Die IIK-Fortbildung "Moodle & Web 2.0 für den Unterricht Deutsch als Fremdsprache" hat vom Grundtvig-Netzwerk GINCO (Grundtvig International Network for Course Organisers) die Auszeichnung GINCO AWARD 2012 für eine beispielhafte Fortbildung im Bereich best practice of ICT use erhalten. Die Präsentation, die auf der Konferenz in Hasselt/Belgien am 28.09.2012 gehalten wird, beschreibt das didaktisch-methodische Konzept dieser Fortbildung, die auch 2013 wieder vom 29. Juli - 09. August durchgeführt wird. Für diese Fortbildung können auch wieder Europäische Stipendien über die Programme COMENIUS (Schulbereich) und GRUNDTVIG beantragt werden.
Online Learning at the University of ParmaSara Valla
Experiences of online learning carried out by UniPR Co-Lab at the University of Parma.
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
http://www.etwinning.net/en/pub/news/news/etwinning_20.htm
eTwinning 2.0: Building the community for schools in Europe provides you with a wealth of information, inspiration, guidelines and testimonies from teachers and experts on the possibilities that the eTwinning community for schools in Europe offers.
Online Learning at the University of ParmaSara Valla
Experiences of online learning carried out by UniPR Co-Lab at the University of Parma.
Workshop:
Science Dissemination and On-line Certification for All
ICTP, Trieste 30 Sept - 2 Oct 2013
Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
http://www.etwinning.net/en/pub/news/news/etwinning_20.htm
eTwinning 2.0: Building the community for schools in Europe provides you with a wealth of information, inspiration, guidelines and testimonies from teachers and experts on the possibilities that the eTwinning community for schools in Europe offers.
Desafíos y oportunidades en la educación (a distancia): Tecnologías, innovaci...Antonio Vantaggiato
Opening keynote, Primer Congreso de Educación a Distancia e Internacionalización (CEDI). Universidad de Puerto Rico en Aguadilla.
30 nov 2018, Aguadilla, Puerto Rico.
The presenter will showcase the participants’ collaborative Moodle Course Lessons (MCL) and announcing the winners of MM8 webinar reflections free giveaways. Join Moodle MOOC 9 on http://moodle4teachers.org
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
Desafíos y oportunidades en la educación (a distancia): Tecnologías, innovaci...Antonio Vantaggiato
Opening keynote, Primer Congreso de Educación a Distancia e Internacionalización (CEDI). Universidad de Puerto Rico en Aguadilla.
30 nov 2018, Aguadilla, Puerto Rico.
The presenter will showcase the participants’ collaborative Moodle Course Lessons (MCL) and announcing the winners of MM8 webinar reflections free giveaways. Join Moodle MOOC 9 on http://moodle4teachers.org
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
Presentation at the International Social Innovation Research Conference (ISIRC 2018) in Heidelberg "Educating Young Social Innovators from 6 to 16 in Makerspace Settings: Case Studies of Existing Approaches and their Implications for the European Initiative DOIT"
Moodle VLE at University of Parma. Co-Lab experience - ICTP Worskhop LectureSara Valla
Lecture at
ICTP and UNESCO Workshop "New Trends for Science Dissemination"
Moodle Virtual Learning Environment (LEA) at University of Parma: 3 case histories to gain experience and discover best practices for administration, management and teaching
of on-line courses.
The birth of the Digital Co-Laboratory
it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like.
EDEN is proud to be the European strategic partner of ASCILITE and contribute to the ASCILITE LIVE! webinar series. This presentation was an integral part of a webinar focusing on the problems and solutions of a learning designer in the context of open learning. Dénes Zarka, and instructional designer himself, explores what "open" stands for in the context of learning resources and presents various models for the use and re-use of Open Educational Resources (OERs). Denes points out why he designs open content and also why others design open content.
Vortrag auf der DaFWEBKON: IIK: Fremdsprachenunterricht in Zeiten der Digitalisierung - ein Werkstattbericht.
