This ppt belongs to the presentation Mabelle and I gave about the NIFLAR experiences so far on the 17th of June 2010 at the symposium "ICT and teaching at the Faculties of Humanities in the Netherlands", held at the University of Groningen.
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kan...Kristi Jauregi Ondarra
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kansen en uitdagingen
Workshop bij de landelijke studiedag van Levende Talen op 7 november 2014
Deze sildes heb ik gebruikt tijdens een studiedag over blended learning bij het Seminarium voor Orthopedagogiek Zuidwest Nederland van de Hogeschool Utrecht.
MOOC CLIL in gusco project voor workshop Vlaams onderwijsInge de Waard
Deze presentatie werd gegeven tijdens een themadag over CLIL die georganiseerd werd door het Vlaams ministerie voor onderwijs op 21 oktober 2015. De presentatie legt uit wat MOOCs zijn, en waarom deze online cursussen een belangrijke inhoud kunnen leveren voor CLIL cursussen. Het vestigt ook de aandacht op de vaardigheden (digitale geletterdheid, zelf-regulerend leren, levenslang leren...) die met deze combinatie van leervormen gestimuleerd wordt.
Workshopr Virtuele uitwisselingen met ICT, gehouden bij de landelijke studiedag voor TTO scholen georganiseerd bij het Netwerk TTO en het Europees Platform. 15 maart 2014
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kan...Kristi Jauregi Ondarra
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kansen en uitdagingen
Workshop bij de landelijke studiedag van Levende Talen op 7 november 2014
Deze sildes heb ik gebruikt tijdens een studiedag over blended learning bij het Seminarium voor Orthopedagogiek Zuidwest Nederland van de Hogeschool Utrecht.
MOOC CLIL in gusco project voor workshop Vlaams onderwijsInge de Waard
Deze presentatie werd gegeven tijdens een themadag over CLIL die georganiseerd werd door het Vlaams ministerie voor onderwijs op 21 oktober 2015. De presentatie legt uit wat MOOCs zijn, en waarom deze online cursussen een belangrijke inhoud kunnen leveren voor CLIL cursussen. Het vestigt ook de aandacht op de vaardigheden (digitale geletterdheid, zelf-regulerend leren, levenslang leren...) die met deze combinatie van leervormen gestimuleerd wordt.
Workshopr Virtuele uitwisselingen met ICT, gehouden bij de landelijke studiedag voor TTO scholen georganiseerd bij het Netwerk TTO en het Europees Platform. 15 maart 2014
Mulder, I. ICT in Digi-Taal, de rol van human centered ICT. Keynote presentatie tijdens Engels en Digi-Taal in het basisonderwijs, Rotterdam, 5 november 2008.
1. The document discusses a research project called NIFLAR that used virtual environments like video conferencing and Second Life to facilitate language learning through social interaction.
2. Over 400 students from several European universities participated in pilot activities in these virtual environments. Tasks focused on having natural conversations about topics like student life and travel plans.
3. Preliminary results found that the virtual interactions provided rich language input and practice, promoted learner-centeredness, and improved students' intercultural communication competence and willingness to communicate in the target language.
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
Social interaction through videowebcommunication and virtual worlds: An added...Kristi Jauregi Ondarra
1. The document discusses a project called NIFLAR that uses virtual worlds and video web communication to enhance language learning through social interaction and telecollaboration.
2. Over 400 students from several European universities participated in pilot activities in virtual environments like Second Life to complete collaborative tasks in target languages.
3. Initial research results found that students had very positive perceptions of the experiences and felt it improved their language skills, cultural awareness, and motivation through interacting with native speakers.
Integrating cross-cultural interaction through video-communication and virtua...Kristi Jauregi Ondarra
The document discusses a study that examined integrating cross-cultural interaction through video communication and virtual worlds in foreign language teaching programs. The study found that:
1) Foreign language learners generally had positive experiences with the virtual interactions and noted improvements in speaking skills and reduced anxiety.
2) Learners in experimental groups that participated in virtual interactions showed significant increases in perceived language competence and decreases in speaking anxiety compared to a control group.
3) Learners who participated in the virtual interactions showed more improvement from pre- to post-language tests than the control group, indicating the interactions added to learning.
4) Analysis of interaction recordings found learners received rich language input and used the language meaning
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life.
- It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use.
- Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
This is the presentation given at Eurocall 2010 about the experiences of implementing Second Life in Language teaching curricula within the NIFLAR project.
