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Teaching with social media in
     classroom settings:
Top ten practices from teachers
        around Europe
Teaching with social media                                           January 2012
  in classroom settings


Editors
      Dóra Bereti, Ju-youn Song

Layout
     Ju-youn Song

Proofreading
      Susan Pasco

Full citation
        Bereti, D., Song, J.2012.
        Teaching with social media in classroom settings: Top ten practices from teachers
        around Europe. Study operated by the network “Language learning and social
        media: 6 key dialogues”. Available on:
        http://www.elearningeuropa.info/languagelearning

Full references of the competition, “Teachers’ competition for Social Media use
in Formal Language Learning Contexts”

        Competition site: http://teaching-practices-contest.elearningeuropa.info
        10 best practices: http://elearningeuropa.info/en/book/teachers-competition-
        social-media-use-formal-language-learning-contexts

        Winner announcement: http://elearningeuropa.info/en/book/winner-
        announcement

Social media presence of “Language learning and social media: 6 key dialogues”
Twitter
       http://twitter.com/#!/languages_web2

Mendeley
     http://www.mendeley.com/groups/542561/language-learning-social-
     media/papers

Vimeo
        http://vimeo.com/ls6network/channels

Linkedin
      http://www.linkedin.com/pub/language-learning-and-social-media/25/67/550

Produced with the support of the European Commission (Life Long Learning programme,
KA2 Languages)

The competition and the publication are an activity of the strand by working group 6
"Language learning and teaching in formal and non formal contexts through ICT".

We would like to thank contributions of 10 best practices for sharing their images for this
special publication.




                                            2
Top ten practices from teachers
                                                                   around Europe


Table of content


Table of content ...................................................................................... 3

Foreword................................................................................................ 4

Introduction............................................................................................ 5

  Virtual Classroom as a learning aid .......................................................... 6

  Esafety for eTwinners ............................................................................ 7

  Spot the city, Create the city .................................................................. 8

  The Riddle Project ................................................................................. 9

  RaccontoL2.0 (Italian 2.0) .....................................................................10

  Mind map project .................................................................................11

  Ejournal project ...................................................................................12

  Learning German in Welsh-medium school ...............................................13

  Learning with a partner.........................................................................14

  Languages out there.............................................................................15

  Facebook group C1.5 Invierno 2011 ........................................................16

Conclusion .............................................................................................17

Members of Jury .....................................................................................18

Websites of 10 best practices ...................................................................19




                                                    3
Teaching with social media
  in classroom settings


Foreword


It is with great pleasure that we present the following publication, based on the
ten best practices from the “Teachers’ competition for social media use in formal
language learning contexts” run throughout 2011.


We hope that this publication will be of interest to teachers, educators, parents
and pupils sharing good practices in the use of social media in classroom
settings.


We are grateful to all who have contributed to promoting the competition, which
attracted over 80 wonderful entries. None of this work would have been possible
without the more than 80 participants who shared their innovative and excellent
practices in formal language learning contexts.


Finally, our special thanks go to the jury panel, all members of the LS6 team and
the European Commission’s Lifelong Learning Programme.




Contributing institution


University of Luxembourg:
Dóra Bereti, Ju-youn Song, Katerina Zourou




                                        4
Top ten practices from teachers
                                                          around Europe


Introduction


The “Teachers’ competition for social media use in formal language learning
contexts” was created within the framework of the EU-funded network “Language
learning and social media: 6 key dialogues”. The competition was part of key
dialogue 6 “Language learning and teaching in formal and non formal contexts
through ICT” and aimed to identify the role of Web 2.0 technology in the
classroom settings for language learning and teaching practices in Europe. Its
objective   was   twofold:   to   encourage      language   teachers   to   share   their
experiences and everyday practices with a wider public, and thus to inspire other
colleagues in terms of ICT and social media use in the classroom.

The competition ran from March to November 2011 and was based on a two-
stage selection procedure. After identifying the selection criteria for both stages
and   announcing      the   opening   of   the   competition   through      our   various
communication channels, a panel of interdisciplinary jury members monitored
and evaluated over 80 applications in the first stage. At this point, the 10 best
practices were chosen and their implementers were invited to participate in the
second stage of the selection procedure, by providing a more detailed description
of their practices.

After deliberating at length on so many worthy and wonderful practices, the jury
members selected the winner, teacher Ceri Anwen James in a Welsh-medium
school Ysgol Gyfun Bro Morgannwg from Vale of Glamorgan, Wales (UK).
Combined with a learning platform, online blogging and Podcasting, her practice
met particular linguistic, academic and practical demands.

We hope that this brochure will highlight the aims of this competition as well as
sharing good practices in teaching with social media in classroom settings with a
broader audience.




                                            5
Teaching with social media
  in classroom settings



Virtual Classroom as a learning aid
By setting up a Virtual Classroom (VC) from an
aggregation service, Netvibes, teacher Katrin
Saks tries to integrate classroom language
learning into daily exercises. A series of tools
and programs incorporated in VC should enable
various learning activities to improve English
through homework and other collaborative                 Tartu University Pärnu College
peer works.
                                                       Context of practice: Secondary School
Using a set of social media tools in VC was a               Project Leader: Katrin Saks
chance for Teacher Saks to develop pupils’                       Country: Estonia
self-directed learning skills. For her, a primary              Learner’s age: 16-18
goal of using VC was to enable pupils to see
and to understand their own learning process:       http://www.netvibes.com/kat3z#Form_11a
why, what and how they are supposed to
learn with the use of Virtual Classroom.            http://www.delicious.com/koidulag

As the assignment is posted in VC, pupils use embedded weblogs to write different texts
such as letters, messages, narratives, description and analysis for their homework.
Through writing activities, pupils comment on and review each other's posts. In addition,
pupils participate in collaborative writing through Wiki.

It is also important for each pupil to learn grammar and vocabulary through uploaded
files or links from social bookmarking sites such as Delicious. Podcasting by the teacher
or pupils using Voicethread supports the listening and reading process. Teacher and
fellow pupil’s post feedback, comments and question in various forms such as tagging
and voice recording.

 “I consider my practice innovative        There is no doubt, as Teacher Katrin Saks
 because it covers so many different       emphasises, that using Virtual Classroom
 possibilities. The Virtual Classroom      supports the language learning process while
 created in a feed aggregator may          using different Web 2.0 tools. Her overall aim is
 combine tens and tens of different        to motivate each learner to create their own
 Web 2.0 tools. This enables to            Personal      Learning      Environment    (PLE)
 consider the needs of different           considering their needs, learning goals and skills
 learners, offers the best solutions       by participating in Virtual Classroom.
 for everyone, as a model of a PLE
 for future self-directed life-long
 learners.” Teacher Katrin Saks




                                              6
Top ten practices from teachers
                                                               around Europe


Esafety for eTwinners
Teacher Lucian Duma believes that Web 2.0
and social media bring a new dimension to the
education field. The eSafety4etwinners project
highlights a new approach to prevent potential
school dropout. The integration of Web 2.0
tools has motivated these pupils to stay and to
play an active part in the learning process.

In fact, the eSafety4etwinners provides a safe
Web 2.0 learning environment while making
learning fun. In line with this pan-European
project, he has developed an optional course
the computer my friend to teach pupils how to
use web 2.0 tools safely.

    Special School Caransebes Romania           The eSafety4etwinners project starts by
                                                showing pupils how to use new Internet tools
    Context of practice: Evening classes        safely with an eSafety Kit. From January to
       Project Leader: Lucian Duma              April, his pupils learn how to use the learning
            Country: Romania                    platform Glogster EDU for collaborative
           Learner’s age: 12-19                 presentations. The project then supports the
                                                creation of animated presentations, using a
http://e-safety4etwinners.wikispaces.com        moviemaker site such as Xtranormal. Finally,
                                                every     European      partner   uploads     a
http://e-safety4etwinners.mixxt.eu
                                                PowerPoint presentation to the Slideshare
                                                website relating to e-safety study.