Unterricht in Zeiten der Digitalisierung mit Virtuellen Klassenräumen, Moodle, Online-Evaluationen, Apps und Tablets.
20 Jahre Kooperation und Zusammenarbeit zwischen Hoschulen und Bildungsinstitutionen in UFA, Baschkortistan, Russland und dem IIK in Düsseldorf und Berlin
Fortbildungstag Deutsch als Fremdsprache am 13.4.2019 für Dozenten der Germanistik an finnischen Universitäten. Tablets, Apps und Smartphones. Integration didaktischer (Lern-)Welten in den DaF-Unterricht.
Mobiles Lernen in und außerhalb des Klassenraums: Apps, Smartphones und Tablets als ergänzung zum analogen DaF-Unterricht.
Vortrag auf der 45. Jahrestagung des Fachverbandes Deutsch als Fremdsprache am 6.4.2018 in Mannheim.
Digitale Medienkompetenz - was ist das? Bemerkungen zu Grids, Kompetenzrastern und dem steigenden Bedarf an Lehrerfortbildungen.
Vortrag auf der Jahrestagung des Fachverbandes Deutsch als Zweit- und Fremdsprache am 5.4.2018 in Mannheim.
Digitale Medien als Ergänzung zum analogen Unterricht Deutsch als Fremdsprache. Vortrag im Themenschwerpunkt 1: Lehren und Lernen mit digitalen Medien auf der 44. Jahrestagung des FaDaF 2017 in Berlin
Vortrag auf der DaFWEBKON zum Fortbildungsprogramm 2016 des Institutes für Internationale Kommunikation e. V.. Fortbildungen Deutsch als Fremdsprache, Tablets, Moodle und Web 2.0 im Unterricht.
Vortrag zu einem vierstündigen Workshop im Methodentraining DaF des IIK Düsseldorf im Juli 2015, in dem mit Lehrkräften ein kostenloser multimedialer Blog erstellt wird. Der Vortrag geht auf die didaktischen Möglichkeiten von Blogs ein und zeigt Beispiele und ressourcen
Das neue EU-Bildungsprogramm Erasmus+ bietet viele Möglichkeiten, Stipendien für Fortbildungen für Lehrkräfte zu beantragen. In dieser Präsentation werden die Grundlagen des neuen Programms vorgestellt, Tipps für die Antragstellung im Bereich KA1 - Mobilität von Lehrpersonen gegeben und Vor- und Nachteile des neuen Programms diskutiert.
Fortbildungsdesigns für den Fremdsprachenunterricht, speziell Deutsch als Fremdsprache, mit webbasierten Diensten. Arbeit mit der Lernumgebung Moodle, mit der E-Portfolio-Software Mahara und mit Web 2.0 Applikationen.
Beitrag auf der DaFWEBKON 2013 am 03.03.2013. Fortbildungen für Lehrkräfte Deutsch als Fremdsprache und Möglichkeiten für Stipendien zur Teilnahme an Fortbildungen.
Vortrag auf der XIV. IDT 2009, Internationale Deutschlehrertagung in Jena-Weimar: 06. August 2009
Sektion A6: Aus- und Fortbildung von
Deutschlehrerinnen und Deutschlehrern
A short introduction to our Institute, our work in the field of foreign languages, especially German as a foreign language with language courses and vocational trainings, and some information about Düsseldorf, the capital city of Nordrhein-Westfalia.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Fortbildung Moodle und Web 2.0 im Fremdsprachenunterricht
1. Moodle & Web 2.0 – a two week COMENIUS and
GRUNDTVIG course for foreign language teachers.
Topics, methodology and learning outcomes of an
Düsseldorf
internet-based training.
GINCO AWARDS
QUALITY COURSE PROVISION FOR GRUNDTVIG IST
Hasselt conference, Bilzen, Belgium: 28 September 2012
Dr. Rüdiger Riechert
Institut für Internationale Kommunikation e. V. (IIK Düsseldorf)
Germany
Copyright 2012 IIK Düsseldorf 1 22.09.2012
2. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
Topics
1. 1996 – Internet, was ist das?
