PowerPoint gebruikt voor de masterclass Moderne vreemde talen betekenisvol leren, gehouden in de MBO conferentie "Taal op Koers", op 29 oktober in Nieuwegein.
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.
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.
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
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.
PowerPoint gebruikt voor de masterclass Moderne vreemde talen betekenisvol leren, gehouden in de MBO conferentie "Taal op Koers", op 29 oktober in Nieuwegein.
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.
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.
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
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.
(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.
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
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.
Recursos útiles para el análisis y la creaciónAna Alonso
Este documento presenta varias herramientas digitales para la creación, difusión y enseñanza de la literatura. Describe herramientas gratuitas para crear actividades literarias como mapas conceptuales, nubes de palabras, cuestionarios y juegos. También presenta recursos para el análisis literario como líneas de tiempo, murales, notas e imágenes. Finalmente, proporciona ejemplos de herramientas para la creación literaria como la escritura de relatos, narraciones interactivas y microrrelatos.
Este documento describe varias herramientas TIC y mundos virtuales que pueden aplicarse a la enseñanza de español como lengua extranjera. Explica el papel del profesor y del alumno, así como los principios del aprendizaje significativo a través de tareas comunicativas y el uso de recursos auténticos y ricos. Además, analiza herramientas como blogs, wikis, Youtube, Voicethread y Facebook y cómo pueden usarse para enriquecer el contexto de aprendizaje y la interacción entre alumnos.
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
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 provides a summary of common mistakes in PowerPoint presentation design and tips to avoid them. It identifies the top 5 mistakes as including putting too much information on slides, not using enough visuals, using poor quality visuals, having a disorganized "visual vomit" style, and lack of preparation. The document emphasizes telling a story over slide design, using whitespace on slides, consistent formatting, and spending significant time preparing presentations.
shareNL | SHARE | hoofdstuk 'kennis' | april 2016shareNL
De deeleconomie is aan een onstuitbare opmars bezig. Het internet mengt zich met de fysieke wereld. We delen niet alleen meer onze foto’s, video’s en verhalen, maar ook onze auto’s, huizen, spullen, ons eten, onze energie, onze kennis en ons kapitaal. Door deze gedragsverandering voorzien we op een nieuwe manier in wat we nodig hebben: een overnachting zonder hotel, een auto zonder verhuurbedrijf, een studie zonder universiteit, gereedschap zonder bouwmarkt, energie zonder nutsbedrijf en een lening zonder bank.
Aan de hand van onderzoek en vele praktijkvoorbeelden brengen Van de Glind en Van Sprang de deeleconomie per markt in kaart. Dit boek geeft een unieke inkijk in de ontwikkeling van deze nieuwe economie. Het laat zien welke kansen en uitdagingen er zijn voor zowel opkomende als gevestigde organisaties en hoe de koplopers de toekomst al aan het vormgeven zijn.
Dit is het hoofdstuk 'Kennis' uit ons boek.
vanuit Surfnet/Kennisnet Innovatieprogramma is een onderzoek opgestart naar de potentie meerwaarde van virtuele omgevingen voor het onderwijs. in het onderzoek zijn vier Leervarianten ontwikkeld, vormgegeven, beproefd en onderzocht.
(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.
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
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.
Recursos útiles para el análisis y la creaciónAna Alonso
Este documento presenta varias herramientas digitales para la creación, difusión y enseñanza de la literatura. Describe herramientas gratuitas para crear actividades literarias como mapas conceptuales, nubes de palabras, cuestionarios y juegos. También presenta recursos para el análisis literario como líneas de tiempo, murales, notas e imágenes. Finalmente, proporciona ejemplos de herramientas para la creación literaria como la escritura de relatos, narraciones interactivas y microrrelatos.
Este documento describe varias herramientas TIC y mundos virtuales que pueden aplicarse a la enseñanza de español como lengua extranjera. Explica el papel del profesor y del alumno, así como los principios del aprendizaje significativo a través de tareas comunicativas y el uso de recursos auténticos y ricos. Además, analiza herramientas como blogs, wikis, Youtube, Voicethread y Facebook y cómo pueden usarse para enriquecer el contexto de aprendizaje y la interacción entre alumnos.
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
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 provides a summary of common mistakes in PowerPoint presentation design and tips to avoid them. It identifies the top 5 mistakes as including putting too much information on slides, not using enough visuals, using poor quality visuals, having a disorganized "visual vomit" style, and lack of preparation. The document emphasizes telling a story over slide design, using whitespace on slides, consistent formatting, and spending significant time preparing presentations.
shareNL | SHARE | hoofdstuk 'kennis' | april 2016shareNL
De deeleconomie is aan een onstuitbare opmars bezig. Het internet mengt zich met de fysieke wereld. We delen niet alleen meer onze foto’s, video’s en verhalen, maar ook onze auto’s, huizen, spullen, ons eten, onze energie, onze kennis en ons kapitaal. Door deze gedragsverandering voorzien we op een nieuwe manier in wat we nodig hebben: een overnachting zonder hotel, een auto zonder verhuurbedrijf, een studie zonder universiteit, gereedschap zonder bouwmarkt, energie zonder nutsbedrijf en een lening zonder bank.
