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Social Web Applications As Personalised Learning Without Notes


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presented at LOGOS Open Conference in Budapest, Hungary, 20th January, 2009

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Social Web Applications As Personalised Learning Without Notes

  1. 1. 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)
  2. 2. aims <ul><li>communication </li></ul><ul><li>collaboration </li></ul><ul><li>mastering online ICT tools </li></ul><ul><li>motivating classroom environment </li></ul><ul><li>experiments with online social applications in blended classroom environment for intercultural telecollaboration </li></ul>
  3. 3. methodological approach <ul><li>student centered mentoring </li></ul><ul><li>trialogical learning </li></ul><ul><li>collaborative learning , creation and group work </li></ul><ul><li>social interactions with cognitive tools </li></ul><ul><li>social networking </li></ul><ul><li>using video and audio to personalise learning </li></ul><ul><ul><li>content sharing among personal internet sites </li></ul></ul>
  4. 4. trialogical learning
  5. 5. tools used <ul><li>collaborative brainstorming , collecting ideas and planning :  MapIt   (visual mindmap-like app), Google Docs </li></ul><ul><li>social networking and knowledge sharing between students from two culture's : Facebook as personalized learning environment </li></ul><ul><ul><li>video messaging   for introduction and self-expression , presentation of topics of individual and group interests:  Tokbox , Facebook </li></ul></ul><ul><ul><li>online classroom management , collecting and sharing research plans, questionnaires, and students' assignments:  Google S ites </li></ul></ul><ul><ul><li>surveys  to reveal culturally biased opinions, knowledge - students acted as researchers and subjects of inquiry for others at the same time : Google Forms </li></ul></ul><ul><li>online presentation creating and sharing (vithout voice): Google Presentation (Hungarian students) </li></ul><ul><li>online presentation sharing and (voice)commenting : Voicethread (Japanese students ) </li></ul>
  6. 6. personal learning environment/network
  7. 7. flow of collaboration <ul><li>in Hungary </li></ul><ul><ul><li>collaborative brainstorming </li></ul></ul><ul><ul><li>creating communication plans </li></ul></ul><ul><ul><li>creating and sending video messages </li></ul></ul><ul><ul><li>creating forms, collecting data, writing essays </li></ul></ul><ul><ul><li>creating presentations collaboratevely, sharing and commenting </li></ul></ul><ul><li>in Japan </li></ul><ul><ul><li>almost as in Hungary, but </li></ul></ul><ul><ul><ul><li>audio commenting of created presentations, sharing and commenting </li></ul></ul></ul>
  8. 8. results <ul><ul><li>increased and intensified communication </li></ul></ul><ul><ul><ul><li>forum: 22 topics, 126 comments </li></ul></ul></ul><ul><ul><ul><li>messagewall: 40 messages </li></ul></ul></ul><ul><ul><ul><li>shared photos: 55 photo </li></ul></ul></ul><ul><ul><li>increased motivation to learn, authentic learning about research tools </li></ul></ul><ul><ul><ul><li>joint research projects </li></ul></ul></ul><ul><ul><ul><li>online surveys </li></ul></ul></ul><ul><ul><ul><li>analysis of collected data, essays </li></ul></ul></ul><ul><ul><li>creative online presentations by both Japanese and Hungarian students </li></ul></ul><ul><ul><ul><li>videomessages on own culture used as authentic  multimedia materials for culture study - 13 shared videos on Facebook, introductory videos on </li></ul></ul></ul><ul><ul><ul><li>videomessages: shared links: 22 links   </li></ul></ul></ul><ul><li>remember: only 12 + 17 students in 3 months, weekly about 2 hours </li></ul>