1. The institution IIK Düsseldorf
2.2.Entwicklungslinien der letzten 10 Jahre
Some words about didactics
3.3.2006 – Internet und DaFwork:
Internet-based project
4. Ausblick – wasgood practice
Examples of erwartet uns?
4. 2013 – what‘s coming up?
Düsseldorf
Copyright 2012 IIK Düsseldorf 2 22.09.2012
www.iik-duesseldorf.de
3. IIK Introduction | North Rhine-Westfalia
North Rhine-Westfalia
• About 18 million
inhabitants • Most populous and most
• 34,083 km² (13,158 economically powerful
square miles) state of the 16 federal
• Capital city: Düsseldorf states of Germany
3
4. IIK Introduction | Düsseldorf
Düsseldorf today
• Highest quality of life in
Germany due to a
comparative study by
Mercer Group 2011
(6th place worldwide from
215 major cities worldwide,
1st place in Germany one
place before Munich –
www.mercer.com/qualityofli
vingpr)
4
5. IIK Introduction | The IIK
The IIK Düsseldorf e.V. • IIK has it‘s own Training
• A non-profit association, Center in central
in 1989 outsourced of the Düsseldorf, a second center
Heinrich-Heine-University near University and uses
Düsseldorf University facilities on
• Our vision is training and campus especially in
networking – offline and German Language Summer
online Programs
5
6. IIK Introduction | The IIK Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
German as a foreign language
• 51614 participants from 153 • Most important
countries in 20 years programme information in
• Partner programmes with 12 languages:
Universities around the world
iik-duesseldorf.de/
deutschkurse/
iik-duesseldorf.de/infos/partner/ Düsseldorf
www.iik-duesseldorf.de
6
7. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
1. IIK Düsseldorf
Website concepts for GFL
1996 iik-duesseldorf.de
1997 wirtschaftsdeutsch.de
1998 deutsch-als-fremdsprache.de
1999 stufen.de (Klett educational publisher)
2000 edition-deutsch.de (Klett educ. publisher)
2004 daf-netzwerk.org (LLP Award 2009)
2008 idial.iik-duesseldorf.de
2011 idial4p-center.org
Düsseldorf
Copyright 2009 IIK Düsseldorf 7 22.09.2012
www.iik-duesseldorf.de
8. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
2. Communicative and/or Constructivist D.?
2.1 New Media and Didactics
Not the media, whether CD, Internet or language
laboratory, but the didactic approaches can help
lessons to be more efficient.
• Behaviorism > language laboratory: Instruction,
receptive learning, pattern drills
• Communicative Didactics > audio and video
cassette recorder: project oriented learning, group
activities, but learning is still a function of teaching
• Constructivist, process-oriented Didactics >
Internet: learner autonomy, open the classroom,
reflection on learning strategies, modify role of
students and teachers, create a rich learning
environment.
Düsseldorf
Copyright 2009 IIK Düsseldorf 8 22.09.2012
www.iik-duesseldorf.de
9. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
2. Communicative and/or Constructivist D.?
2.2 Product- and task-based language learning
versus process-oriented learning?
Constructivist learning theory:
Students should learn with self-reliance and act
on their own responsibility. Learning is an active,
creative construction process and can have
different results. Social interaction and
awareness of learning strategies are important.
The ability to evaluate the learning process is
also necessary.
Dieter Wolf (1997): Learning strategies. Ways to
more learner autonomy.
Düsseldorf
Copyright 2009 IIK Düsseldorf 9 22.09.2012
www.iik-duesseldorf.de
10. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
2. Communicative and/or Constructivist D.?
2.2 Product- and task-based language learning
versus process-oriented learning?
How can it work?:
Instruction and Construction are only extremes
in an ideological discussion. In practice they
function as an expedient completion.
Mandl/Reinmann-Rothmeier (1996): Constructivist
Learning.
