Structuring Self Organised Language Learning Online and Offline


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How can ICT support language learning in informal settings? developed strategies for technical und social implementation of ICT in selforganized language learning groups. Here a presentation about ...

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  • Vorstellung Vortragende, Name, Funktion, Thematik
  • Structuring Self Organised Language Learning Online and Offline

    1. 1. Das Sprachcafé Online Supportive Strategies in Selforganised Language Learning Mag.a. Monika Neumayer (Alpen-Adria Universität, Klagenfurt)
    2. 3. How can technology support self-organising? What it means to be „social“ in technology enhanced enviornments Communicative Paradigm of Language Learning Computer/Internet Mediated Communication (CMC) vs. the Liveliness of Face to Face Interaction (F2F) self-organising social language learning online
    3. 5. Use of ICT to support mechanisms for learning communities <ul><li>to connect learners with peers and language facilitators </li></ul><ul><li>to support learning (by linking to online and offline resources and experts) </li></ul><ul><li>to provide continuity in accessing learning (bridging between physical meetings) </li></ul><ul><li>to support the organisation of language learning groups </li></ul><ul><li>to offer guidance and information about The Language Café project and events on an international and local level. </li></ul>
    4. 6. Learners – Context – Languages – Motivation – Expectations
    5. 7. “… there are rules of use without which the rules of grammar would be useless” (Hymes, 1971, p. 10). Language is a socially constructed phenomenon:
    6. 8. We are all speaking “Technic” with a very strong accent. (Graham Attwell, 2008) Virtual Sociability and the tendency of virtual tribalization:
    7. 10. Bildungs-politischer und gesellschaftlicher Kontext
    8. 11. Business-week JUNE 11, 2007 via Forrester's Social Technographics® research
    9. 12. Das Sprachcafé fragt nach <ul><li>Welche Sprache(n)? 83% Englisch </li></ul><ul><li>50% Italienisch </li></ul><ul><li>7,3% Slowenisch </li></ul><ul><li>Wann? </li></ul><ul><li>67%abends/nachmittags </li></ul><ul><li>Wie oft? 63% wöchentl. </li></ul><ul><li>32% vierzehntägig, (5% monatlich / gelegentl.) </li></ul><ul><li>Wer? 20% unter 25 Jahren </li></ul><ul><li>32% unter 35 48% über 35 Jahren </li></ul><ul><li>71% FRAUEN (!) </li></ul>
    10. 13. <ul><li>Virtual Culture </li></ul><ul><li>Multilinguality </li></ul>The Human Factor and Cultural Impacts Learning Culture Multilinguality
    11. 14. <ul><li>Homepage http:// www . languagecafe . eu </li></ul><ul><li>PDF-Downloads von Ressourcen </li></ul><ul><li>Weblog http:// tlc .uni- klu . ac .at </li></ul><ul><li>StudiVZ – Gruppe </li></ul><ul><li>Newsletter & SMS </li></ul><ul><li>E-Portfolio-Plattform </li></ul><ul><li>Workshops </li></ul><ul><li>SelfAccessCenter Ressourcen-Pool </li></ul>
    12. 16. <ul><li>Formal learning ; </li></ul><ul><li>learning that occurs within an organized and structured context (formal education, in-company training) and is intentional from the learner’s perspective. Normally it leads to a formal recognition (diploma, certificate). </li></ul><ul><li>Non-formal learning ; </li></ul><ul><li>learning embedded in planned activities that are not explicitly designated as learning, but which contain an important learning element. Non-formal learning is intentional from the learner’s point of view. </li></ul><ul><li>Informal learning ; </li></ul><ul><li>learning resulting from daily life activities related to work, family, or leisure. It is often referred to as experiential learning and can to a certain degree be understood as accidental learning. It is not structured in terms of learning objectives, learning time and/or learning support. Typically, it does not lead to certification. Informal learning may be intentional but in most cases, it is non-intentional (or </li></ul><ul><li>‘ incidental’/random). </li></ul><ul><li>Cedefop Glossary & Communication of European Commision in 2001 </li></ul>
    13. 17. The Paradoxon of Learner Autonomy <ul><li>Intervention </li></ul><ul><li>Structuring </li></ul><ul><li>Assignment and </li></ul><ul><li>Assessment </li></ul><ul><li>(for learning / of learning) </li></ul><ul><li>------ </li></ul><ul><li>Who cares? institutional/organisational/financial context </li></ul>Autonomous Learning Do-it-yourself vs. Do-it-together Self access Self organising Self structuring Social learning Volunteers
    14. 18. 1. Reference services to educational objects - which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories and showrooms like museums and theatres; others can be in daily use in factories, airports or on farms, but made available to students as apprentices or on off-hours. 2. Skill exchanges - which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached. 3. Peer-matching - a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. 4. Reference services to educators-at-large - who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals and freelances, along with conditions of access to their services. Such educators... could be chosen by polling or consulting their former clients. (Illich 1973a: 81)
    15. 20. Spontaneous Collaboration, Ad hoc Communities, „Quick and Easy“-Participation, Social Contacts to other language learners and to native speakers, links to experts and ressources. Specific attributes of CMC: No matter when /where. no matter whom, BUT it matters what! Coordinate meetings and activities Distribute, collect, share (!) ressources Link and connect Learners, Practioniers, Facilitators, Experts, Sponsors, Mentors, self-organising social language learning online
    16. 22. Mag.a. Monika Neumayer (Alpen-Adria Universität, Klagenfurt) Links: http:// www . languagecafe . eu http:// tlc .uni- klu . ac .at
    17. 23. Statistik Austria (2008): Bildung in Zahlen 2006/07 - Schlüsselindikatoren und Analysen . http:// www . statistik .at/ BusinessWeek: J une 11, 2007 . Forrester's Social Technographics® http:// www . businessweek . com / magazine / content /07_24/b4038405.htm Internet Worldstats: Internet Usage in the European Union - EU27 http:// www . internetworldstats . com /stats9.htm# eu Das Sprachcafé frägt nach: http:// www . onlinforschung . org / sprachcafe http:// www . onlinforschung . org /das_ sprachcafe http:// www . onlinforschung . org / sprachcafe _ manager
    18. 24. Chia, C. (2007). Autonomy in Language Learning: The use of it and internet resources McGraw-Hill Education (Asia). Kern, R., & Warschauer, M. (2000). Introduction: Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Networked-based language teaching: Concepts and practice (pp. 1-19). Cambridge, UK: Cambridge University Press. Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 41-58). Cambridge, UK: Cambridge University Press.   ICC (2003) The impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages. A report commissioned by the Directorate General of Education and Culture. http:// europa . eu . int / comm /education/policies/ lang /languages/download/ ict . pdf http://www. icc - europe .com/ICT_in_FLT_Final_report_Jan2003/ICT_in_FLT_in_Europe. pdf Hofstede, Geert : Culture's consequences : international differences in work-related values / Geert Hofstede . - Abridged ed., 16. [print.] . - Newbury Park, Calif. [u.a.] : Sage Publ. Pettenati, M.C./Ranieri, M. (2007) Informal learning theories and tools to support knowledge management in distributed CoPs. http://ftp. informatik . rwth - aachen .de/Publications/CEUR-WS/ Vol -213/paper47. pdf Dieu, B.(2007) Pedagogical affordance of syndication, Aggregation, and Mash-up of Content on the Web. tbc