Este documento describe los aspectos que serán evaluados al cerrar un proyecto sobre la enseñanza y el aprendizaje de las matemáticas. La evaluación considerará no solo a los alumnos, sino también a los diferentes actores y aspectos involucrados en el proceso, con el fin de mejorar las decisiones didácticas y el aprendizaje matemático individual. Entre los aspectos evaluados se encuentran la lectura y escritura numérica, la resolución de problemas utilizando diferentes procedimientos, el uso del conteo para resolver problemas y los recursos para
The document instructs the reader to create a timeline of 15 important people and events from the American Civil War, including their names, dates, descriptions, and contributions to the war. It directs the reader to use links on Glogster to assist in creating the timeline and comply with the requirements outlined in the rubric.
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.
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)
Este documento describe los aspectos que serán evaluados al cerrar un proyecto sobre la enseñanza y el aprendizaje de las matemáticas. La evaluación considerará no solo a los alumnos, sino también a los diferentes actores y aspectos involucrados en el proceso, con el fin de mejorar las decisiones didácticas y el aprendizaje matemático individual. Entre los aspectos evaluados se encuentran la lectura y escritura numérica, la resolución de problemas utilizando diferentes procedimientos, el uso del conteo para resolver problemas y los recursos para
The document instructs the reader to create a timeline of 15 important people and events from the American Civil War, including their names, dates, descriptions, and contributions to the war. It directs the reader to use links on Glogster to assist in creating the timeline and comply with the requirements outlined in the rubric.
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.
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)
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.
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.
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.
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 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.
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 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.
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.
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.
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.
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 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.
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 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.
1. Registratevi in Moodle
• Leggete il foglietto illustrativo per registrarvi
• Se non avete il computer, cercate un compagno che ne abbia uno
• Aggiornate Flash sui vostri computer
3. Il progetto
SpeakApps 2 speakapps.eu
Lifelong Learning Programme
KA2 LANGUAGES, Accompanying Measures
Nov 2013 – Oct 2014
Partner Partner associati
• Institut Obert de Catalunya
• University of Southern Denmark
• University of Nice
• University of Jÿvaskÿla
• Ruhr-Universitat Bochum
• Polskie Towarzystwo Kulturalne "Mikolaj Kopernik“
• Fundació Pere Closa
4. Fase di riflessione del workshop
• Come insegni le abilità orali di una lingua ai tuoi alunni?
• C’è qualche attività che funziona particolarmente bene?
• Quali strategie adotti per farli parlare?
• Come li valuti?
• Che tipo di compiti a casa gli assegni?
8. Tandem è un sistema di gestione dei contenuti e
distribuisce materiali didattici complementari in modalità
sincrona agli studenti di lingua mentre sono alle prese con
dei compiti comunicativi (task). Gli studenti, durante
l’interazione in Tandem, visualizzano materiali didattici
diversi e devono svolgere delle attività comunicative
orientate a un obiettivo specifico.
10. Che tipo di task si possono creare per il Tandem?
Trovare le differenze
Descrizione di immagini diverse
Ordinare e classificare
Descrizione di un oggetto
Dare indicazioni
Prendere una decisione
Risolvere un problema
Giochi di ruolo
Altre idee…?
11. Prendere una decisione
Tu e il tuo amico/collega decidete
di andare a vivere insieme a
Milano. Dovete affittare un
appartamento per entrambi per
tutta la durata dei vostri studi.
Avete trovato due offerte
interessanti. Discutete e valutate
tra di voi quale delle due è più
adatta alla vostra situazione
considerando che:
-Volete assolutamente vivere nel
centro storico della città
-Volete spendere il meno
possibile
-Preferite l’ascensore
-Preferite una casa
completamente arredata
Affacciata sulla magia del Castello
Sforzesco e sul verde del parco, nel
suo tratto più bello verso Brera, un loft
ristrutturato di 130mq sfrutta le
altezze per creare un’abitazione
inusuale, giovane, divertente e
aperta. L’ingresso porta all’ampio
living, che guarda sulla corte interna,
sul quale si affaccia il grande
soppalco abitabile. La grande camera
da letto separata, posta al piano terra
a fianco del living, è affacciata sulla
piazza e completa il loft dandogli
un’aria signorile, insieme con il bagno
con vasca. Riscaldamento
centralizzato e aria condizionata
autonoma. Il bel palazzo d’epoca
dispone di portineria.