Evidence        from      within       the
                                                    “New technologies Web 2.0 and social media
eSafety4etwinners project has highlighted
                                                    aren't no longer regarded as an avant-garde
the fact that learning in a safe web
                                                    movement. Our students should be able to
environment is essential and is motivating
                                                    handle this area of ICT. Those are powerful
well. Teacher Duma said it is important to
                                                    and interesting tools, which open up new
create a more learner centred and
                                                    opportunities for everyone and for this
adaptive learning environment through
                                                    reason teachers and students must know
the    safe   use    of  education    Web
                                                    how to use it nowadays in a safe
applications.
                                                    mode.” Teacher Lucian Duma

Overall, pupils can construct their own
understanding of learning process and
connect themselves with other European
partners. He hopes, one day, he can create
his own portal in order to host all his blogs
and websites.




                                                7
Teaching with social media
  in classroom settings



Spot the city, Create the city

Teacher Kim Kluckhohn considers
that     ICT     (Information    and                    Humboldt-Institut e.V.
Communication Technology) plays an
important role in his lessons. His            Context of practice: Private Language School
case study on language learning in                  Project Leader: Kim Kluckhohn
the use of ICT is from his previous                        Country: Germany
teaching experience at the school of                       Learner’s age: 18
foreign languages in Düsseldorf (iik-
Düsseldorf e.V.). During his teaching     http://www.iik-duesseldorf.de/blog/iik-online-
time at the school of foreign             roman/title.php
languages in Düsseldorf, he and his
two colleagues have developed an          http://www.iik-duesseldorf.de/blog/2008/08/18/iik-
online platform, integrated into the      soundslide-nr-7
school’s website.

                                          Given the diversity of pupils in the private
 “The inclusion of technical and media    language school, it was necessary to combine
 issues should not be an end in itself,   language learning with other activities. For this,
 but also enhance the improvement of      what better activity could there be for German
 language skills in the target language   language learners than a Düsseldorf city trip?
 directly. It is next to the implicit     Volunteer pupils join city tours in order to have
 extension of media literacy and          an opportunity to learn more about the city.
 training of key skills such as
 presenting and publishing.               Pupils create a podcast using web tools such as
  Furthermore, the knowledge learned      Soundslide combining their city trip story with
 in active use of target language and     pictures. The whole procedure is designed to
 with joy! “ Teacher Kim Kluckhohn        develop writing, speaking and listening skills in
                                          the target language.

                                        Another activity is online novel creation. The
                                        online novel entails creative and descriptive
                                        writings as a part of the group’s activities. After
                                        the city tour, pupils work collaboratively to
                                        create a theme and develop a story. Developing
the online novel with others motivates each pupil to play an active part in all aspects of
activities.

Teacher Kim Kluckhohn is confident that the integration of various web tools in language
learning has contributed to pupils’ fun and motivation in learning the target language. In
addition, he has encouraged pupils to develop their own autonomy by volunteering for a
trip, choosing a theme and developing a storyline through different levels.




                                              8
Top ten practices from teachers
                                                             around Europe


                                             The Riddle Project

                                             Twelve-year-old Greek pupils from the class of
                                             teacher Fotini Karagiauri learn German as a
                                             second language. Instead of learning German
                                             only in the classroom, teacher Karagiauri has
                                             invented riddles for ensuring a continuity of
                                             language learning. The riddle she invented
                                             entails concrete exercises for her pupils in
                                             collaboration with Polish partners.

                                             The riddles take place when Greek pupils ask a
                                            question in German, and then Polish pupils
 Peiramatiko Gymnasio Thessaloniki          answer the question in German or vice versa.
                                            The riddle themes vary around places, people,
  Context of Practice: Secondary School     and food in the respective countries: Greece and
    Project Leader: Fotini Karagiauri       Poland. This highly interactive riddle-solving
             Country: Greece                process also involves each group in the active
            Learner’s age: 12               use of web tools.

 http://ratemal.wikispaces.com/Mein+Land    Once she was familiar with the web tools such
                                            as Prezi, Glogster and Wikispace, she started to
 http://ratemal.wikispaces.com/Pers%C3%B6   encourage her pupils to learn new web
 nlichkeiten+aus+Griechenland               applications. In fact, virtual presentation sites
                                            such as Prezi for designing riddles in German
                                            have been highly appreciated.

Pupils are enthusiastic about their own Prezi
presentations for asking questions with             “They were keen to learn new PC
pictures, video clips or text through zooming       tools. Every idea was adopted with
in and out in a virtual canvas. After finding       joy, so I tried to learn more by
the answers, they upload answers on the             myself in order to give them even
Wikispace in the platform.                          more.     It     was    a    wonderful
                                                    experience, to see how students got
By seeking a question or an answer in the           better than the teacher in using
Riddle project, pupils are keen to master not       Web      tools.”     Teacher    Fotini
only   the    target    language    but   also      Karagiauri
geographical or cultural information about the
partner’s country. Moreover, pupils have
learned how to use Web 2.0 tools extensively
with    great    interest    and   motivation.
Incorporating Web tools into the learning
process has ensured a continuous learning
environment for pupils outside the classroom.
This is what Teacher Karagiauri called a
learner-driven learning environment.




                                               9
Teaching with social media
  in classroom settings


RaccontoL2.0 (Italian 2.0)

Racconto L2.0 (Italian 2.0) was born as a new way
to train foreign pupils in Italian writing in a more
innovative and fun way. Teacher Giglio has taught
Italian B programme for three years. In this
particular programme, one of final written tests is
about a creative writing, which is testing the
candidate’s productive and written language
competence.

After realising a weakness in free and creative
Italian writing from the exam results, teacher                 Università di Genova
Giglio together with teacher Emanuela Cotroneo
suggested a different, innovative and stimulating      Context of practice: Higher education
way to train the pupils to produce creative writing.   Project Leader: Emanuela Cotroneo &
But this time, Web 2.0 applications came along to      Alessandra Giglio
support these pupils with their final writing exam     Country: Italy
preparation.                                           Learner’s age: 15 to 25

Shared social networks in Facebook and Myspace         https://sites.google.com/site/emanuelacot
were created to connect pupils giving more             roneo/home/progetti
opportunities to communicate and keep in touch
with others.                                           http://www.raccontoL2punto0.it


                                         The second part of the project is about
  "ICT and web provides students         developing creative writing competence. In their
  and teachers with a lot of "realia",   homepage, each pupil pretends to be a
  real information; moreover, in this    storyteller and they entertain each other with a
  way we, as teachers, try to be         new, stimulating way of writing texts in Italian.
  more "digital natives", as most of     Peer and teacher reviewing in each text are
  our students are; and, we always       beneficial for correcting mistakes.
  try to find interesting,
  entertaining, useful ways of           Teacher      Emanuela Cotroneo     and    teacher
  practicing the language in real        Alessandra Giglio believe that a main goal of this
  communication contexts.”               project is to engage pupils for active
  Teacher Emanuela Cotroneo and          participation in creative writing exercises. By
  Alessandra Giglio                       using the online platform, they see an increase
                                          in the potential writing skills of pupils and a
                                          more relaxed and enjoyable exercise of written
                                          production thanks to the entertaining learning
                                          environment. The results were encouraging,
                                          particularly the motivation and creativity of
                                          pupils.