Aan de hand van onderzoek en vele praktijkvoorbeelden brengen Van de Glind en Van Sprang de deeleconomie per markt in kaart. Dit boek geeft een unieke inkijk in de ontwikkeling van deze nieuwe economie. Het laat zien welke kansen en uitdagingen er zijn voor zowel opkomende als gevestigde organisaties en hoe de koplopers de toekomst al aan het vormgeven zijn.
Dit is het hoofdstuk 'Kennis' uit ons boek.
vanuit Surfnet/Kennisnet Innovatieprogramma is een onderzoek opgestart naar de potentie meerwaarde van virtuele omgevingen voor het onderwijs. in het onderzoek zijn vier Leervarianten ontwikkeld, vormgegeven, beproefd en onderzocht.
Lectoraat ICT en Onderwijsinnovatie Hogeschool Windesheim Zwolle - Op 25 maart 2011 hield Wim Trooster op het HGZO-congres een presentatie over het Second-Live-eiland dat gebouwd wordt voor de vestiging Flevoland van Windesheim.
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.
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.
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.
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.
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
Este documento describe las herramientas virtuales que pueden usarse en clases de español como lengua extranjera. Explica el contexto del proyecto TILA y presenta ejemplos de herramientas como Facebook, Edmodo y mundos virtuales. También proporciona criterios para crear tareas efectivas y ejemplos de escenarios que se pueden usar en mundos virtuales para promover la interacción entre estudiantes.
1. Wat zijn virtuele werelden en wat kan je
ermee in het onderwijs?
Kristi Jauregi (Fontys Hogescholen, Uni. Utrecht)
Ton Koenraad (TELLConsult)
1
2. Doe mee tijdens de conferentie!
• Twitter: #virtuelewerelden
• Facebook: Virtuele werelden NL
2
3. Virtuele werelden in het onderwijs
Agenda
• Kenmerken en
toegevoegde
waarde van VW
• Onderwijskundige
toepassingen
• Hulp bij
implementatie:
Euroversity
Community
3
26. 26
Toegevoegde waarde (6)
Veel mogelijkheden om je onderwijs te verrijken
Onderwijs op afstand
Blended learning
Flipping the classroom
Telecollaboration
Stage begeleiding
39. The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.
39
40. • Project: 3-year (2011 – 2014) multilateral &
transversal network LLP KA3 (ICT)
• Origin: synergies between related EU projects
(Avalon, AVATAR, NIFLAR, etc.)
• Coordinator: University of HULL
• Network: 19 partners, 14 countries &
> 20 associated partners
40
41. Aims of the Project
• Collect examples of good practice in teaching and
learning in virtual worlds from different subjects and
contexts
• Facilitate the transfer of core
• knowledge to new contexts
• Exploitation of existing
partner resources
41
Case studies:
http://euroversity.pbworks.com/
42. EUROVERSITY gaat verder
The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.
als stichting. Word lid!
42
43. Korte presentaties van
Euroversity Partners
• Hanna Outakoski, Umeo University
• Marten Friedrichsen: University of Kiel
• Gerhilde Meissel-Egghart: Talkacademy43
Realistisch ja maar betekent niet per se ‘true to life’. Een omgeving kan ook fantasievol zijn. Of locaties kunnen ook voor andere doelen gebruikt worden: ook op het strand kan je vergaderen.
Controle over navigatie (lopen, rennen, vliegen, zitten)
Feedback van Objecten ontvangen bij aanraking (geluid)
Feedback van Objecten ontvangen bij aanraking: fonetisch alfabet
Een tweede ik (avatar), aanpasbaar (hoe presenteer ik mezelf (identity))
Een toegangspoort voor gehandicapten naar Second Life maar ook:
Een onderzoeksinstituut
Een ontmoetingsplek voor patienten, zorgverleners en studenten.
Winnaar van de eerste Linden Prize, 30-4-2009
Kat Klata: Runt een bar in Second Life, handelt in virtueel vastgoed, maar ook een 24uurs hulpgroep voor mensen met vragen: Open Gates.
Navam Abramovic: 27 jarige journalist met spierziekte, kan geen keyboard bedienen maar is toch superactief op internet. Houdt een blog bij en is medeinitiatiefnemer van Open Gates. Daarnaast is hij actief in de virtuele synagoge in Second Life.
Hij las in nov 2007 over SL, in februari 2008 gaf hij zijn eerste virtuele seminar in SL.
Virtuele werelden = 3D omgeving op 2D beeldscherm
Je kunt in virtuele werelden simulaties van van alles zien: hoe een hart werkt, bevruchting van een eicel, verstopping van een ader, maar ook hoe bepaalde medische apparatuur werkt.
Software biedt alleen een platform, de inhoud en activiteiten worden vormgegeven door bewoners
Voorbeeld van een practicum
Physics engine: Virtual labs; hier voor onderzoek aan zwaartekracht en materialen eigenschappen doen
Physics engine, samen dingen doen en maken
Conferenties bijwonen en presentaties of workshops verzorgen