Impact of native nonnative speaker interaction through video-web communicatio...Kristi Jauregi Ondarra
This document summarizes a case study on the added value of implementing networked interaction with expert peers through video communication and Second Life in language courses. The study found that these environments provided more learning opportunities than traditional classrooms, including increased negotiation of meaning and cultural understanding. Interactions in Second Life elicited more participation due to its virtual world elements, while video communication allowed for visual information exchange. Future research will analyze topic development, pragmatics, and identity negotiation.
The document discusses challenges for teachers of modern languages in adult education. It outlines how society has become more globalized and dynamic, emphasizing lifelong learning, creativity, networking, collaboration and social media. This impacts language education, which should stimulate creativity, collaboration, and connection. It also discusses how education is moving from a top-down to a more student-centered approach. For language teaching, it's important to provide comprehensible input, opportunities for output, interaction, and focus on form and strategies. New technologies like video communication and virtual worlds can enrich learning and improve motivation by allowing interaction with experts. Research on such programs found they increased learning, motivation, and allowed negotiation of meaning.
Mulder, I. ICT in Digi-Taal, de rol van human centered ICT. Keynote presentatie tijdens Engels en Digi-Taal in het basisonderwijs, Rotterdam, 5 november 2008.
1. The document discusses a research project called NIFLAR that used virtual environments like video conferencing and Second Life to facilitate language learning through social interaction.
2. Over 400 students from several European universities participated in pilot activities in these virtual environments. Tasks focused on having natural conversations about topics like student life and travel plans.
3. Preliminary results found that the virtual interactions provided rich language input and practice, promoted learner-centeredness, and improved students' intercultural communication competence and willingness to communicate in the target language.
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
Social interaction through videowebcommunication and virtual worlds: An added...Kristi Jauregi Ondarra
1. The document discusses a project called NIFLAR that uses virtual worlds and video web communication to enhance language learning through social interaction and telecollaboration.
2. Over 400 students from several European universities participated in pilot activities in virtual environments like Second Life to complete collaborative tasks in target languages.
3. Initial research results found that students had very positive perceptions of the experiences and felt it improved their language skills, cultural awareness, and motivation through interacting with native speakers.
Integrating cross-cultural interaction through video-communication and virtua...Kristi Jauregi Ondarra
The document discusses a study that examined integrating cross-cultural interaction through video communication and virtual worlds in foreign language teaching programs. The study found that:
1) Foreign language learners generally had positive experiences with the virtual interactions and noted improvements in speaking skills and reduced anxiety.
2) Learners in experimental groups that participated in virtual interactions showed significant increases in perceived language competence and decreases in speaking anxiety compared to a control group.
3) Learners who participated in the virtual interactions showed more improvement from pre- to post-language tests than the control group, indicating the interactions added to learning.
4) Analysis of interaction recordings found learners received rich language input and used the language meaning
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life.
- It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use.
- Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
This is the presentation given at Eurocall 2010 about the experiences of implementing Second Life in Language teaching curricula within the NIFLAR project.
Impact of native nonnative speaker interaction through video-web communicatio...Kristi Jauregi Ondarra
This document summarizes a case study on the added value of implementing networked interaction with expert peers through video communication and Second Life in language courses. The study found that these environments provided more learning opportunities than traditional classrooms, including increased negotiation of meaning and cultural understanding. Interactions in Second Life elicited more participation due to its virtual world elements, while video communication allowed for visual information exchange. Future research will analyze topic development, pragmatics, and identity negotiation.
The document discusses challenges for teachers of modern languages in adult education. It outlines how society has become more globalized and dynamic, emphasizing lifelong learning, creativity, networking, collaboration and social media. This impacts language education, which should stimulate creativity, collaboration, and connection. It also discusses how education is moving from a top-down to a more student-centered approach. For language teaching, it's important to provide comprehensible input, opportunities for output, interaction, and focus on form and strategies. New technologies like video communication and virtual worlds can enrich learning and improve motivation by allowing interaction with experts. Research on such programs found they increased learning, motivation, and allowed negotiation of meaning.
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
Strategies to engage teachers in telecollaboration projects: insights from th...Kristi Jauregi Ondarra
The document discusses strategies for engaging teachers in telecollaboration projects based on insights from the TILA project. The TILA project aimed to (1) innovate foreign language teaching by encouraging telecollaboration, (2) empower teachers through training, and (3) study the benefits of telecollaboration for language learning and teacher development. The project involved over 200 students and 20 teachers from 8 schools collaborating across 5 languages. It highlighted challenges like scheduling meetings and technical issues, but students reported very positive experiences. Analyzing teacher needs and training was an important part of the project.