                                            10
Top ten practices from teachers
                                                            around Europe




                                        Mind map project
                                        Teacher David Tual’s pupils aged 18 to 22, live and
                                        study in an environment surrounded by new
                                        technologies. All their university courses are
                                        provided online and most –if not all- of the
                                        communication outside the classroom occurs via
                                        email or through blogs and wikis.
Durham University Centre for
Foreign Language Study                  Realising the importance of the use of technology in
                                        high education, Teacher David Tual highlights the
Context of practice: Higher Education   teacher’s role of ensuring effective integration of
Project Leader: David Tual              technology into pedagogical purpose. A mind map
Country: United Kingdom                 project using online application Mind42 in learning
Learner’s age: 18-22                    French was created for this purpose. This project
                                        aims to collaboratively develop a topic-related
http://mind42.com/pub/mindmap?mid=1f    vocabulary or sentence database. It, eventually,
47c564-4535-4f73-ae23-729cf6ed7595      encourages pupils for their vocabulary revision or
                                        for their essay writing as a self-study guide.
http://mind42.com/pub/mindmap?mid=6
28783a0-e14e-4bcf-95c8-c9d9f0de802a   After a hands-on workshop for familiarising with
                                      online applications, pupils are invited to create their
                                      own Mind map. Once a key French word is placed at
the centre of the map in, pupils review the class materials or notes in order to place new
vocabulary. Moreover, pupils can add translations of each term or expression they create
as a reminder for the revision.
                                                     “I believe that teachers need to
Furthermore, the essay is created and                make the students aware of the
developed jointly with other pupils in the Mind
                                                     paradigm shift we are currently
map, through the pros and cons of each
                                                     experiencing. From an time where
subject.
                                                     knowledge was „owned‟ by a privileged
At first glance, a Mind map project helps pupils     few, to be then distilled to wider –
to reinforce vocabularies and writing skills         but still restricted- circles, we have
through the use of a specific web application.       moved into an era where knowledge
What teacher David Tual values most about the        has become freely and readily
Mind map project is the collaborative learning
                                                     available to all and can be
process. That is to say, The Mind map project
                                                     collaboratively created: it is not
allows pupils to learn from each other, with
each other and to some extent about each             „owned‟ anymore, but „shared‟.”
other in the process of creation.                    Teacher David Tual




                                               11
Teaching with social media
  in classroom settings


Ejournal project
                                     Encouraged to participate in international projects,
                                     Pääskytie School pupils are accustomed to working
                                     with pupils from other countries.       Connecting an
                                     international project with high Internet uses, teacher
                                     Annika Ruohonen has created an Ejournal site for her
                                     courses Global Education and English Club. While
                                     Ejournal moi is closely collaborated with partners like
                                     Denmark and Lithuania, Ejournal Englishclub is
                                     teamed up with an Indian school partner.

                                     Both projects are web-magazines in which pupils
                                     share articles and keep up with other country pupils
          Pääskytie school           in English. The subjects in the website vary from
                                     simply knowing partners to global warming, keeping
Context of practice: Secondary       nature and sustainable development.
School
Project Leader: Annika Ruohonen      As teacher Annika Ruohonen herself is interested in
Country: Finland                     social media, she has brought various Web 2.0 tools
Learner’s age: 13-16                 into her classes. The simple action she takes, at first,
                                     is to bring interesting subjects to discuss during her
http://www.ejournal.fi/moi           classes. After class discussions, her pupils continue to
                                     discuss and present their ideas, using social media
http://www.ejournal.fi/englishclub   such as Xtranormal or Google Docs. For the
                                     development of writing skills in the target language,
                                     Ejournal blogging has had a positive impact on pupils.


Teacher Annika Ruohonen is satisfied with the
Ejournal project, as it reinforces the authentic     “Most importantly the students felt
learning process for pupils. Of course, pupils       that they succeeded in what they
are very enthusiastic and motivated when they        did and that they connected with
see that their articles are read by as many as       foreign students - in global
400 people. Furthermore, using web magazines         education projects they learned
in an international project has facilitated
                                                     about environment and sustainable
smooth communication between partners as
                                                     development, they also learned to
well as pupils.
                                                     communicate in a foreign language,
While learning a target language in social           and how to operate in the social
media, pupils exchange various opinions              media.” Teacher Annika Ruohonen
regarding critical issues such as sustainable
development and global warming. This is a
great achievement of this particular project
which raises awareness of global issues
thanks to international connection.




                                             12
Top ten practices from teachers
                                                              around Europe

Learning German in Welsh-medium school
                                                                                         Winner
The school of teacher Ceri Anwen James
is a Welsh-medium comprehensive school
in South Wales, where all subjects are
taught through the medium of Welsh.
German is a very popular subject at her
school, with many pupils choosing the
subject after 9th grade. The main
challenge facing a Welsh-medium German
teacher is the lack of materials and
resources for the pupils.



        Ysgol Gyfun Bro                In order to fill this void, teacher Ceri Anwen James
       Morgannwg(YGBM)                 created a tailor-made website which delivers Welsh-
                                       medium German materials designed specifically for
 Context of practice: Secondary        the pupils' needs. The lack of resources has been
 School                                eased thanks to social media tools and IT facilities at
 Project Leader: Ceri Anwen James      school.
 Country: United Kingdom
 Learner's age: 12-18
                                       A wiki hosting service, Webpaint, contains a wide
                                       range of web links for vocabulary learning, listening
 http://ygbmalmaeneg.wetpaint.com/
 page/Klasse+12                        exercises and learning conversations. These links
                                       bring interesting materials for Welsh pupils to
 http://ygbmalmaen.jellycast.com/pod   enhance German language learning. The Wetpaint
 cast/feed/2 which                     site can be updated a number of times a day in
                                       reaction to pupil’s suggestions and requests.

The unsuccessful traditional booklet has also been replaced by writing tasks in an online
blog. This new method has dramatically changed the way that pupils involve themselves
in writing. The appeal of this particular blog for pupils is a broader reading audience
including teachers, peer groups and family members. Another project podcast is about to
enhance language-learning experiences of pupils in a school exchange program with the
Leininger Gymnasium in Grünstadt, Germany.

Teacher Ceri Anwen James affirms that               “I feel passionately that our pupils
language learning and social media have             deserve first class materials and
been natural partners in her school, and            learning experiences, and should not
have been vital in increasing interest and          be disadvantaged for studying German
participation. The German learning via              through the medium of a minority
various web tools in Welsh-medium school            language.” Teacher Ceri Anwen James
has met particular linguistic, academic and
practical demands among pupils, parents
and teacher. Largely appreciated from her
pupils, e-Learning in other subjects has
been encouraged to develop a similar
approach in following the “German model”.



                                               13
Teaching with social media
  in classroom settings


Learning with a partner

Although continents apart, pupils from Poland
and South Africa have a common goal,
learning German. The challenge for teacher
Justyna Sobota and her South African partner
Alet Conradie is to connect the two countries
in closer learning collaboration.

This intercontinental collaborative project
starts with classroom learning using the same
textbook. The classroom lessons continue
through learning different subjects ranging from      Liceum Ogólnokształcące
leisure and food to the environment from an           Towarzystwa Ewangelickiego (Poland)
agreed chapter. In parallel with classroom            in collaboration with Mrs. Alet
learning, sharing a Moodle platform online with       Conradie of Paul-Roos-Gymnasium
Web 2.0 tools in use appears to be a good
                                                      (South Africa)
solution for continuity. Effective use of Moodle
                                                      Context of practice: Secondary School
therefore remains a crucial point for this project.
                                                      Project Leader: Justyna Sobota
                                                      Country: Poland and South Africa
With great interest in different cultures,
                                                      Learner's age: 16-18 years
geography and school systems, pupils from both
countries are willing to share their differences.
                                                      http://screencast.com/t/jY7oGDCBpN
The projects are realised by various web tools
such as digital presentations by Glogster,
                                                      http://www.voxopop.com/group/f5aa4ed
podcasts by Voicethread and picture galleries by
Flickr. The spontaneous and authentic input           9-450e-4a5a-bcd0-db80f6d25462
from    pupils’  comments     in   forums    has
encouraged dynamic participation.