Düsseldorf
Copyright 2009 IIK Düsseldorf 10 22.09.2012
www.iik-duesseldorf.de
11. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
2. Communicative and/or Constructivist D.?
2.3 Internet project work and learner autonomy
Again, knowledge construction rather than
formal instruction and co-operation in a (virtual)
international team are more in line with
developing language competence suitable for the
knowledge society than traditional instructivist
modes of teaching and learning. In addition,
process-oriented learning focussed on a joint
product, often published on the internet, is also
a tremendous motivation for learners to engage
in language learning.
Bernd Rüschoff (2003), ICT in language learning Düsseldorf
Copyright 2009 IIK Düsseldorf 11 22.09.2012
www.iik-duesseldorf.de
12. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.1 (Some) Criteria
As much learner autonomy as possible, as much
instruction as necessary (depending on the
language proficiency)
Never let a student work alone on a computer
(cooperative learning)
Topics of personal choice
Modular project work
Authentic material
Reflection of learning strategies (E-Portfolio)
Düsseldorf
Copyright 2009 IIK Düsseldorf 12 22.09.2012
www.iik-duesseldorf.de
13. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.2 Moodle & Web 2.0 programme
First week Moodle LMS:
How to configure an own virtual class room
Material: text and pictures, embedding videos
Using a digital recording studio and integration
of self-made mp3
Organise steps for learners
Create own interactive exercises Hot Potatoes
Use an analysis of learner activities
Moodle room open for three month
Düsseldorf
Copyright 2009 IIK Düsseldorf 13 22.09.2012
www.iik-duesseldorf.de
14. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.2 Moodle & Web 2.0 programme
Second week E-Learning and Web 2.0:
How to configure an own audio-video blog
without charge (each month 30MB)
Didactical approach of blogs
Material: text and pictures, embedding videos
Using a digital recording studio and integration
of self-made mp3
Integration of Web 2.0 applications (Wordle,
Maps etc.)
Google sites as a data storage Düsseldorf
Copyright 2009 IIK Düsseldorf 14 22.09.2012
www.iik-duesseldorf.de
15. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.2 Moodle & Web 2.0 programme
Both weeks:
Strategies for research in the web
Copyright law and safe strategies for using web
materials (creative commons license)
Easy image editing software tool
DVD with a lot of open source and freeware
software for each colleague (include also scripts
of the training)
Düsseldorf
Copyright 2009 IIK Düsseldorf 15 22.09.2012
www.iik-duesseldorf.de
16. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.2 Moodle & Web 2.0 programme
Time table one week trainings 2013 (590 EUR):
29.07. – 02.08. => Moodle
05.08. – 09.08. => Web 2.0 blogs
23.09. – 27.09. => Web 2.0 websites
More trainings:
16.07. – 20.07. => Method training Business German
23.07. – 27.07. => Method training GFL
12.08. – 16.08. => Method training GFL
16.09. – 20.09. => Method training GFL
All one week trainings can be booked also as a two
week training with reduced price Düsseldorf
Copyright 2009 IIK Düsseldorf 16 22.09.2012
www.iik-duesseldorf.de
17. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.3 Web 2.0 - What’s new?
It’s common to produce web content –
internet-based project work is now an even
more authentic real life activity than before
It’s much easier to create web content than
before – you don’t lose so much time on
necessary technical introductions
It’s a mistake to think, students can handle
facebook, twitter and youtube and therefore
they can handle a web research on their own
Düsseldorf
Copyright 2009 IIK Düsseldorf 17 22.09.2012
www.iik-duesseldorf.de
18. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.3 Web 2.0 - What’s new?
Media competence as educational objective
The students should become media-savvy in
the sense of critically handling the media.
Because:
Problems in differentiating different types of
texts, like blogs versus professionally
prepared content from newspapers
Less awareness of own data privacy
Also less awareness of copyright laws, when
producing blogs or websites
Düsseldorf
Copyright 2009 IIK Düsseldorf 18 22.09.2012
www.iik-duesseldorf.de
19. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.3 Web 2.0 - What’s new?
Research study University of Sheffield 04/2008
2000 learners, aged 14-15, about their use of
the Internet
Maybe trend-setting?:
20% Internet dissidents
57% Internet for social media (facebook etc.)
