CMC SIG Leon 2009 Claudia Warth E Learning Scenarios

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CMC SIG Leon 2009 Claudia Warth E Learning Scenarios

  1. 1. eLearning Scenarios for Language and Culture Integrated Learning Claudia Warth [email_address] University of Tübingen English Department Applied English Linguistics
  2. 2. <ul><li>How can eLearning be used to improve foreign language skills relevant for intercultural communication ? </li></ul><ul><li> fostering intercultural foreign language skills via web collaboration </li></ul>/10 <ul><li>Basis: </li></ul><ul><ul><li>constructivist approach </li></ul></ul><ul><ul><li>model that takes into account language needed to communicate interculturally </li></ul></ul>
  3. 3. Overview: German-American Online Exchange Oct. ´07 – Feb. ´08 ~ 40 students US: German class (3 rd year) PA, USA DE: English class, 11 th grade, Gymnasium German teacher with Moodle exp., US without /10 5 Moodle courses
  4. 4. Course design <ul><li>Phases within web collaboration between classes: </li></ul><ul><li>General Introduction </li></ul><ul><li>From own to other cultures & comparison – sensitizing </li></ul><ul><li>Towards intercultural awareness – understanding & reflection </li></ul><ul><li>Intercultural thinking & application – relativization & transfer </li></ul><ul><li>“ Debriefing” </li></ul><ul><li>Task Design : </li></ul>/10 intercultural learning aims language learning aims tool
  5. 5. Where’s the collaboration in web collaboration? /10 <ul><li>Analysis based on: </li></ul><ul><ul><li>popularity of activity (as rated by students) & insights from journals </li></ul></ul><ul><ul><li>participation of students </li></ul></ul><ul><ul><li>initial posts </li></ul></ul><ul><ul><li>replies within: national groups & across national groups </li></ul></ul><ul><ul><li>relation to tasks </li></ul></ul>Task / activity Aims / phases Tools used (for collaboration) Map it! Socializing / I Forum Discovering your cultural diversity I & II Forum Culture as an iceberg II Forum Jogging alone I & II to III Forum
  6. 6. Map it! <ul><li>Popularity: very popular activity & some crucial reflection outcomes </li></ul><ul><li>High participation by US & DE groups </li></ul><ul><li>Most initial posts by US; many replies by DE </li></ul><ul><li>Interaction across national groups </li></ul><ul><li>Focused on tasks – topics discussed: students’ living area/cities & activities </li></ul><ul><li>Explanation of specialized vocabulary (e.g. “Kuhdorf”) </li></ul>/10
  7. 7. Discovering your cultural diversity <ul><li>Popularity: very popular activity with US group & high reflection outcomes </li></ul><ul><li>High participation in US group </li></ul><ul><li>Initial posts: almost all by US group; replies within national group; very few replies across </li></ul><ul><li>Focused on tasks – additions: hobbies & free time </li></ul><ul><li>Discussion of ‘being American’, stereotypes or being reduced to few aspects of identity </li></ul>/10
  8. 8. Jogging Alone <ul><li>Popularity: less popular activity, but high reflection outcomes (both groups) </li></ul><ul><li>High participation in US group; almost no contributions from DE group </li></ul><ul><li>Initial posts: almost all by US group; few replies within national groups; 1 post with replies across groups (initial post by DE) </li></ul><ul><li>Focused on task: high reflection </li></ul>/10
  9. 9. Preliminary findings <ul><li>Cultural issue of task design: some tasks might appeal more to one group than another </li></ul><ul><li>Issue of who is taking part in the classes (more ‘selective’ when it comes to taking German?) </li></ul><ul><li>Newness-factor & curiosity </li></ul><ul><li>Amount of time that can be dedicated to workload </li></ul><ul><li>Tutoring & teacher guidance (!) </li></ul>
  10. 10. Research questions & outlook <ul><li>Research questions </li></ul><ul><li>How to design activities to enhance intercultural foreign language learning? </li></ul><ul><li>How to design them in a way to enhance collaboration & interaction across national groups? </li></ul><ul><li>How can teachers support and encourage web collaboration? </li></ul><ul><li>How can teachers be prepared or trained to do so? </li></ul><ul><li>Outlook </li></ul><ul><li>icEurope Comenius Project (www.iceurope-project.eu) </li></ul><ul><li>Model of intercultural communication with activity & web collaboration reference </li></ul>/10
  11. 11. Thank you very much  <ul><li>Any questions, input, discussions very welcome! </li></ul><ul><li>University of Tübingen </li></ul><ul><li>Applied English Linguistics </li></ul><ul><li>Claudia Warth </li></ul><ul><li>Wilhelmstraße 50 </li></ul><ul><li>D-72074 Tübingen </li></ul><ul><li>[email_address] </li></ul><ul><li>http://www.ael.uni-tuebingen.de </li></ul><ul><li>http://www.spracheundkultur.com/ikkzwei.null </li></ul>/10
  12. 12. Journal: Getting what you want Journal entry for “Getting what you want” <ul><li>Details: </li></ul><ul><li>students had to reflect upon “requesting” and “asking” in the L1 and L2 </li></ul><ul><li>discussed and prepared in-class (very necessary!) </li></ul><ul><li>additional steps: compare findings in classroom, create dialogue with epal in chat, record dialogues </li></ul>2 nd : reflection and text in L2 1 st : (reflection and) text in L1 b) Perhaps in the USA they would it say in another kind of way.If I would translate my german, it could be that it sounds impolite. I don't know if my verbalism would be appropriate.The body language might be also different, so there could be also problems.

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