 “Our pupils live in very different     In addition, two joint travel programs, one for
 worlds. We feel it to be important     Berlin “Auf nach Berlin” (Let’s go to Berlin) and
 that they are given the opportunity    the other for “WWW - Wir Wiener Walzer” (We
 to connect with people from            Viennese Waltz) led to a special occasion for both
 different cultures and thus are        partners. These encounters have created strong
 helped to develop tolerance - an       bonds between pupils.
 attitude that will surely serve
 them well in future.” Teacher        Teacher Justyna Sobota says the use of the
 Justyna Sobota                       learning platform and Web 2.0 applications is no
                                       longer an accompanying feature but has become
                                       an integral part of German classes, especially
                                       since the team-up with the same textbook and
                                       shared themes. Collaborative work is a common
                                       thread (central theme) in the courses as well as
                                       in the online platform. Both teachers are oriented
towards creating the shared learning environment for their pupils, not only to learn the
German language at a good level through real time challenges but also to embrace each
other’s differences.


                                             14
Top ten practices from teachers
                                                           around Europe



Languages out there

After running a conventional English school for a
long time, Teacher Jason West wanted to develop
a better way for his pupils to learn English. His
belief in a more interactive, realistic and
challenging way of learning English led to the
creation of a private language school Languages      Languages Out There Ltd
Out There.                                           Context of practice: Private Language
                                                     School
He and his colleagues had the idea of making         Project Leader: Jason West
learning English much more real and contextually
                                                     Country: United Kingdom
relevant. Languages Out There combines the
                                                     Learner's age: Adult learners
classroom with outdoor activities and online
social media for a learning experience.
                                                     http://languagesoutthere.podomatic.com
Languages Out There is a set of English courses
incorporating social interaction with fluent and native English speakers. The language for
all of the tasks is pre-taught or self-studied using pre-prepared worksheets that come in
six levels, with 20 lessons per level. Social media are used to improve each learner’s
speaking and listening after finishing worksheets. The process is the same in every single
                                       lesson.

                                    The online communication is designed to help English
                                    learners at their own learning pace as it involves real
                                    time online conversation with a native speaker. By
                                    recording their conversations and listening again,
                                    learners can repeat what has just been said. This
                                    unique English-speaking course hopes to encourage
                                    to pupils to improve spoken English skills.
 “ Social media enables our
 face-to-face product (used in
                                    Teacher Jason West, co-founder of Languages Out
 English speaking countries) to     There, claims that the best way to learn to speak
 become an online product (used     English is by talking to real people in the real world
 in non English speaking            or real time online conversation. Especially, the main
 countries). The technology is      goal for using social media and Skype was simply to
 used as a tool to facilitate       improve learners’ English communication.

 meeting new people and then        He is very proud to see an adult Polish English
 completing and recording           learner improve his English communication skills in
 conversations with them.”          around 30 hours of contact and a Chinese English
 Teacher Jason West                 learner improve dramatically in around 18 hours of
                                    English conversation by Skype calls.




                                            15
Teaching with social media
  in classroom settings


Facebook group C1.5 Invierno 2011

As a teacher of advanced Spanish pupils,
Victoria Angeles Castrillejo Wet decided to
start using Facebook to keep learning going
after evening classes. There were strong
demands from highly motivated pupils to
continue classroom discussions after the
course. In response to these demands, a
Facebook group C1.5 Invierno 2011
naturally came into being.




                                                  Reading materials and other video
         Instituto Cervantes Berlin
                                                  materials are shared in the Facebook
                                                  group in order to keep track of the weekly
 Context of practice: Evening Classes
 Project Leader: Victoria Angeles Castrillejo Wet assignment. Weekly tasks are posted on
 Country: Germany                                 the Facebook group C1.5 Invierno 2011.
 Learner's age: 28-48                             It is not compulsory, but pupils are widely
                                                  encouraged to participate. Pupils are asked
 https://www.facebook.com/pages/C14-              to share their writing assignments with
 Oto%C3%B1o-2010/131597163556326?sk=wall          others in the Facebook group wall. Audio
                                                  and Video materials used in the class are
                                                  posted for reviewing and commenting for
further discussions among group members. Pupils use the wall for invitations to social
events, books and film recommendations in Spanish.

Teacher Victoria Angeles Castrillejo Wet says
as pupils post the link, review articles and
                                                        “I wouldn´t say it is innovative.
comment on others’ works, they develop not
                                                        I would say it is natural and
only language skills but also a dynamic group
interaction. Using different materials in               that makes it successful.
Facebook turned out to be a useful way to get           Students don´t have to "force"
pupils even more involved in the subjects and           themselves into an artificial
assignments of the class. With the open                 learning environment. We´re
sharing and communication channel on                    bringing learning to their
Facebook, pupils started to hand in their
                                                        everyday experience.” Teacher
writing assignments more often.
                                                        Victoria Angeles Castrillejo
                                                        Wet




                                             16
Top ten practices from teachers
                                                      around Europe



Conclusion


Our “Teachers’ competition for social media use in formal language learning
contexts” aimed at identifying good practices in formal learning contexts has
ended with selection of the winner and creation of this publication. However, the
journey towards effective use of social media in classroom contexts is not in full
swing. There is a lot that should be considered for long-term development of the
sustainable use of social media in this particular context. We often talk or hear
about the importance of teacher training, pedagogy, didactics, policy making and
IT facilities in schools. Yet, we often forget that all these factors, along with
active participation by key players - i.e. teacher, pupil and school - have to be on
board together. Ongoing interaction between key factors and key players can
only create a viable teaching and learning environment in the Web 2.0 era.


Through this special publication, we have been able to identify wonderful and
worthy practices, which are good examples of social media use in classroom
settings with constant interaction between key factors and players. Some
practices are possible thanks to teacher training in the use of new technologies.
Some are achieved thanks to a clear objective in terms of pedagogy and policy.
Overall, most practices are successful through the ongoing collaboration of key
factors and dynamic participation by key players.


We have also observed a range of useful educational resources, platforms and
networks for language learning. In addition, a collection of web resources in this
publication could provide an opportunity for other teachers to explore a similar
path toward introducing social media to classroom settings.


Much as we appreciate the various approaches, a heartfelt lesson from this
competition is derived not only from the effective use of technology. Rather, it is
teachers who seek to motivate their pupils and who are determined to give the
best of themselves with passion and love in educating future generations.




                                         17
Teaching with social media
  in classroom settings


Members of Jury


Dóra Bereti, Student assistant, leader and designer (with Katerina Zourou) of the
"Social media use in formal language teaching contexts" competition, University of
Luxembourg,

Laia Canals, Professor position at the Departament de Didàctica de la Llengua i de la
Literatura i de les Ciències Socials, Autonomous University of Barcelona

Raphaela Häuse, German Courses Department, Deutsche Welle

Zsuzsa Kis, PhD, High school teacher, Marseille

Charles Max, Professor in Educational Sciences, specializing in the learning sciences
focusing on learning with educational media, University of Luxembourg

Jean-Marie Nau, Luxembourgish language teacher in adult education, Luxembourg

Maria Perifanou, Italian lecturer, European Institute of Vocational Training 'AKMI''

Dina Savlovska, Professor of French, University of Latvia

Geoff Sockett, Associate professor of language didactic, University of Strasbourg

Karen Woodman, Senior Lecturer and Coordinator of the Master of Education (TESOL)
and Master of Education (TEFL), School of Cultural and Language Studies in Education at
QUT

Gudrun Ziegler, Assistant professor, University of Luxembourg

Katerina Zourou, Initiator and project manager of the EU-funded network “Language
learning and social media: 6 key dialogues”, University of Luxembourg




                                           18
Top ten practices from teachers
                                                         around Europe


Websites of 10 best practices

Virtual Classroom as a learning aid
http://www.netvibes.com/kat3z#Form_11a
http://www.delicious.com/koidulag

Esafety for eTwinners
http://e-safety4etwinners.wikispaces.com
http://e-safety4etwinners.mixxt.eu

