Social Web Applications As Personalised Learning Without Notes

s ocial w eb a pplications as p ersonalised l earning e nvironments a n i ntercultural p roject f or u ndergraduate s tud ents Pál Molnár ( Károli Gáspár University, Hungary ) Kumiko Aoki (N ational Institution of Multimedia Education, Japa n) Andrea Kárpáti (Eötvös Loránd University, Hungary)

aims
communication
collaboration
mastering online ICT tools
motivating classroom environment
experiments with online social applications in blended classroom environment for intercultural telecollaboration

methodological approach
student centered mentoring
trialogical learning
collaborative learning , creation and group work
social interactions with cognitive tools
social networking
using video and audio to personalise learning
content sharing among personal internet sites

trialogical learning

tools used
collaborative brainstorming , collecting ideas and planning : MapIt (visual mindmap-like app), Google Docs
social networking and knowledge sharing between students from two culture's : Facebook as personalized learning environment
video messaging for introduction and self-expression , presentation of topics of individual and group interests: Tokbox , Facebook
online classroom management , collecting and sharing research plans, questionnaires, and students' assignments: Google S ites
surveys to reveal culturally biased opinions, knowledge - students acted as researchers and subjects of inquiry for others at the same time : Google Forms
online presentation creating and sharing (vithout voice): Google Presentation (Hungarian students)
online presentation sharing and (voice)commenting : Voicethread (Japanese students )

personal learning environment/network

flow of collaboration
in Hungary
collaborative brainstorming
creating communication plans
creating and sending video messages
creating forms, collecting data, writing essays
creating presentations collaboratevely, sharing and commenting
in Japan
almost as in Hungary, but
audio commenting of created presentations, sharing and commenting

results
increased and intensified communication
forum: 22 topics, 126 comments
messagewall: 40 messages
shared photos: 55 photo
increased motivation to learn, authentic learning about research tools
joint research projects
online surveys
analysis of collected data, essays
creative online presentations by both Japanese and Hungarian students
videomessages on own culture used as authentic multimedia materials for culture study - 13 shared videos on Facebook, introductory videos on Tokbox.com
videomessages: shared links: 22 links
remember: only 12 + 17 students in 3 months, weekly about 2 hours

collaboratevely created and shared presentations
Hungarian students: 5 presentations through Google Presentation
sport in Hungary
turism in Hungary
Hungarian gastronomy
becoming adult
classical music in Hungary
Japanese students: 7 presentations through Voicethread
foreign TV dramas in Japan
Murakami Haruki, a world-famous Japanese writer
transportation in Japan
geek culture in Japan
anime and manga culture in Japan
Japanese idols and beauty industry
music in Japan
remember: only 12 + 17 students in 3 months, weekly about 2 hours

extract from an introductory video
examples of
student work

collaborative brainstorming between Hungarian students
examples of
student work

results of an online student survey
examples of
student work

shared pictures
examples of
student work

a video message
examples of
student work

the best presentation from Japanese students
examples of
student work

artworks
from Hungarian students
logo: Tóth Tamás, 3. évf. hallgató tervezte a kurzusnak logók: Lázár Marianna, 3. évf. hallgató tervezte a kurzusnak

problems
no live video contact
not so motivating
slow feedback
different technical skill and preparation levels
time zone problems
HUN: 8AM = JPN: 15PM
asyncronous collaboration
(JPN: monday, HUN: wednesday)
no face-to-face contact

Issues of international telecollaboration Kumiko Aoki, Online Educa Berlin, 2008
Institutional coordination
Language
Class size/students grouping
Students' access to to Internet tools
Students' ICT/communication skills
Students' motivation
Teachers' ICT/communication skills
Teachers' dedication and enthusiasm
Relationship of partner teachers
Copyright and privacy issues

what’s next?
try face-to-face online collaboration and /or asyncronous collaboration in more intercultural groups
work more organized
more intensive use of social aplications
more open and more interesting
new partners : with one or two Japanese university
maybe a Turkish Japanese culture department
with a Japanese professor in Tokyo
with an American, English teaching professor in Kyoto
with a Japanese lecturer in Budapest
more networked learning

thank you
Pál Molnár
Károli Gáspár University Japanese Studies Department , Hungary
[email_address]

Social Web Applications As Personalised Learning Without Notes

by Pal Molnar on Feb 13, 2009

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