23% Internet also as a tool for schoolwork
Düsseldorf
Copyright 2009 IIK Düsseldorf 19 22.09.2012
www.iik-duesseldorf.de
20. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.4 Good practice Web 2.0
A) Using Podcasts
www.iik-duesseldorf.de/blog/:
Archive with worksheets for teachers
All material was tested and evaluated
Tasks:
1. before listening – research, discussion,
speculate about the topic
2. during listening – selective and
comprehensive hearing
3. after listening - presentation
Düsseldorf
Copyright 2009 IIK Düsseldorf 20 22.09.2012
www.iik-duesseldorf.de
23. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.4 Good practice Web 2.0
E) Blogs
For teachers and learners
R. Donath - www.schule.de/englisch/blogs.htm:
Teacher Blog, which is either a blog which
provides information for teachers or a blog
made by a teachers in order to present topics
and tasks to their students
Learner Blog, which is either a blog which
provides information for learners or a blog
made by learners in order to present their
work to teachers and other learners Düsseldorf
Copyright 2009 IIK Düsseldorf 23 22.09.2012
www.iik-duesseldorf.de
24. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.4 Good practice Web 2.0
E) Blogs
Evaluation of a class project in their final
year at secondary school – Negative Aspects:
Blogging is a very time consuming process,
especially if you want to do it right and create
good entries. In addition, all this extra work
comes on top of the already staggering G12
school workload. 78.9 %
The enormous peer pressure to produce texts of
good quality by putting in the hours and the
constant potential supervision by the teacher is
highly annoying. 31.6 % Düsseldorf
Copyright 2009 IIK Düsseldorf 24 22.09.2012
www.iik-duesseldorf.de
25. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.4 Good practice Web 2.0
E) Blogs
Positive Aspects
The comment system that is part of the blog allows you to
receive helpful advice for improvement from your fellow
students and thus also makes the overall writing process
much more efficient. 57.9%
Possessing the ability to have a look at the work of fellow
students enables you to get new ideas and perhaps gain
a better understanding of some concepts that were
unclear to you. 47.4%
The semi-public nature of the learner blog creates a situation
where peer pressure motivates you to create much more
sophisticated texts than in a situation where only the
teacher reviews your work. 47.4% Düsseldorf
Copyright 2009 IIK Düsseldorf 25 22.09.2012
www.iik-duesseldorf.de
26. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
3. Internet-based project work
3.4 Good practice Web 2.0
H) Moodle - some words about Moodle:
Positive:
Password protected, good for tests and closed
seminars
Good as organisation platform for projects
Problems:
Powerful, but also highly complex
It‘s easy to create grammar exercises and
integrate exercises (HotPotatoes) – but this is
often a behaviorism method of learning
No real solution for feedback Düsseldorf
Copyright 2009 IIK Düsseldorf 26 22.09.2012
www.iik-duesseldorf.de
27. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
4. Web 3.0 – what‘s coming up?
4.3 Let‘s take advantage of Web 2.0 for foreign
language teaching
Web 2.0 means producing content and software
applications – so let’s use the offers of the
worldwide community
Web 2.0 applications are more flexible than
Learning Management Systems – so think
modular and use both options.
Web 2.0 offers reasonable didactic prospects not
only for foreign language learning, but also for
lifelong learning strategies.
Düsseldorf
Copyright 2009 IIK Düsseldorf 27 22.09.2012
www.iik-duesseldorf.de
28. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
4. Web 3.0 – what‘s coming up?
What‘s coming up tomorrow,
What‘s coming up next year?
A lot of Thank you very much
for your patience and
attention!
work But also a lot of fun! Düsseldorf
Copyright 2012 IIK Düsseldorf 28 22.09.2012
www.iik-duesseldorf.de
29. Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers
Contact
Dr. Rüdiger Riechert
riechert@iik-duesseldorf.de
Institut für Internationale Kommunikation
e. V.
Homepage:
www.iik-duesseldorf.de
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