Spot the city, Create the city
http://www.iik-duesseldorf.de/blog/iik-online-roman/title.php
http://www.iik-duesseldorf.de/blog/2008/08/18/iik-soundslide-nr-7
http://www.iik-duesseldorf.de/blog/2008/08/25/iik-soundslide-nr-10

The Riddle Project
http://prezi.com/kq-nfao5vzyp/20-things-about-me
http://prezi.com/tpbavveyy5v8/hbghrthi
http://ratemal.wikispaces.com/Mein+Land

RaccontoL2.0 (Italian 2.0)
https://sites.google.com/site/emanuelacotroneo/home/progetti
http://www.raccontoL2punto0.it
http://raccontol2.altervista.org/file/RaccontoL20GIGLIOEnglish.pdf


Mind Map Project
http://mind42.com/pub/mindmap?mid=59d923f3-6ce5-4515-9e93-882a9c2817be
http://mind42.com/pub/mindmap?mid=1f47c564-4535-4f73-ae23-729cf6ed7595

Ejournal Project
http://www.ejournal.fi/moi
http://www.ejournal.fi/englishclub
http://www.ejournal.fi/finnindia04b

Learning German in Welsh-medium school
http://ygbmalmaeneg.wetpaint.com/page/Klasse+12
http://ygbmalmaen.jellycast.com/podcast/feed/2%C2%A0which
http://quizlet.com/1626121

Learning with a partner
http://screencast.com/t/jY7oGDCBpN
http://www.voxopop.com/group/f5aa4ed9-450e-4a5a-bcd0-db80f6d25462

Languages out there
http://languagesoutthere.podomatic.com

Facebook group C1.5 Invierno 2011
https://www.facebook.com/pages/C14-Oto%C3%B1o-2010/131597163556326?sk=wall




                                            19
Teaching with social media
  in classroom settings




                             20

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Teaching with social media in classroom settings: Top ten practices from teachers around Europe

