has dramatically changed the way that pupils involve themselvesin writing. The appeal of this particular blog for pupils is a broader reading audienceincluding teachers, peer groups and family members. Another project podcast is about toenhance language-learning experiences of pupils in a school exchange program with theLeininger Gymnasium in Grünstadt, Germany.Teacher Ceri Anwen James affirms that “I feel passionately that our pupilslanguage learning and social media have deserve first class materials andbeen natural partners in her school, and learning experiences, and should nothave been vital in increasing interest and be disadvantaged for studying Germanparticipation. The German learning via through the medium of a minorityvarious web tools in Welsh-medium school language.” Teacher Ceri Anwen Jameshas met particular linguistic, academic andpractical demands among pupils, parentsand teacher. Largely appreciated from herpupils, e-Learning in other subjects hasbeen encouraged to develop a similarapproach in following the “German model”. 13
    • Teaching with social media in classroom settingsLearning with a partnerAlthough continents apart, pupils from Polandand South Africa have a common goal,learning German. The challenge for teacherJustyna Sobota and her South African partnerAlet Conradie is to connect the two countriesin closer learning collaboration.This intercontinental collaborative projectstarts with classroom learning using the sametextbook. The classroom lessons continuethrough learning different subjects ranging from Liceum Ogólnokształcąceleisure and food to the environment from an Towarzystwa Ewangelickiego (Poland)agreed chapter. In parallel with classroom in collaboration with Mrs. Aletlearning, sharing a Moodle platform online with Conradie of Paul-Roos-GymnasiumWeb 2.0 tools in use appears to be a good (South Africa)solution for continuity. Effective use of Moodle Context of practice: Secondary Schooltherefore remains a crucial point for this project. Project Leader: Justyna Sobota Country: Poland and South AfricaWith great interest in different cultures, Learners age: 16-18 yearsgeography and school systems, pupils from bothcountries are willing to share their differences. http://screencast.com/t/jY7oGDCBpNThe projects are realised by various web toolssuch as digital presentations by Glogster, http://www.voxopop.com/group/f5aa4edpodcasts by Voicethread and picture galleries byFlickr. The spontaneous and authentic input 9-450e-4a5a-bcd0-db80f6d25462from pupils’ comments in forums hasencouraged dynamic participation. “Our pupils live in very different In addition, two joint travel programs, one for worlds. We feel it to be important Berlin “Auf nach Berlin” (Let’s go to Berlin) and that they are given the opportunity the other for “WWW - Wir Wiener Walzer” (We to connect with people from Viennese Waltz) led to a special occasion for both different cultures and thus are partners. These encounters have created strong helped to develop tolerance - an bonds between pupils. attitude that will surely serve them well in future.” Teacher Teacher Justyna Sobota says the use of the Justyna Sobota learning platform and Web 2.0 applications is no longer an accompanying feature but has become an integral part of German classes, especially since the team-up with the same textbook and shared themes. Collaborative work is a common thread (central theme) in the courses as well as in the online platform. Both teachers are orientedtowards creating the shared learning environment for their pupils, not only to learn theGerman language at a good level through real time challenges but also to embrace eachother’s differences. 14
    • Top ten practices from teachers around EuropeLanguages out thereAfter running a conventional English school for along time, Teacher Jason West wanted to developa better way for his pupils to learn English. Hisbelief in a more interactive, realistic andchallenging way of learning English led to thecreation of a private language school Languages Languages Out There LtdOut There. Context of practice: Private Language SchoolHe and his colleagues had the idea of making Project Leader: Jason Westlearning English much more real and contextually Country: United Kingdomrelevant. Languages Out There combines the Learners age: Adult learnersclassroom with outdoor activities and onlinesocial media for a learning experience. http://languagesoutthere.podomatic.comLanguages Out There is a set of English coursesincorporating social interaction with fluent and native English speakers. The language forall of the tasks is pre-taught or self-studied using pre-prepared worksheets that come insix levels, with 20 lessons per level. Social media are used to improve each learner’sspeaking and listening after finishing worksheets. The process is the same in every single lesson. The online communication is designed to help English learners at their own learning pace as it involves real time online conversation with a native speaker. By recording their conversations and listening again, learners can repeat what has just been said. This unique English-speaking course hopes to encourage to pupils to improve spoken English skills. “ Social media enables our face-to-face product (used in Teacher Jason West, co-founder of Languages Out English speaking countries) to There, claims that the best way to learn to speak become an online product (used English is by talking to real people in the real world in non English speaking or real time online conversation. Especially, the main countries). The technology is goal for using social media and Skype was simply to used as a tool to facilitate improve learners’ English communication. meeting new people and then He is very proud to see an adult Polish English completing and recording learner improve his English communication skills in conversations with them.” around 30 hours of contact and a Chinese English Teacher Jason West learner improve dramatically in around 18 hours of English conversation by Skype calls. 15