Si affitta a Milano, zona Duomo,
ampio appartamento, mq. 80 ca.,
ascensore, portineria, grande
appartamento da riordinare posto al
7 piano di uno stabile degli anni 60
signorile con riscaldamento
centralizzato e portineria tutto il
giorno, composto da: ingresso,
soggiorno doppio con camino, cucina
abitabile, 3 camere, 1 bagno,
ripostiglio, 2 balconi.
1.800 euro/mese
80 m²
completamente arredato ma da
pulire
con garage incluso
12. Avete deciso di andare a
visitare i due appartamenti.
Il tuo amico è andato a
vedere il primo, tu sei
andato a vedere l’altro.
Guardando le immagini, a
turno descrivete al
compagno l’appartamento
che avete visto e decidete
insieme in quale preferite
andare a vivere e perché.
Descrizione di immagini diverse
13. Sei interessato ad affittare
un appartamento, di cui hai
trovato la descrizione su
un sito web. Parla con il
padrone di casa per
chiedergli i dettagli
sull’appartamento e per
sapere quali sono le
condizioni per poter
firmare il contratto.
Giochi di ruolo
Affitto
e spese
14. Hai un appartamento che
vuoi dare in affitto. Ti
contatta una persona
interessata a viverci. Parla
con questa persona e
spiegagli quali sono le
caratteristiche
dell’appartamento che
affitti e quali sono le
condizioni del contratto.
Giochi di ruolo
500 al
mese
tutto
incluso
15. Questa è la piantina
dell’appartamento che si
affitta. Mettiti d’accordo
con il tuo compagno su
come organizzare e
decorare ogni singola
stanza. Decidete se (e
perché) preferite cambiare
la disposizione di qualcosa
e scegliete quale deve
essere la stanza di
ciascuno di voi
spiegandone la ragione.
Risolvere un problema
16. Tu e il tuo compagno
desiderate abbellire il
salotto di casa comprando
un paio di nuovi articoli per
arredarlo. Scegliete quali di
questi mobili sono più
necessari considerando
che avete a disposizione
all’incirca 120 euro.
Ordinare e classificare
67
€
35
€
59
€
90
€
78
€
45
€
98€
87
€
17. Hai cambiato l’arredamento
del soggiorno. Tu
visualizzi il soggiorno con i
cambiamenti fatti, il tuo
amico lo visualizza prima
dei cambiamenti. Chiama il
tuo amico/collega e parlagli
dei cambiamenti che hai
fatto.
Trovare le differenze
18. Ciascuno di voi deve
invitare l’altro
all’inaugurazione della sua
rispettiva casa. Ciascuno
deve spiegare all’altro
come raggiungere la sua
nuova casa.
Dare indicazioni
20. Videochat permette di fare videoconferenze fino a sei
partecipanti usando audio o video. Una funzione
importante di questo strumento consiste nel fatto che
ciascun partecipante può dare inizio a una sessione di
videoconferenza. Un’altra funzione importante di questo
strumento è che dà la possibilità di registrare e salvare
queste conferenze.
21. Questionario
• Per favore, completate questo breve questionario. Ci aiuterete a migliorare i
nostri workshop e il nostro lavoro.
22. Userai gli strumenti SpeakApps in futuro?
Questi strumenti non sono programmi a sé stanti.
Se vuoi usare questi strumenti in futuro ci sono varie opzioni…
1. Utilizzarli direttamente dalla piattaforma di SpeakApps.
2. Installarli nell’LMS della tua istituzione (Blackboard, Moodle ecc)
a) Installarli nel vostro LMS (la vostra istituzione si occupa di tutto)
b) SpeakApps si occupa di tutto il processo di installazione e offre assistenza
Richiedi ai membri di SpeakApps un’aula virtuale e prova gli strumenti!
How many of you are using Moodle / Blended or face to face / Use Skype
What tools do you use
Oral production and speaking interaction
Teaching contexts
Main
Describir
Informar sobre acontecimientos
Solicitar una información
Responder a solicitudes de
información
Dar ejemplos
Expresar acuerdo o desacuerdo
Expresar opiniones o
preferencias
Dar instrucciones
Hacer sugerencias
Persuadir
Quejarse
Disculparse
Expresar posibilidades
Expresar un propósito
Comparar y contrastar
Clasificar
Sumar
…