Mündliche Produktion und Interaktion im virtuellen FremdsprachenunterrichtSpeakApps Project
SpeakApps tools at the Open University of Catalonia presented by Ferran Ferrando in Hannover at the XI Mediendidaktische Kolloquium Web 2.0 und komplexe Kompetenzaufgaben on 7 March 2014.
SpeakApps: resources and applications for developing oral skills onlineSpeakApps Project
Delivered at 2014 International Workshop on Technological Innovation for Specialized Linguistic Domains (TISLID'14), University of Salamanca, Ávila, Spain (May 2014)
Tareas comunicativas para la práctica de la expresión oral en líneaSpeakApps Project
Este documento describe las herramientas y tareas desarrolladas en el proyecto europeo SpeakApps para practicar la expresión oral y la interacción hablada en línea. El proyecto ofrece tres herramientas (Langblog, Videochat y Tándem) para grabar audio y video desde el navegador y realizar tareas comunicativas de manera individual o en grupo. También incluye un repositorio de tareas abierto a la comunidad de profesores.
Graspeo: a Social Media Platform for Knowledge Management in NGOs - Andrii Vo...Andrii Vozniuk
This poster represents our ICTD 2015 paper: http://infoscience.epfl.ch/record/205821?ln=en
Timely access to critical information is crucial for any organization operating in situations of emergency. Deploying an adequate information system tailored to specific organizational needs and matched to the organizational structure is essential. To understand the knowledge management needs of Medecins Sans Frontieres, one of the leading NGOs in the humanitarian and medical fields, we conducted in total 145 hours of in-depth interviews. This paper presents three identified key requirements for an effective knowledge management system specifically designed for large distributed NGOs, like MSF. Additionally, we introduce a novel social media called Graspeo designed and built from ground up to fulfill these requirements.
Mündliche Produktion und Interaktion im virtuellen FremdsprachenunterrichtSpeakApps Project
SpeakApps tools at the Open University of Catalonia presented by Ferran Ferrando in Hannover at the XI Mediendidaktische Kolloquium Web 2.0 und komplexe Kompetenzaufgaben on 7 March 2014.
SpeakApps: resources and applications for developing oral skills onlineSpeakApps Project
Delivered at 2014 International Workshop on Technological Innovation for Specialized Linguistic Domains (TISLID'14), University of Salamanca, Ávila, Spain (May 2014)
Tareas comunicativas para la práctica de la expresión oral en líneaSpeakApps Project
Este documento describe las herramientas y tareas desarrolladas en el proyecto europeo SpeakApps para practicar la expresión oral y la interacción hablada en línea. El proyecto ofrece tres herramientas (Langblog, Videochat y Tándem) para grabar audio y video desde el navegador y realizar tareas comunicativas de manera individual o en grupo. También incluye un repositorio de tareas abierto a la comunidad de profesores.
Graspeo: a Social Media Platform for Knowledge Management in NGOs - Andrii Vo...Andrii Vozniuk
This poster represents our ICTD 2015 paper: http://infoscience.epfl.ch/record/205821?ln=en
Timely access to critical information is crucial for any organization operating in situations of emergency. Deploying an adequate information system tailored to specific organizational needs and matched to the organizational structure is essential. To understand the knowledge management needs of Medecins Sans Frontieres, one of the leading NGOs in the humanitarian and medical fields, we conducted in total 145 hours of in-depth interviews. This paper presents three identified key requirements for an effective knowledge management system specifically designed for large distributed NGOs, like MSF. Additionally, we introduce a novel social media called Graspeo designed and built from ground up to fulfill these requirements.
The Virginia Tech Massacre occurred on April 16, 2007 when Seung-Hui Cho shot and killed 32 people at Virginia Tech. Cho, a student at Virginia Tech, carried out two separate shootings - first killing two people at West Ambler Johnston Hall and then killing 31 more at Norris Hall within one hour. Cho was armed with multiple magazines and over 400 rounds of ammunition and went room to room shooting students. The massacre was one of the deadliest mass shootings by a single gunman in U.S. history.
1. Facebook provides many privacy and security settings to control who can see your profile information, photos, posts, and other content. It is important to carefully adjust these settings to your preferences.
2. You can find friends on Facebook by searching by name, but it may return many results. Adding people via email is often a more direct way if you know the person's email address.