This document summarizes the TILA project, which aims to promote telecollaboration for intercultural language acquisition among secondary school students across Europe. The project focuses on using digital tools like video chat and virtual worlds to connect students from different countries and enhance their intercultural communication skills. It conducted a needs analysis of teachers, developed training modules, and plans pilot telecollaboration sessions between November 2013-2014 to study benefits for language learning, intercultural awareness, motivation and teacher competencies.
PowerPoint gebruikt voor de masterclass Moderne vreemde talen betekenisvol leren, gehouden in de MBO conferentie "Taal op Koers", op 29 oktober in Nieuwegein.
181110 v2 (wr) masterclass blended learning stc groep publiekWilfredRubens.com
Op 15 november 2018 heb ik een masterclass over blended learning verzorgd bij de STC-Group in Rotterdam. De vraag 'Hoe kunnen we blended learning effectief inzetten?' stond centraal tijdens deze masterclass.
Flipping The Classroom
Innofun neemt u mee in de ‘wondere wereld’ van ‘Flipping the classroom’ door een aantal voorbeelden te laten zien en de mogelijkheden van deze aansprekende didactische invalshoek voor het taalonderwijs te belichten.
Op 29 november 2018 heb ik voor de tweede keer een masterclass over blended learning verzorgd bij de STC-Group in Rotterdam. Centraal stond de vraag: hoe kunnen we blended learning effectief inzetten?
Toekomstige leermiddelen en de rol van de docent IPON 19 maart 2014Stichting VO-content
De belangrijkste schakel in het leermiddelenlandschap is en blijft de docent, vindt Herman Rigter. “Die moet de regie pakken. Daarnaast heeft hij losse open leereenheden nodig van superkwaliteit: blokjes moeten mooie, afgeronde eenheden zijn die perfect op elkaar passen, zoals het materiaal van de Stercollecties. Dus moet goed omschreven zijn wat ieder blokje aan kennis en vaardigheden oplevert, en de blokjes moeten goed vindbaar zijn.”
Rigter is directeur ICT bij de Verenigde Scholen J.A. Alberdingk Thijm in Hilversum en werkt daarnaast als adviseur bij Stichting VO-content.waar dat meerwaarde heeft.
Flexibiliteit als uitgangspunt voor een nieuwe taalmethode: ICT als meerwaardewimdboer
De inzet van ICT neemt toe in het po. Kennisnet (2013) geeft aan dat 75% van de lokalen een digitaal schoolbord hebben, ongeveer 30% van de leermiddelen zijn digitaal. Werken met oefenprogramma’s en zoeken op internet wordt veel genoemd, maar werken met games, simulaties en learning analytics staat nog in de kinderschoenen. De belofte van ICT is er al jaren, maar om te komen tot nieuwe didactische mogelijkheden die een meerwaarde vormen blijkt nog niet zo eenvoudig. ICT zou een toolbox moeten zijn (Dede, 2008) en zou de docent moeten helpen in de toenemende vraag naar onderwijs op maat. Het uitgangspunt voor een nieuwe methode Fries is flexibiliteit. Leraren moeten bij onderwijs op maat keuzes kunnen maken t.a.v. de didactiek, inhoud en organisatie van leren. Het leren van taal kan “taditioneel”, maar ook door projecten waar taal wordt gebruikt. Op basis van wat leraren willen, wordt door middel van een ontwerp-onderzoek (Reeves, 2011) samengewerkt tussen o.a. de uitgever, lerarenopleidingen, onderwijsbegeleiders en taalcoördinatoren in Fryslân. Het netwerk van taalcoördinatoren speelt een belangrijke rol in de formatieve evaluaties die bijdragen aan de relevantie en bruikbaarheid van deze nieuwe methode. ICT kan op deze manier ingezet worden om tot meerwaarde te komen.
Presentatie gemaakt door de sectie ICT en onderwijs van Hogeschool Utrecht, Instituut Theo Thijssen Amersfoort. Presentatie in het kader van introductie op handelingsgericht werken en het gebruik van ICT hierbij.
Motivational factors in telecollaborative exchanges among teenagersKristi Jauregi Ondarra
The document summarizes a study on affective variables like anxiety and self-efficacy among teenagers participating in telecollaborative foreign language exchanges. The study involved over 200 secondary students from 5 European countries interacting in English, Spanish, Dutch, French and German through chat rooms and videoconferencing. Results showed interaction format and group type influenced anxiety levels and self-efficacy beliefs, with lingua franca groups and chat rooms associated with lower anxiety and higher self-efficacy. Students generally reported positive attitudes towards interacting with native speakers and learning from such exchanges decreased anxiety over time. Upcoming events related to the research are announced at the end.