    • Teaching with social media in classroom settingsFacebook group C1.5 Invierno 2011As a teacher of advanced Spanish pupils,Victoria Angeles Castrillejo Wet decided tostart using Facebook to keep learning goingafter evening classes. There were strongdemands from highly motivated pupils tocontinue classroom discussions after thecourse. In response to these demands, aFacebook group C1.5 Invierno 2011naturally came into being. Reading materials and other video Instituto Cervantes Berlin materials are shared in the Facebook group in order to keep track of the weekly Context of practice: Evening Classes Project Leader: Victoria Angeles Castrillejo Wet assignment. Weekly tasks are posted on Country: Germany the Facebook group C1.5 Invierno 2011. Learners age: 28-48 It is not compulsory, but pupils are widely encouraged to participate. Pupils are asked https://www.facebook.com/pages/C14- to share their writing assignments with Oto%C3%B1o-2010/131597163556326?sk=wall others in the Facebook group wall. Audio and Video materials used in the class are posted for reviewing and commenting forfurther discussions among group members. Pupils use the wall for invitations to socialevents, books and film recommendations in Spanish.Teacher Victoria Angeles Castrillejo Wet saysas pupils post the link, review articles and “I wouldn´t say it is innovative.comment on others’ works, they develop not I would say it is natural andonly language skills but also a dynamic groupinteraction. Using different materials in that makes it successful.Facebook turned out to be a useful way to get Students don´t have to "force"pupils even more involved in the subjects and themselves into an artificialassignments of the class. With the open learning environment. We´resharing and communication channel on bringing learning to theirFacebook, pupils started to hand in their everyday experience.” Teacherwriting assignments more often. Victoria Angeles Castrillejo Wet 16
    • Top ten practices from teachers around EuropeConclusionOur “Teachers’ competition for social media use in formal language learningcontexts” aimed at identifying good practices in formal learning contexts hasended with selection of the winner and creation of this publication. However, thejourney towards effective use of social media in classroom contexts is not in fullswing. There is a lot that should be considered for long-term development of thesustainable use of social media in this particular context. We often talk or hearabout the importance of teacher training, pedagogy, didactics, policy making andIT facilities in schools. Yet, we often forget that all these factors, along withactive participation by key players - i.e. teacher, pupil and school - have to be onboard together. Ongoing interaction between key factors and key players canonly create a viable teaching and learning environment in the Web 2.0 era.Through this special publication, we have been able to identify wonderful andworthy practices, which are good examples of social media use in classroomsettings with constant interaction between key factors and players. Somepractices are possible thanks to teacher training in the use of new technologies.Some are achieved thanks to a clear objective in terms of pedagogy and policy.Overall, most practices are successful through the ongoing collaboration of keyfactors and dynamic participation by key players.We have also observed a range of useful educational resources, platforms andnetworks for language learning. In addition, a collection of web resources in thispublication could provide an opportunity for other teachers to explore a similarpath toward introducing social media to classroom settings.Much as we appreciate the various approaches, a heartfelt lesson from thiscompetition is derived not only from the effective use of technology. Rather, it isteachers who seek to motivate their pupils and who are determined to give thebest of themselves with passion and love in educating future generations. 17
    • Teaching with social media in classroom settingsMembers of JuryDóra Bereti, Student assistant, leader and designer (with Katerina Zourou) of the"Social media use in formal language teaching contexts" competition, University ofLuxembourg,Laia Canals, Professor position at the Departament de Didàctica de la Llengua i de laLiteratura i de les Ciències Socials, Autonomous University of BarcelonaRaphaela Häuse, German Courses Department, Deutsche WelleZsuzsa Kis, PhD, High school teacher, MarseilleCharles Max, Professor in Educational Sciences, specializing in the learning sciencesfocusing on learning with educational media, University of LuxembourgJean-Marie Nau, Luxembourgish language teacher in adult education, LuxembourgMaria Perifanou, Italian lecturer, European Institute of Vocational Training AKMIDina Savlovska, Professor of French, University of LatviaGeoff Sockett, Associate professor of language didactic, University of StrasbourgKaren Woodman, Senior Lecturer and Coordinator of the Master of Education (TESOL)and Master of Education (TEFL), School of Cultural and Language Studies in Education atQUTGudrun Ziegler, Assistant professor, University of LuxembourgKaterina Zourou, Initiator and project manager of the EU-funded network “Languagelearning and social media: 6 key dialogues”, University of Luxembourg 18
    • Top ten practices from teachers around EuropeWebsites of 10 best practicesVirtual Classroom as a learning aidhttp://www.netvibes.com/kat3z#Form_11ahttp://www.delicious.com/koidulagEsafety for eTwinnershttp://e-safety4etwinners.wikispaces.comhttp://e-safety4etwinners.mixxt.euSpot the city, Create the cityhttp://www.iik-duesseldorf.de/blog/iik-online-roman/title.phphttp://www.iik-duesseldorf.de/blog/2008/08/18/iik-soundslide-nr-7http://www.iik-duesseldorf.de/blog/2008/08/25/iik-soundslide-nr-10The Riddle Projecthttp://prezi.com/kq-nfao5vzyp/20-things-about-mehttp://prezi.com/tpbavveyy5v8/hbghrthihttp://ratemal.wikispaces.com/Mein+LandRaccontoL2.0 (Italian 2.0)https://sites.google.com/site/emanuelacotroneo/home/progettihttp://www.raccontoL2punto0.ithttp://raccontol2.altervista.org/file/RaccontoL20GIGLIOEnglish.pdfMind Map Projecthttp://mind42.com/pub/mindmap?mid=59d923f3-6ce5-4515-9e93-882a9c2817behttp://mind42.com/pub/mindmap?mid=1f47c564-4535-4f73-ae23-729cf6ed7595Ejournal Projecthttp://www.ejournal.fi/moihttp://www.ejournal.fi/englishclubhttp://www.ejournal.fi/finnindia04bLearning German in Welsh-medium schoolhttp://ygbmalmaeneg.wetpaint.com/page/Klasse+12http://ygbmalmaen.jellycast.com/podcast/feed/2%C2%A0whichhttp://quizlet.com/1626121Learning with a partnerhttp://screencast.com/t/jY7oGDCBpNhttp://www.voxopop.com/group/f5aa4ed9-450e-4a5a-bcd0-db80f6d25462Languages out therehttp://languagesoutthere.podomatic.comFacebook group C1.5 Invierno 2011https://www.facebook.com/pages/C14-Oto%C3%B1o-2010/131597163556326?sk=wall 19
    • Teaching with social media in classroom settings 20