3. Facebook has various features for sharing updates, photos, videos and communicating with friends including posts, comments, messages, groups and pages. It is best to be aware of all privacy and notification settings to control your experience on the platform.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
El informe de prensa describe la entrega de notebooks al Centro de Prensa del Poder Judicial de San Luis y Villa Mercedes para optimizar el trabajo de las oficinas y permitir redactar y publicar información directamente desde el lugar de los hechos. El Sr. Roberto Muñoz recibió una notebook el 21 de septiembre para el Centro de Prensa de San Luis y se espera recibir dos notebooks adicionales, uno de los cuales se destinará a la oficina en Villa Mercedes.
This document outlines a dissemination strategy plan for the SpeakApps project from June 2011. The plan aims to optimize communication between project partners and make the online language learning portal known to potential beneficiaries in Europe. It establishes objectives for internal communication between partners, external communication to publicize the project, and general dissemination. The key messages of the plan emphasize how SpeakApps will provide a free portal for practicing spoken languages online and foster multilingualism in Europe.
Microsoft Dynamics Business Solutions CatalogBSE_Consulting
The document introduces over 200 business solutions that have earned Microsoft's Certified for Microsoft Dynamics accreditation, demonstrating they are proven, tested, and recommended solutions for specific industries and business needs. The solutions have been designed for unique business needs, tested for integration with Microsoft Dynamics products, and successfully used by other companies. Customers can find the right certified solution to help them achieve their business objectives.
The document discusses the SpeakApps project which aims to develop tools and tasks for oral production and interaction using a learning analytics approach. It provides an overview of learning analytics and references a learning analytics reference model. The model describes analyzing data from the SpeakApps platform to evaluate claims about task design, specifically regarding time limitations for recordings. Data sources would include behavioral logs from the platform and user generated content to assess the engagement and experiences of students, teachers, and instructional designers.
This document discusses teaching speaking skills and asks teachers for their input on how they teach speaking, what teaching methods work well, and what resources they need. It also provides information on a SpeakApps project funded by the European Commission to support lifelong learning and lists the project partners.
This document discusses pair work speaking activities and resources for teachers. It describes pair work speaking, potential benefits for students, and challenges for teachers. It then introduces SpeakApps, an online platform that offers tools like video chat and blogs to facilitate pair work speaking practice. The document provides links to video demonstrations of the SpeakApps tools and features. It also provides ideas for task types teachers can use on SpeakApps and instructions for joining a group on the platform. The overall purpose is to promote SpeakApps as a resource for facilitating pair work speaking activities.
Contextual learning analytics apps to create awareness in blended inquiry lea...Andrii Vozniuk
The paper was presented at ITHET 2015: http://infoscience.epfl.ch/record/206896?ln=en
Blended inquiry learning, where students for example use online labs to perform experiments, is considered a promising approach to increase the skills and interest of students in science, technology, engineering, and mathematics domains. For teachers to provide adequate guidance to their students, it is critical that they are aware of the progress and difficulties encountered by each student. This can be accomplished through visual learning analytics, namely by tracking student interaction, data analysis and adequate visualisations. To address this awareness issue, we present in this paper a set of contextual learning analytics apps which provide the teacher with learning-specific information. This paper presents a requirement analysis from a summer school with 32 teachers, the design and implementation of three contextual learning analytics apps, the main outcomes from a case study as well as an outlook on future research avenues.
Future work: Knowlege Analytics with Kibana
The document provides guidance on designing online language learning tasks to facilitate oral production. It discusses tools that can be used for oral production and interaction activities. Possible task types are listed, such as describing, reporting, requesting information, expressing opinions, and social exchanges. The Common European Framework of Reference for Languages levels are referenced to match tasks to user abilities. Sample tasks from the Framework involving sustained monologues, public announcements and addressing audiences are also mentioned. Instructions are given on how to search for and create projects and activities using tools on the SpeakApps website.
This document provides information about the SpeakApps project, which aims to enhance oral skills among foreign language students through online tools. It describes SpeakApps as a collaboratively-based repository of language learning activities and methodologies involving 6 European languages. It invites teachers to join the SpeakApps community by creating a free account on their Moodle platform to access tools, resources and share ideas.
This document provides an agenda and information about the European Day of Languages event hosted by SpeakApps. The event will include a welcome, keynote speech on language learning, coffee break, demonstration of SpeakApps tools, and discussion of future plans. SpeakApps is an EU-funded project that developed online tools for oral language practice including blogs, video chats, and tandem exchanges. The tools are designed based on theories of task-based and communicative language learning and have been piloted at several universities with positive results. The event aims to showcase these tools and discuss their role in supporting lifelong language learning.