TeCoLa project: Pedagogical differentiation through telecollaboration and gam...Kristi Jauregi Ondarra
The TeCoLa project aims to empower teachers to use telecollaboration and gamification through international school collaboration. It has created a task design model and prototypes, conducted a teacher needs analysis survey and focus groups, and developed Teacher Development Units. The project seeks to promote intercultural competence, support diverse learners, and integrate language and content learning through collaborative online and virtual activities. Upcoming events include a multiplier conference to disseminate project results.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
This document summarizes a study on the role of coaching in telecollaborative language exchanges. It discusses how coaching was provided to 269 teachers through 550 hours of support before, during, and after telecollaborative sessions. Surveys of teachers found that coaching greatly improved their organizational, pedagogical, digital, and attitudinal competencies, especially in designing exchanges and using online tools. While the study had limitations due to sample size and being based on teacher perceptions, coaching was highly valued by teachers and helped provide necessary support for innovating their practices.
Aprender a través de la gamificación y la comunicación interculturalKristi Jauregi Ondarra
Este documento discute la gamificación y la comunicación intercultural. Explica que la gamificación implica usar elementos de juegos para motivar el aprendizaje. Luego describe cómo la telecolaboración gamificada puede superar las limitaciones de la cooperación y comunicación interculturales mediante proyectos y tareas que involucran mundos virtuales y videoconferencia.
This document provides an overview of virtual internationalization through telecollaboration. It discusses the TILA project, which aimed to innovate foreign language teaching in secondary schools across Europe through integrating telecollaboration activities. The document outlines the goals and activities of TILA, including teacher training, development of digital tools and tasks for telecollaboration, and studies of the impact on students and teachers. Requirements for successful telecollaboration projects are also addressed, such as developing meaningful tasks and ensuring adequate integration into school curricula.
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
Cross-cultural discussions in a 3D virtual environment and their affordances ...Kristi Jauregi Ondarra
This document summarizes research on cross-cultural discussions conducted in a 3D virtual environment. 18 students from the Netherlands and Finland, aged 15-18 and at an intermediate English level, participated. They completed 5 discussion tasks in virtual groups. Data collection included tests, surveys, and interviews. Findings showed participation improved students' discussion skills and reduced anxiety about speaking English. Dutch students interacting with Finnish peers experienced greater gains in confidence and motivation than a control Dutch group. While virtual environments were found engaging, lower proficiency Finnish students benefited more from interacting with similar proficiency peers. The research concluded 3D virtual discussions can improve language skills but proficiency level matching may better support some learners.
Telecollaboration for Intercultural Language Learning: Lessons LearnedKristi Jauregi Ondarra
This document summarizes a presentation given at the EuroCALL conference in Padova, Italy in August 2015. It discusses the Telecollaboration for Intercultural Language Acquisition (TILA) project, which aimed to integrate telecollaboration activities into secondary school foreign language teaching across Europe. Over three years, the project involved 837 students in telecollaboration sessions using various online tools. Preliminary findings suggest telecollaboration had a positive impact on students' intercultural competence and motivation, with video communication stimulating richer discourse than text chat. However, chat and lingua franca exchanges seemed to produce less anxiety. The project continues researching sustainable ways to integrate telecollaboration into language curricula.
Investigación de procesos de telecolaboración aplicados a la enseñanza de seg...Kristi Jauregi Ondarra
Este documento resume los resultados parciales del proyecto europeo TILA sobre la investigación de procesos de telecolaboración aplicados a la enseñanza de segundas lenguas. El proyecto examinó el impacto de la telecolaboración en la motivación, competencia comunicativa y comprensión intercultural de estudiantes de secundaria. Los resultados mostraron que la telecolaboración aumentó la competencia comunicativa y redujo el miedo a hablar de los estudiantes. La mayoría de los estudiantes disfrutaron interactuando con herramientas de
(1) Telecollaboration is becoming increasingly popular in education as a way to enhance meaningful language acquisition, intercultural competence, and motivation, but most research has focused on tertiary education. (2) The TILA project aims to integrate telecollaboration activities in secondary schools across Europe to innovate foreign language teaching, empower teachers, and study the added value of telecollaboration. (3) Initial pilots involved 212 learners, 20 teachers, and 8 schools using synchronous communication tools, and showed telecollaboration has potential but also challenges around support, networks, and promoting independent learning.