  • 1. Teaching with social media in classroom settings: Top ten practices from teachers around Europe
  • 2. Teaching with social media January 2012 in classroom settings Editors Dóra Bereti, Ju-youn Song Layout Ju-youn Song Proofreading Susan Pasco Full citation Bereti, D., Song, J.2012. Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning Full references of the competition, “Teachers’ competition for Social Media use in Formal Language Learning Contexts” Competition site: http://teaching-practices-contest.elearningeuropa.info 10 best practices: http://elearningeuropa.info/en/book/teachers-competition- social-media-use-formal-language-learning-contexts Winner announcement: http://elearningeuropa.info/en/book/winner- announcement Social media presence of “Language learning and social media: 6 key dialogues” Twitter http://twitter.com/#!/languages_web2 Mendeley http://www.mendeley.com/groups/542561/language-learning-social- media/papers Vimeo http://vimeo.com/ls6network/channels Linkedin http://www.linkedin.com/pub/language-learning-and-social-media/25/67/550 Produced with the support of the European Commission (Life Long Learning programme, KA2 Languages) The competition and the publication are an activity of the strand by working group 6 "Language learning and teaching in formal and non formal contexts through ICT". We would like to thank contributions of 10 best practices for sharing their images for this special publication. 2
  • 3. Top ten practices from teachers around Europe Table of content Table of content ...................................................................................... 3 Foreword................................................................................................ 4 Introduction............................................................................................ 5 Virtual Classroom as a learning aid .......................................................... 6 Esafety for eTwinners ............................................................................ 7 Spot the city, Create the city .................................................................. 8 The Riddle Project ................................................................................. 9 RaccontoL2.0 (Italian 2.0) .....................................................................10 Mind map project .................................................................................11 Ejournal project ...................................................................................12 Learning German in Welsh-medium school ...............................................13 Learning with a partner.........................................................................14 Languages out there.............................................................................15 Facebook group C1.5 Invierno 2011 ........................................................16 Conclusion .............................................................................................17 Members of Jury .....................................................................................18 Websites of 10 best practices ...................................................................19 3
  • 4. Teaching with social media in classroom settings Foreword It is with great pleasure that we present the following publication, based on the ten best practices from the “Teachers’ competition for social media use in formal language learning contexts” run throughout 2011. We hope that this publication will be of interest to teachers, educators, parents and pupils sharing good practices in the use of social media in classroom settings. We are grateful to all who have contributed to promoting the competition, which attracted over 80 wonderful entries. None of this work would have been possible without the more than 80 participants who shared their innovative and excellent practices in formal language learning contexts. Finally, our special thanks go to the jury panel, all members of the LS6 team and the European Commission’s Lifelong Learning Programme. Contributing institution University of Luxembourg: Dóra Bereti, Ju-youn Song, Katerina Zourou 4
  • 5. Top ten practices from teachers around Europe Introduction The “Teachers’ competition for social media use in formal language learning contexts” was created within the framework of the EU-funded network “Language learning and social media: 6 key dialogues”. The competition was part of key dialogue 6 “Language learning and teaching in formal and non formal contexts through ICT” and aimed to identify the role of Web 2.0 technology in the classroom settings for language learning and teaching practices in Europe. Its objective was twofold: to encourage language teachers to share their experiences and everyday practices with a wider public, and thus to inspire other colleagues in terms of ICT and social media use in the classroom. The competition ran from March to November 2011 and was based on a two- stage selection procedure. After identifying the selection criteria for both stages and announcing the opening of the competition through our various communication channels, a panel of interdisciplinary jury members monitored and evaluated over 80 applications in the first stage. At this point, the 10 best practices were chosen and their implementers were invited to participate in the second stage of the selection procedure, by providing a more detailed description of their practices. After deliberating at length on so many worthy and wonderful practices, the jury members selected the winner, teacher Ceri Anwen James in a Welsh-medium school Ysgol Gyfun Bro Morgannwg from Vale of Glamorgan, Wales (UK). Combined with a learning platform, online blogging and Podcasting, her practice met particular linguistic, academic and practical demands. We hope that this brochure will highlight the aims of this competition as well as sharing good practices in teaching with social media in classroom settings with a broader audience. 5
  • 6. Teaching with social media in classroom settings Virtual Classroom as a learning aid By setting up a Virtual Classroom (VC) from an aggregation service, Netvibes, teacher Katrin Saks tries to integrate classroom language learning into daily exercises. A series of tools and programs incorporated in VC should enable various learning activities to improve English through homework and other collaborative Tartu University Pärnu College peer works. Context of practice: Secondary School Using a set of social media tools in VC was a Project Leader: Katrin Saks chance for Teacher Saks to develop pupils’ Country: Estonia self-directed learning skills. For her, a primary Learner’s age: 16-18 goal of using VC was to enable pupils to see and to understand their own learning process: http://www.netvibes.com/kat3z#Form_11a why, what and how they are supposed to learn with the use of Virtual Classroom. http://www.delicious.com/koidulag As the assignment is posted in VC, pupils use embedded weblogs to write different texts such as letters, messages, narratives, description and analysis for their homework. Through writing activities, pupils comment on and review each other's posts. In addition, pupils participate in collaborative writing through Wiki. It is also important for each pupil to learn grammar and vocabulary through uploaded files or links from social bookmarking sites such as Delicious. Podcasting by the teacher or pupils using Voicethread supports the listening and reading process. Teacher and fellow pupil’s post feedback, comments and question in various forms such as tagging and voice recording. “I consider my practice innovative There is no doubt, as Teacher Katrin Saks because it covers so many different emphasises, that using Virtual Classroom possibilities. The Virtual Classroom supports the language learning process while created in a feed aggregator may using different Web 2.0 tools. Her overall aim is combine tens and tens of different to motivate each learner to create their own Web 2.0 tools. This enables to Personal Learning Environment (PLE) consider the needs of different considering their needs, learning goals and skills learners, offers the best solutions by participating in Virtual Classroom. for everyone, as a model of a PLE for future self-directed life-long learners.” Teacher Katrin Saks 6
  • 7. Top ten practices from teachers around Europe Esafety for eTwinners Teacher Lucian Duma believes that Web 2.0 and social media bring a new dimension to the education field. The eSafety4etwinners project highlights a new approach to prevent potential school dropout. The integration of Web 2.0 tools has motivated these pupils to stay and to play an active part in the learning process. In fact, the eSafety4etwinners provides a safe Web 2.0 learning environment while making learning fun. In line with this pan-European project, he has developed an optional course the computer my friend to teach pupils how to use web 2.0 tools safely. Special School Caransebes Romania The eSafety4etwinners project starts by showing pupils how to use new Internet tools Context of practice: Evening classes safely with an eSafety Kit. From January to Project Leader: Lucian Duma April, his pupils learn how to use the learning Country: Romania platform Glogster EDU for collaborative Learner’s age: 12-19 presentations. The project then supports the creation of animated presentations, using a http://e-safety4etwinners.wikispaces.com moviemaker site such as Xtranormal. Finally, every European partner uploads a http://e-safety4etwinners.mixxt.eu PowerPoint presentation to the Slideshare website relating to e-safety study. Evidence from within the “New technologies Web 2.0 and social media eSafety4etwinners project has highlighted aren't no longer regarded as an avant-garde the fact that learning in a safe web movement. Our students should be able to environment is essential and is motivating handle this area of ICT. Those are powerful well. Teacher Duma said it is important to and interesting tools, which open up new create a more learner centred and opportunities for everyone and for this adaptive learning environment through reason teachers and students must know the safe use of education Web how to use it nowadays in a safe applications. mode.” Teacher Lucian Duma Overall, pupils can construct their own understanding of learning process and connect themselves with other European partners. He hopes, one day, he can create his own portal in order to host all his blogs and websites. 7
  • 8. Teaching with social media in classroom settings Spot the city, Create the city Teacher Kim Kluckhohn considers that ICT (Information and Humboldt-Institut e.V. Communication Technology) plays an important role in his lessons. His Context of practice: Private Language School case study on language learning in Project Leader: Kim Kluckhohn the use of ICT is from his previous Country: Germany teaching experience at the school of Learner’s age: 18 foreign languages in Düsseldorf (iik- Düsseldorf e.V.). During his teaching http://www.iik-duesseldorf.de/blog/iik-online- time at the school of foreign roman/title.php languages in Düsseldorf, he and his two colleagues have developed an http://www.iik-duesseldorf.de/blog/2008/08/18/iik- online platform, integrated into the soundslide-nr-7 school’s website. Given the diversity of pupils in the private “The inclusion of technical and media language school, it was necessary to combine issues should not be an end in itself, language learning with other activities. For this, but also enhance the improvement of what better activity could there be for German language skills in the target language language learners than a Düsseldorf city trip? directly. It is next to the implicit Volunteer pupils join city tours in order to have extension of media literacy and an opportunity to learn more about the city. training of key skills such as presenting and publishing. Pupils create a podcast using web tools such as Furthermore, the knowledge learned Soundslide combining their city trip story with in active use of target language and pictures. The whole procedure is designed to with joy! “ Teacher Kim Kluckhohn develop writing, speaking and listening skills in the target language. Another activity is online novel creation. The online novel entails creative and descriptive writings as a part of the group’s activities. After the city tour, pupils work collaboratively to create a theme and develop a story. Developing the online novel with others motivates each pupil to play an active part in all aspects of activities. Teacher Kim Kluckhohn is confident that the integration of various web tools in language learning has contributed to pupils’ fun and motivation in learning the target language. In addition, he has encouraged pupils to develop their own autonomy by volunteering for a trip, choosing a theme and developing a storyline through different levels. 8