The Virginia Tech Massacre occurred on April 16, 2007 when Seung-Hui Cho shot and killed 32 people at Virginia Tech. Cho, a student at Virginia Tech, carried out two separate shootings - first killing two people at West Ambler Johnston Hall and then killing 31 more at Norris Hall within one hour. Cho was armed with multiple magazines and over 400 rounds of ammunition and went room to room shooting students. The massacre was one of the deadliest mass shootings by a single gunman in U.S. history.
1. Facebook provides many privacy and security settings to control who can see your profile information, photos, posts, and other content. It is important to carefully adjust these settings to your preferences.
2. You can find friends on Facebook by searching by name, but it may return many results. Adding people via email is often a more direct way if you know the person's email address.
3. Facebook has various features for sharing updates, photos, videos and communicating with friends including posts, comments, messages, groups and pages. It is best to be aware of all privacy and notification settings to control your experience on the platform.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
El informe de prensa describe la entrega de notebooks al Centro de Prensa del Poder Judicial de San Luis y Villa Mercedes para optimizar el trabajo de las oficinas y permitir redactar y publicar información directamente desde el lugar de los hechos. El Sr. Roberto Muñoz recibió una notebook el 21 de septiembre para el Centro de Prensa de San Luis y se espera recibir dos notebooks adicionales, uno de los cuales se destinará a la oficina en Villa Mercedes.
This document outlines a dissemination strategy plan for the SpeakApps project from June 2011. The plan aims to optimize communication between project partners and make the online language learning portal known to potential beneficiaries in Europe. It establishes objectives for internal communication between partners, external communication to publicize the project, and general dissemination. The key messages of the plan emphasize how SpeakApps will provide a free portal for practicing spoken languages online and foster multilingualism in Europe.
Microsoft Dynamics Business Solutions CatalogBSE_Consulting
The document introduces over 200 business solutions that have earned Microsoft's Certified for Microsoft Dynamics accreditation, demonstrating they are proven, tested, and recommended solutions for specific industries and business needs. The solutions have been designed for unique business needs, tested for integration with Microsoft Dynamics products, and successfully used by other companies. Customers can find the right certified solution to help them achieve their business objectives.
The document discusses the SpeakApps project which aims to develop tools and tasks for oral production and interaction using a learning analytics approach. It provides an overview of learning analytics and references a learning analytics reference model. The model describes analyzing data from the SpeakApps platform to evaluate claims about task design, specifically regarding time limitations for recordings. Data sources would include behavioral logs from the platform and user generated content to assess the engagement and experiences of students, teachers, and instructional designers.
This document discusses teaching speaking skills and asks teachers for their input on how they teach speaking, what teaching methods work well, and what resources they need. It also provides information on a SpeakApps project funded by the European Commission to support lifelong learning and lists the project partners.
This document discusses pair work speaking activities and resources for teachers. It describes pair work speaking, potential benefits for students, and challenges for teachers. It then introduces SpeakApps, an online platform that offers tools like video chat and blogs to facilitate pair work speaking practice. The document provides links to video demonstrations of the SpeakApps tools and features. It also provides ideas for task types teachers can use on SpeakApps and instructions for joining a group on the platform. The overall purpose is to promote SpeakApps as a resource for facilitating pair work speaking activities.
Contextual learning analytics apps to create awareness in blended inquiry lea...Andrii Vozniuk
The paper was presented at ITHET 2015: http://infoscience.epfl.ch/record/206896?ln=en
Blended inquiry learning, where students for example use online labs to perform experiments, is considered a promising approach to increase the skills and interest of students in science, technology, engineering, and mathematics domains. For teachers to provide adequate guidance to their students, it is critical that they are aware of the progress and difficulties encountered by each student. This can be accomplished through visual learning analytics, namely by tracking student interaction, data analysis and adequate visualisations. To address this awareness issue, we present in this paper a set of contextual learning analytics apps which provide the teacher with learning-specific information. This paper presents a requirement analysis from a summer school with 32 teachers, the design and implementation of three contextual learning analytics apps, the main outcomes from a case study as well as an outlook on future research avenues.
Future work: Knowlege Analytics with Kibana
The document provides guidance on designing online language learning tasks to facilitate oral production. It discusses tools that can be used for oral production and interaction activities. Possible task types are listed, such as describing, reporting, requesting information, expressing opinions, and social exchanges. The Common European Framework of Reference for Languages levels are referenced to match tasks to user abilities. Sample tasks from the Framework involving sustained monologues, public announcements and addressing audiences are also mentioned. Instructions are given on how to search for and create projects and activities using tools on the SpeakApps website.