  9. 9. collaboratevely created and shared presentations <ul><li>Hungarian students: 5 presentations through Google Presentation </li></ul><ul><ul><li>sport in Hungary </li></ul></ul><ul><ul><li>turism in Hungary </li></ul></ul><ul><ul><li>Hungarian gastronomy </li></ul></ul><ul><ul><li>becoming adult </li></ul></ul><ul><ul><li>classical music in Hungary </li></ul></ul><ul><ul><li>Japanese students: 7 presentations through Voicethread </li></ul></ul><ul><ul><li>foreign TV dramas in Japan </li></ul></ul><ul><ul><li>Murakami Haruki, a world-famous Japanese writer </li></ul></ul><ul><ul><li>transportation in Japan </li></ul></ul><ul><ul><li>geek culture in Japan </li></ul></ul><ul><ul><li>anime and manga culture in Japan </li></ul></ul><ul><ul><li>Japanese idols and beauty industry </li></ul></ul><ul><ul><li>music in Japan </li></ul></ul><ul><li>remember: only 12 + 17 students in 3 months, weekly about 2 hours </li></ul>
  10. 10. extract from an introductory video <ul><li>examples of </li></ul><ul><li>student work </li></ul>
  11. 11. collaborative brainstorming between Hungarian students <ul><li>examples of </li></ul><ul><li>student work </li></ul>
  12. 12. results of an online student survey <ul><li>examples of </li></ul><ul><li>student work </li></ul>
  13. 13. shared pictures <ul><li>examples of </li></ul><ul><li>student work </li></ul>
  14. 14. a video message <ul><li>examples of </li></ul><ul><li>student work </li></ul>
  15. 15. the best presentation from Japanese students <ul><li>examples of </li></ul><ul><li>student work </li></ul>
  16. 16. artworks <ul><li>from Hungarian students </li></ul>logo: Tóth Tamás, 3. évf. hallgató tervezte a kurzusnak logók: Lázár Marianna, 3. évf. hallgató tervezte a kurzusnak
  17. 17. problems <ul><ul><li>no live video contact </li></ul></ul><ul><ul><ul><li>not so motivating </li></ul></ul></ul><ul><ul><ul><li>slow feedback </li></ul></ul></ul><ul><ul><li>different technical skill and preparation levels </li></ul></ul><ul><ul><li>time zone problems  </li></ul></ul><ul><ul><ul><li>HUN: 8AM = JPN: 15PM </li></ul></ul></ul><ul><ul><li>asyncronous collaboration </li></ul></ul><ul><ul><ul><li>(JPN: monday, HUN: wednesday) </li></ul></ul></ul><ul><ul><ul><li>no face-to-face contact </li></ul></ul></ul>
  18. 18. Issues of international telecollaboration Kumiko Aoki, Online Educa Berlin, 2008 <ul><ul><li>Institutional coordination </li></ul></ul><ul><ul><li>Language </li></ul></ul><ul><ul><li>Class size/students grouping </li></ul></ul><ul><ul><li>Students' access to to Internet tools </li></ul></ul><ul><ul><li>Students' ICT/communication skills </li></ul></ul><ul><ul><li>Students' motivation </li></ul></ul><ul><ul><li>Teachers' ICT/communication skills </li></ul></ul><ul><ul><li>Teachers' dedication and enthusiasm </li></ul></ul><ul><ul><li>Relationship of partner teachers </li></ul></ul><ul><ul><li>Copyright and privacy issues </li></ul></ul>
  19. 19. what’s next? <ul><li>try face-to-face online collaboration and /or asyncronous collaboration in more intercultural groups </li></ul><ul><ul><li>work more organized  </li></ul></ul><ul><ul><li>more intensive use of social aplications </li></ul></ul><ul><ul><li>more open and more interesting  </li></ul></ul><ul><li>new partners : with one or two Japanese university </li></ul><ul><li>maybe a Turkish Japanese culture department  </li></ul><ul><ul><li>with a Japanese professor in Tokyo </li></ul></ul><ul><ul><li>with an American, English teaching professor in Kyoto </li></ul></ul><ul><ul><li>with a Japanese lecturer in Budapest </li></ul></ul><ul><ul><li>more networked learning </li></ul></ul>
  20. 20. thank you <ul><li>Pál Molnár  </li></ul><ul><li>Károli Gáspár University Japanese Studies Department , Hungary </li></ul><ul><li>[email_address] </li></ul>