  • 9. Top ten practices from teachers around Europe The Riddle Project Twelve-year-old Greek pupils from the class of teacher Fotini Karagiauri learn German as a second language. Instead of learning German only in the classroom, teacher Karagiauri has invented riddles for ensuring a continuity of language learning. The riddle she invented entails concrete exercises for her pupils in collaboration with Polish partners. The riddles take place when Greek pupils ask a question in German, and then Polish pupils Peiramatiko Gymnasio Thessaloniki answer the question in German or vice versa. The riddle themes vary around places, people, Context of Practice: Secondary School and food in the respective countries: Greece and Project Leader: Fotini Karagiauri Poland. This highly interactive riddle-solving Country: Greece process also involves each group in the active Learner’s age: 12 use of web tools. http://ratemal.wikispaces.com/Mein+Land Once she was familiar with the web tools such as Prezi, Glogster and Wikispace, she started to http://ratemal.wikispaces.com/Pers%C3%B6 encourage her pupils to learn new web nlichkeiten+aus+Griechenland applications. In fact, virtual presentation sites such as Prezi for designing riddles in German have been highly appreciated. Pupils are enthusiastic about their own Prezi presentations for asking questions with “They were keen to learn new PC pictures, video clips or text through zooming tools. Every idea was adopted with in and out in a virtual canvas. After finding joy, so I tried to learn more by the answers, they upload answers on the myself in order to give them even Wikispace in the platform. more. It was a wonderful experience, to see how students got By seeking a question or an answer in the better than the teacher in using Riddle project, pupils are keen to master not Web tools.” Teacher Fotini only the target language but also Karagiauri geographical or cultural information about the partner’s country. Moreover, pupils have learned how to use Web 2.0 tools extensively with great interest and motivation. Incorporating Web tools into the learning process has ensured a continuous learning environment for pupils outside the classroom. This is what Teacher Karagiauri called a learner-driven learning environment. 9
  • 10. Teaching with social media in classroom settings RaccontoL2.0 (Italian 2.0) Racconto L2.0 (Italian 2.0) was born as a new way to train foreign pupils in Italian writing in a more innovative and fun way. Teacher Giglio has taught Italian B programme for three years. In this particular programme, one of final written tests is about a creative writing, which is testing the candidate’s productive and written language competence. After realising a weakness in free and creative Italian writing from the exam results, teacher Università di Genova Giglio together with teacher Emanuela Cotroneo suggested a different, innovative and stimulating Context of practice: Higher education way to train the pupils to produce creative writing. Project Leader: Emanuela Cotroneo & But this time, Web 2.0 applications came along to Alessandra Giglio support these pupils with their final writing exam Country: Italy preparation. Learner’s age: 15 to 25 Shared social networks in Facebook and Myspace https://sites.google.com/site/emanuelacot were created to connect pupils giving more roneo/home/progetti opportunities to communicate and keep in touch with others. http://www.raccontoL2punto0.it The second part of the project is about "ICT and web provides students developing creative writing competence. In their and teachers with a lot of "realia", homepage, each pupil pretends to be a real information; moreover, in this storyteller and they entertain each other with a way we, as teachers, try to be new, stimulating way of writing texts in Italian. more "digital natives", as most of Peer and teacher reviewing in each text are our students are; and, we always beneficial for correcting mistakes. try to find interesting, entertaining, useful ways of Teacher Emanuela Cotroneo and teacher practicing the language in real Alessandra Giglio believe that a main goal of this communication contexts.” project is to engage pupils for active Teacher Emanuela Cotroneo and participation in creative writing exercises. By Alessandra Giglio using the online platform, they see an increase in the potential writing skills of pupils and a more relaxed and enjoyable exercise of written production thanks to the entertaining learning environment. The results were encouraging, particularly the motivation and creativity of pupils. 10
  • 11. Top ten practices from teachers around Europe Mind map project Teacher David Tual’s pupils aged 18 to 22, live and study in an environment surrounded by new technologies. All their university courses are provided online and most –if not all- of the communication outside the classroom occurs via email or through blogs and wikis. Durham University Centre for Foreign Language Study Realising the importance of the use of technology in high education, Teacher David Tual highlights the Context of practice: Higher Education teacher’s role of ensuring effective integration of Project Leader: David Tual technology into pedagogical purpose. A mind map Country: United Kingdom project using online application Mind42 in learning Learner’s age: 18-22 French was created for this purpose. This project aims to collaboratively develop a topic-related http://mind42.com/pub/mindmap?mid=1f vocabulary or sentence database. It, eventually, 47c564-4535-4f73-ae23-729cf6ed7595 encourages pupils for their vocabulary revision or for their essay writing as a self-study guide. http://mind42.com/pub/mindmap?mid=6 28783a0-e14e-4bcf-95c8-c9d9f0de802a After a hands-on workshop for familiarising with online applications, pupils are invited to create their own Mind map. Once a key French word is placed at the centre of the map in, pupils review the class materials or notes in order to place new vocabulary. Moreover, pupils can add translations of each term or expression they create as a reminder for the revision. “I believe that teachers need to Furthermore, the essay is created and make the students aware of the developed jointly with other pupils in the Mind paradigm shift we are currently map, through the pros and cons of each experiencing. From an time where subject. knowledge was „owned‟ by a privileged At first glance, a Mind map project helps pupils few, to be then distilled to wider – to reinforce vocabularies and writing skills but still restricted- circles, we have through the use of a specific web application. moved into an era where knowledge What teacher David Tual values most about the has become freely and readily Mind map project is the collaborative learning available to all and can be process. That is to say, The Mind map project collaboratively created: it is not allows pupils to learn from each other, with each other and to some extent about each „owned‟ anymore, but „shared‟.” other in the process of creation. Teacher David Tual 11
  • 12. Teaching with social media in classroom settings Ejournal project Encouraged to participate in international projects, Pääskytie School pupils are accustomed to working with pupils from other countries. Connecting an international project with high Internet uses, teacher Annika Ruohonen has created an Ejournal site for her courses Global Education and English Club. While Ejournal moi is closely collaborated with partners like Denmark and Lithuania, Ejournal Englishclub is teamed up with an Indian school partner. Both projects are web-magazines in which pupils share articles and keep up with other country pupils Pääskytie school in English. The subjects in the website vary from simply knowing partners to global warming, keeping Context of practice: Secondary nature and sustainable development. School Project Leader: Annika Ruohonen As teacher Annika Ruohonen herself is interested in Country: Finland social media, she has brought various Web 2.0 tools Learner’s age: 13-16 into her classes. The simple action she takes, at first, is to bring interesting subjects to discuss during her http://www.ejournal.fi/moi classes. After class discussions, her pupils continue to discuss and present their ideas, using social media http://www.ejournal.fi/englishclub such as Xtranormal or Google Docs. For the development of writing skills in the target language, Ejournal blogging has had a positive impact on pupils. Teacher Annika Ruohonen is satisfied with the Ejournal project, as it reinforces the authentic “Most importantly the students felt learning process for pupils. Of course, pupils that they succeeded in what they are very enthusiastic and motivated when they did and that they connected with see that their articles are read by as many as foreign students - in global 400 people. Furthermore, using web magazines education projects they learned in an international project has facilitated about environment and sustainable smooth communication between partners as development, they also learned to well as pupils. communicate in a foreign language, While learning a target language in social and how to operate in the social media, pupils exchange various opinions media.” Teacher Annika Ruohonen regarding critical issues such as sustainable development and global warming. This is a great achievement of this particular project which raises awareness of global issues thanks to international connection. 12
  • 13. Top ten practices from teachers around Europe Learning German in Welsh-medium school Winner The school of teacher Ceri Anwen James is a Welsh-medium comprehensive school in South Wales, where all subjects are taught through the medium of Welsh. German is a very popular subject at her school, with many pupils choosing the subject after 9th grade. The main challenge facing a Welsh-medium German teacher is the lack of materials and resources for the pupils. Ysgol Gyfun Bro In order to fill this void, teacher Ceri Anwen James Morgannwg(YGBM) created a tailor-made website which delivers Welsh- medium German materials designed specifically for Context of practice: Secondary the pupils' needs. The lack of resources has been School eased thanks to social media tools and IT facilities at Project Leader: Ceri Anwen James school. Country: United Kingdom Learner's age: 12-18 A wiki hosting service, Webpaint, contains a wide range of web links for vocabulary learning, listening http://ygbmalmaeneg.wetpaint.com/ page/Klasse+12 exercises and learning conversations. These links bring interesting materials for Welsh pupils to http://ygbmalmaen.jellycast.com/pod enhance German language learning. The Wetpaint cast/feed/2 which site can be updated a number of times a day in reaction to pupil’s suggestions and requests. The unsuccessful traditional booklet has also been replaced by writing tasks in an online blog. This new method has dramatically changed the way that pupils involve themselves in writing. The appeal of this particular blog for pupils is a broader reading audience including teachers, peer groups and family members. Another project podcast is about to enhance language-learning experiences of pupils in a school exchange program with the Leininger Gymnasium in Grünstadt, Germany. Teacher Ceri Anwen James affirms that “I feel passionately that our pupils language learning and social media have deserve first class materials and been natural partners in her school, and learning experiences, and should not have been vital in increasing interest and be disadvantaged for studying German participation. The German learning via through the medium of a minority various web tools in Welsh-medium school language.” Teacher Ceri Anwen James has met particular linguistic, academic and practical demands among pupils, parents and teacher. Largely appreciated from her pupils, e-Learning in other subjects has been encouraged to develop a similar approach in following the “German model”. 13