This document provides information about the SpeakApps project, which aims to enhance oral skills among foreign language students through online tools. It describes SpeakApps as a collaboratively-based repository of language learning activities and methodologies involving 6 European languages. It invites teachers to join the SpeakApps community by creating a free account on their Moodle platform to access tools, resources and share ideas.
This document provides an agenda and information about the European Day of Languages event hosted by SpeakApps. The event will include a welcome, keynote speech on language learning, coffee break, demonstration of SpeakApps tools, and discussion of future plans. SpeakApps is an EU-funded project that developed online tools for oral language practice including blogs, video chats, and tandem exchanges. The tools are designed based on theories of task-based and communicative language learning and have been piloted at several universities with positive results. The event aims to showcase these tools and discuss their role in supporting lifelong language learning.
This document outlines a sustainability plan for the SpeakApps project with four key areas: tools and platform, business model, community, and pedagogical development. It identifies sub-components that need to be addressed for each area, including maintaining and upgrading the tools, integrating with learning platforms, determining responsibility for ongoing maintenance, and developing a business model. Action items are noted for various project partners to contribute to discussions on these topics to help ensure the long-term sustainability of the SpeakApps tools and resources.
Towards a sustainable business and exploitation plan. Interim ReportSpeakApps Project
This interim report outlines the SpeakApps project's integrated approach to developing a sustainable business and exploitation plan for its online language learning platform. The report discusses the technical architecture developed, including tools for synchronous and asynchronous communication. It also analyzes competitors and proposes a business model. Finally, it describes project deliverables to date such as user requirements analysis, pilot studies, and dissemination activities that have helped advance the use of SpeakApps tools within language learning communities. The overall goal is to center the business plan and exploitation strategies around the concept of sustainability.
The document discusses using online ICT tools to help with oral production and interaction in a foreign language. These tools allow students to practice speaking and interacting with others in the target language remotely. Short summaries and overviews of documents can help provide context while keeping the key ideas concise.
A.prizel kania uj-w poszukiwaniu wspólnego mianownika
1. W poszukiwaniu wspólnego mianownika…
czyli co łączy studentów języków rzadziej nauczanych?
Wyniki badań ankietowych przeprowadzonych w grupie uczących się
języków: polskiego, holenderskiego, irlandzkiego i katalońskiego
Adriana Prizel-Kania
Centrum Języka i Kultury Polskiej w Świecie
Uniwersytetu Jagiellońskiego
2. • Program : Lifelong Learning Programme
• Sub-programme : KA2 LANGUAGES, Multilateral Projects
• Tytuł Projektu : SpeakApps: Production and interaction in a foreign language
through online ICT tools
• Czas trwania: Jan 2011 – Dec 2012 / Nov 2013 – Nov 2014 (SpeakApps2)
3. IRISH (GAEILGE)
Język irlandzki jest oficjalnym, narodowym językiem używanym w Irlandii. Według
danych statystycznych z 2011 roku językiem irlandzkim jako pierwszym posługuje
się jedynie ok. 130 tys. (native speakers) oraz ok. 1 mln 770 tys. używa go jako
języka drugiego. Językiem tym posługuje się także ok. 65 tys. mieszkajacych w
Irlandii Północnej, ok. 30 tys. w Stanach Zjednoczonych i ok. 10 tys. w Kanadzie i
Australii.
"Census 2011 – This is Ireland" (PDF). Central Statistics Office.
4. CATALAN (CATALÀ)
Język kataloński pochodzi z Katalonii (północno-wschodnia część Hiszpanii i część
terenów obecnej Francji), należy do rodziny języków romańskich i jest używany jako
jedyny oficjalny język w Andorze i jako drugi oficjalny język w Katalonii, na
Balearach i w niektórych częściach Walencji, Aragony oraz Murcji.
Według oficjalnych danych statystycznych (2013) kataloński jest językiem
pierwszym dla 7,2 mln użytkowników, dla kolejnych 5,1 mln jest to język drugi.
Catalan at Ethnologue (17th ed., 2013)
5. DUTCH (NEDERLANDS)
Język holenderski jest językiem rodzimym używanym przede wszystkim przez
większość ludności żyjącej w Holandii, przez ok. 60% ludności zamieszkującej
terytorium Belgii i Republiki Surinamu. Język holenderki jest używany jako ojczysty
przez ok. 23 miliony osób oraz jako język drugi przez kolejne 5 mln (2014).
Holenderski jest także oficjalnym językiem na części Wysp Karaibskich - na Arubie,
Curacao oraz Sint Maarten. Około pół miliona rodzimych użytkowników języka
holenderskiego mieszka w Stanach Zjednoczonych, Kanadzie oraz Australii.