El documento discute los retos de la enseñanza de lenguas en la era digital. Señala que las nuevas tecnologías pueden usarse para dinamizar y flexibilizar la enseñanza mediante el uso de herramientas como la videoconferencia y mundos virtuales. Estas herramientas pueden fomentar la interacción entre estudiantes de diferentes países y culturas, mejorando así la motivación y competencia comunicativa de los estudiantes.
This document summarizes a paper about using virtual 3D learning spaces to teach indigenous and minority languages. It discusses two case studies of the Basque and North Sámi languages in Europe. For Basque, a survey of 38 teachers found interest in using virtual environments but also challenges due to technical issues and workload. North Sámi, spoken by up to 30,000 people, faces threats as the language is underrepresented in virtual spaces. Overall, the document discusses the potential benefits of virtual worlds for language revitalization but also epistemological reasons why some indigenous groups may not want their cultures represented in such environments.
European Language Teachers’ beliefs on Intercultural Communicative Competence
Jauregi en hernandez ict groningen slideshare
1. Samenwerkend leren via video-web en Second Life ICT en Onderwijs in de Humaniora Groningen Kristi Jauregi en Mabelle Hernandez Un iversiteit Utrecht
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17. Voorbeeld interactie A2 (CEFR) De video’s zijn te zien op de NIFLAR ning: niflar.ning.com/video
18. Interviews DIO’s Wat heb je als DIO van het project geleerd? Positieve ervaringen DIO’s De video’s zijn te zien op de NIFLAR ning: niflar.ning.com/video
19. Uitkomsten NIFLAR enquête (UU en PU) Vragen naar het leerproces van taalleerders DIO (UU) N25 Gem. SD Leerders (PU) N25 Gem. SD 38 a. Ze hebben geleerd vloeiender te praten (1 oneens … 5 eens) 4,0 0,7 3,5 0,9* 38 b. Ze kunnen met meer zelfvertrouwen praten in de doeltaal? (1 oneens … 5 eens) 4,1 0,7 4,0 0,4 38 c. Ze zijn zich bewuster geworden van culturele verschillen en overeenkomsten (1 oneens … 5 eens) 3,7 0,9 3,2 1,3 38 d. Ze hebben nieuwe woorden geleerd (1 oneens … 5 eens) 3,7 0,6 3,2 0,7* 38 e. Ze zijn correcter gaan praten (1 oneens … 5 eens) 3,0 0,6 2,6 1,7
20. Uitkomsten NIFLAR enquête (UU en PU) Vragen naar het leerwinst DIO’s Wat heb je in dit project geleerd? DIO (UU) N25 Gem. SD 60 a. Je VWC omgeving gebruiken voor taal-onderwijs doeleinden (1 oneens … 5 eens) 4,2 0,6 60 b. Je VWC gebruiken om relevante interactie processen in de doeltaal te stimuleren? (1 oneens … 5 eens) 3,9 0,8 60 c. Vertrouwd raken met het ontwikkelen van taken die ICC van taalleerders kunnen vergroten (1 oneens … 5 eens) 3,9 0,8 60 d. Bewust worden van de problemen die taalleerders ervaren als ze proberen in de doeltaal te communiceren (1 oneens … 5 eens) 3,7 0,8 60 e. Adequate onderwijsstrategieën ontwikkelen om taallerders te helpen communicatieve problemen te overwinnen (1 oneens … 5 eens) 3,5 1,1
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23. Ervaringen follow-up Taak Vakanties: zomer of wintersport? De video’s zijn te zien op de NIFLAR ning: niflar.ning.com/video
31. ? Meer over NIFLAR weten? www.niflar.eu niflar.ning.com Hartelijk dank voor uw aandacht! [email_address] [email_address] Vragen?
Editor's Notes
We finished 2 hous later at our NIFLAR home, sitting around the fireplace and evaluating the first experience with the students. They all were very positive!!
Pre-service teachers: rationale Situation at many schools: ICT barely used for writing, for closed grammar and lexical assignments; teachers not prepared enough for integrating ICT as social tools Insufficient knowledge about how to integrate Intercultural Awareness in FLL programs. NIFLAR seeks to solve these shortcomings. Fragment: http://131.211.194.110/site1/Catalog/pages/catalog.aspx?catalogId=59285be9-1c15-480e-8e3e-d68b3cac6545 Project description: (00.19 – 01.06 // 1.10 – 1.14)