  • 14. Teaching with social media in classroom settings Learning with a partner Although continents apart, pupils from Poland and South Africa have a common goal, learning German. The challenge for teacher Justyna Sobota and her South African partner Alet Conradie is to connect the two countries in closer learning collaboration. This intercontinental collaborative project starts with classroom learning using the same textbook. The classroom lessons continue through learning different subjects ranging from Liceum Ogólnokształcące leisure and food to the environment from an Towarzystwa Ewangelickiego (Poland) agreed chapter. In parallel with classroom in collaboration with Mrs. Alet learning, sharing a Moodle platform online with Conradie of Paul-Roos-Gymnasium Web 2.0 tools in use appears to be a good (South Africa) solution for continuity. Effective use of Moodle Context of practice: Secondary School therefore remains a crucial point for this project. Project Leader: Justyna Sobota Country: Poland and South Africa With great interest in different cultures, Learner's age: 16-18 years geography and school systems, pupils from both countries are willing to share their differences. http://screencast.com/t/jY7oGDCBpN The projects are realised by various web tools such as digital presentations by Glogster, http://www.voxopop.com/group/f5aa4ed podcasts by Voicethread and picture galleries by Flickr. The spontaneous and authentic input 9-450e-4a5a-bcd0-db80f6d25462 from pupils’ comments in forums has encouraged dynamic participation. “Our pupils live in very different In addition, two joint travel programs, one for worlds. We feel it to be important Berlin “Auf nach Berlin” (Let’s go to Berlin) and that they are given the opportunity the other for “WWW - Wir Wiener Walzer” (We to connect with people from Viennese Waltz) led to a special occasion for both different cultures and thus are partners. These encounters have created strong helped to develop tolerance - an bonds between pupils. attitude that will surely serve them well in future.” Teacher Teacher Justyna Sobota says the use of the Justyna Sobota learning platform and Web 2.0 applications is no longer an accompanying feature but has become an integral part of German classes, especially since the team-up with the same textbook and shared themes. Collaborative work is a common thread (central theme) in the courses as well as in the online platform. Both teachers are oriented towards creating the shared learning environment for their pupils, not only to learn the German language at a good level through real time challenges but also to embrace each other’s differences. 14
  • 15. Top ten practices from teachers around Europe Languages out there After running a conventional English school for a long time, Teacher Jason West wanted to develop a better way for his pupils to learn English. His belief in a more interactive, realistic and challenging way of learning English led to the creation of a private language school Languages Languages Out There Ltd Out There. Context of practice: Private Language School He and his colleagues had the idea of making Project Leader: Jason West learning English much more real and contextually Country: United Kingdom relevant. Languages Out There combines the Learner's age: Adult learners classroom with outdoor activities and online social media for a learning experience. http://languagesoutthere.podomatic.com Languages Out There is a set of English courses incorporating social interaction with fluent and native English speakers. The language for all of the tasks is pre-taught or self-studied using pre-prepared worksheets that come in six levels, with 20 lessons per level. Social media are used to improve each learner’s speaking and listening after finishing worksheets. The process is the same in every single lesson. The online communication is designed to help English learners at their own learning pace as it involves real time online conversation with a native speaker. By recording their conversations and listening again, learners can repeat what has just been said. This unique English-speaking course hopes to encourage to pupils to improve spoken English skills. “ Social media enables our face-to-face product (used in Teacher Jason West, co-founder of Languages Out English speaking countries) to There, claims that the best way to learn to speak become an online product (used English is by talking to real people in the real world in non English speaking or real time online conversation. Especially, the main countries). The technology is goal for using social media and Skype was simply to used as a tool to facilitate improve learners’ English communication. meeting new people and then He is very proud to see an adult Polish English completing and recording learner improve his English communication skills in conversations with them.” around 30 hours of contact and a Chinese English Teacher Jason West learner improve dramatically in around 18 hours of English conversation by Skype calls. 15
  • 16. Teaching with social media in classroom settings Facebook group C1.5 Invierno 2011 As a teacher of advanced Spanish pupils, Victoria Angeles Castrillejo Wet decided to start using Facebook to keep learning going after evening classes. There were strong demands from highly motivated pupils to continue classroom discussions after the course. In response to these demands, a Facebook group C1.5 Invierno 2011 naturally came into being. Reading materials and other video Instituto Cervantes Berlin materials are shared in the Facebook group in order to keep track of the weekly Context of practice: Evening Classes Project Leader: Victoria Angeles Castrillejo Wet assignment. Weekly tasks are posted on Country: Germany the Facebook group C1.5 Invierno 2011. Learner's age: 28-48 It is not compulsory, but pupils are widely encouraged to participate. Pupils are asked https://www.facebook.com/pages/C14- to share their writing assignments with Oto%C3%B1o-2010/131597163556326?sk=wall others in the Facebook group wall. Audio and Video materials used in the class are posted for reviewing and commenting for further discussions among group members. Pupils use the wall for invitations to social events, books and film recommendations in Spanish. Teacher Victoria Angeles Castrillejo Wet says as pupils post the link, review articles and “I wouldn´t say it is innovative. comment on others’ works, they develop not I would say it is natural and only language skills but also a dynamic group interaction. Using different materials in that makes it successful. Facebook turned out to be a useful way to get Students don´t have to "force" pupils even more involved in the subjects and themselves into an artificial assignments of the class. With the open learning environment. We´re sharing and communication channel on bringing learning to their Facebook, pupils started to hand in their everyday experience.” Teacher writing assignments more often. Victoria Angeles Castrillejo Wet 16
  • 17. Top ten practices from teachers around Europe Conclusion Our “Teachers’ competition for social media use in formal language learning contexts” aimed at identifying good practices in formal learning contexts has ended with selection of the winner and creation of this publication. However, the journey towards effective use of social media in classroom contexts is not in full swing. There is a lot that should be considered for long-term development of the sustainable use of social media in this particular context. We often talk or hear about the importance of teacher training, pedagogy, didactics, policy making and IT facilities in schools. Yet, we often forget that all these factors, along with active participation by key players - i.e. teacher, pupil and school - have to be on board together. Ongoing interaction between key factors and key players can only create a viable teaching and learning environment in the Web 2.0 era. Through this special publication, we have been able to identify wonderful and worthy practices, which are good examples of social media use in classroom settings with constant interaction between key factors and players. Some practices are possible thanks to teacher training in the use of new technologies. Some are achieved thanks to a clear objective in terms of pedagogy and policy. Overall, most practices are successful through the ongoing collaboration of key factors and dynamic participation by key players. We have also observed a range of useful educational resources, platforms and networks for language learning. In addition, a collection of web resources in this publication could provide an opportunity for other teachers to explore a similar path toward introducing social media to classroom settings. Much as we appreciate the various approaches, a heartfelt lesson from this competition is derived not only from the effective use of technology. Rather, it is teachers who seek to motivate their pupils and who are determined to give the best of themselves with passion and love in educating future generations. 17
  • 18. Teaching with social media in classroom settings Members of Jury Dóra Bereti, Student assistant, leader and designer (with Katerina Zourou) of the "Social media use in formal language teaching contexts" competition, University of Luxembourg, Laia Canals, Professor position at the Departament de Didàctica de la Llengua i de la Literatura i de les Ciències Socials, Autonomous University of Barcelona Raphaela Häuse, German Courses Department, Deutsche Welle Zsuzsa Kis, PhD, High school teacher, Marseille Charles Max, Professor in Educational Sciences, specializing in the learning sciences focusing on learning with educational media, University of Luxembourg Jean-Marie Nau, Luxembourgish language teacher in adult education, Luxembourg Maria Perifanou, Italian lecturer, European Institute of Vocational Training 'AKMI'' Dina Savlovska, Professor of French, University of Latvia Geoff Sockett, Associate professor of language didactic, University of Strasbourg Karen Woodman, Senior Lecturer and Coordinator of the Master of Education (TESOL) and Master of Education (TEFL), School of Cultural and Language Studies in Education at QUT Gudrun Ziegler, Assistant professor, University of Luxembourg Katerina Zourou, Initiator and project manager of the EU-funded network “Language learning and social media: 6 key dialogues”, University of Luxembourg 18
  • 19. Top ten practices from teachers around Europe Websites of 10 best practices Virtual Classroom as a learning aid http://www.netvibes.com/kat3z#Form_11a http://www.delicious.com/koidulag Esafety for eTwinners http://e-safety4etwinners.wikispaces.com http://e-safety4etwinners.mixxt.eu Spot the city, Create the city http://www.iik-duesseldorf.de/blog/iik-online-roman/title.php http://www.iik-duesseldorf.de/blog/2008/08/18/iik-soundslide-nr-7 http://www.iik-duesseldorf.de/blog/2008/08/25/iik-soundslide-nr-10 The Riddle Project http://prezi.com/kq-nfao5vzyp/20-things-about-me http://prezi.com/tpbavveyy5v8/hbghrthi http://ratemal.wikispaces.com/Mein+Land RaccontoL2.0 (Italian 2.0) https://sites.google.com/site/emanuelacotroneo/home/progetti http://www.raccontoL2punto0.it http://raccontol2.altervista.org/file/RaccontoL20GIGLIOEnglish.pdf Mind Map Project http://mind42.com/pub/mindmap?mid=59d923f3-6ce5-4515-9e93-882a9c2817be http://mind42.com/pub/mindmap?mid=1f47c564-4535-4f73-ae23-729cf6ed7595 Ejournal Project http://www.ejournal.fi/moi http://www.ejournal.fi/englishclub http://www.ejournal.fi/finnindia04b Learning German in Welsh-medium school http://ygbmalmaeneg.wetpaint.com/page/Klasse+12 http://ygbmalmaen.jellycast.com/podcast/feed/2%C2%A0which http://quizlet.com/1626121 Learning with a partner http://screencast.com/t/jY7oGDCBpN http://www.voxopop.com/group/f5aa4ed9-450e-4a5a-bcd0-db80f6d25462 Languages out there http://languagesoutthere.podomatic.com Facebook group C1.5 Invierno 2011 https://www.facebook.com/pages/C14-Oto%C3%B1o-2010/131597163556326?sk=wall 19
  • 20. Teaching with social media in classroom settings 20