Dutch language. University of Leicester. Retrieved 30 June 2014.
6. JĘZYK POLSKI
Ocenia się, że język polski jest językiem ojczystym około 44 milionów ludzi na
świecie.
W literaturze naukowej można spotkać szacunki od 39 (1) do 48 milionów(2)),
mieszkańców Polski oraz Polonii.
1. Hanna Dalewska-Greń, Języki słowiańskie, PWN, Warszawa 2002, ISBN 83-01-12391-5, s. 584.
2. Encyklopedia języka polskiego, pod red. S Urbańczyka i M. Kucały, Ossolineum, wyd. 3, Warszawa 1999, ISBN 83-04-02994-4, s. 156.
7. OPIS GRUPY RESPONDENTÓW
Uczący się języka:
polskiego 142 osoby
katalońskiego 76 osób
holenderskiego 180 osób
irlandzkiego 240 osób
640 respondentów
8. PYTANIA BADAWCZE
Ankieta składała się z 40 pytań skoncentrowanych wokół
następujących aspektów:
1. Dane osobowe
2. Wykształcenie/pozycja zawodowa
3. Cel podjęcia nauki danego języka
4. Sposoby uczenia się danego języka
5. Trudności i sposoby ich pokonywania
6. Rola komputera oraz Internetu w nabywaniu danego języka obcego
9. KOGO UCZYMY? DOKĄD ZMIERZAMY?
80%
70%
60%
50%
40%
30%
20%
10%
0%
PL CAT NL GA
Kobiety
Mężczyźni
Płeć Kobiety Mężczyźni
PL 73% 27%
CAT 75% 25%
NL 62% 38%
GA 75% 25%
10. WIEK
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
PL CAT NL GA
Mniej niż 18
18-24
25-34
35-44
45-64
Ponad 65
Wiek
Mniej niż
18 lat
18-24 25-34 35-44 45-64 Ponad 65
PL 0% 67% 25% 4% 4% 1%
CAT 0% 8% 25% 28% 37% 3%
NL 0% 21% 51% 22% 7% 0%
GA 1% 85% 8% 4% 2% 0%
11. KRAJ POCHODZENIA
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
PL
Ukraina
USA
Niemcy
Rosja
Włochy
80%
70%
60%
50%
40%
30%
20%
10%
0%
CAT
Hiszpania
Włochy
Rumunia
Rosja
12%
10%
8%
6%
4%
2%
0%
NL
Niemcy
USA
Polska
Rosja
Chiny
100%
80%
60%
40%
20%
0%
GA
Irlandia
Wielka Brytania
USA
Wietnam
13. OBECNY STATUS
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
PL CAT NL GA
52%
4%
26%
83%
6%
18%
8%
1%
24%
41%
25%
6%
Jestem studentem/uczniem
Studiuję zaocznie
Pracuję w niepełnym wymiarze godzin
Pracuję
Szukam pracy
Jestem bezrobotny
Jestem na emeryturze
inne
14. ZNAJOMOSĆ INNYCH JĘZYKÓW OBCYCH
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
PL
Angielski
Niemiecki
Francuski
Rosyjski
80%
70%
60%
50%
40%
30%
20%
10%
0%
CAT
Angielski
Fransuski
Hiszpański
Niemiecki
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
NL
Angielski
Francuski
Niemiecki
Hiszpański
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
GA
Angielski
Francuski
Niemiecki
Włoski
15. MOTYWACJA
Dlaczego uczysz się danego języka?
70%
60%
50%
40%
30%
20%
10%
0%
14%
22%
28%
32%
54%
25%
35%
44%
14%
4%
PL
CAT
NL
GA
17. KTÓRE SPRAWNOŚCI JĘZYKOWE SĄ NAJWAŻNIEJSZE?
100%
80%
60%
40%
20%
0%
53%
41%
70%
85%
PL
czytanie pisanie słuchanie mówienie
nie ważne
nie tak ważne
ważne
bardzo ważne
100%
80%
60%
40%
20%
0%
78% 74%
83%
78%
CAT
czytanie pisanie słuchanie mówienie
nie ważne
nie tak ważne
ważne
bardzo ważne
100%
80%
60%
40%
20%
0%
48%
NL
33%
78%
84%
czytanie pisanie słuchanie mówienie
100%
80%
60%
40%
20%
0%
51%
GA
60%
74%
90%
czytanie pisanie słuchanie mówienie