Thoughtfest09
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''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL'' ThoughtFest 2009 Pontydysgu - University of Salford Manchester , UK 5-6 March 2009
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Thoughtfest09
- 1. Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL Maria A. Perifanou School of Philosophy, Faculty of Italian and Spanish Language and Literature, National and Kapodistrian University of Athens. ThoughtFest 2009 Pontydysgu - University of Salford Manchester , UK 5-6 March 2009
- 2. Fest of thoughts and experiences………… … .sharing my journey.. … ..my story….!
- 6. What? How? When? …… lets start the exploration!!!
- 7. Α. Italian Language in Web – ‘ exploration and classification’ Educational sites dedicated to teachers teachers - learners 7 . Course plans/ material 8. Magazines/Journals 9. Information for teachers training, seminars, jobs 2 . Italian Language Courses 3 . Authoring tools for language learning material 1. Practice ( exercises , tests , etc .) 6. Portals/ Data Bases for Italian Language 4. Tandem Learning, E-pals 5. Forum s/ Discussion Lists
- 8. B . Italian Language in Web – ‘ exploration and classification’ Supportive - authentic teaching material/tools 2. e-libraries, translators, glossaries, thesaurus, dictionaries, etc 1. Magazines/ Journals 5 . e-commerce, e-business 6. Communication Tools: forums , chat, discussion lists 4. Edutainment 3. Electronic C orpus, Concordan cers 7. Authoring tools- free multimedia software 8. Portals/Data bases for Italian culture
- 14. Odeo
- 19. Wiki’s features
- 22. Wiki’s general & educational USES
- 26. Case study
- 31. Results
- 37. [email_address]
- 38. Questions?
Notes de l'éditeur
- Introduction to Quest The introduction is a short paragraph written in second person that introduces the students to the activity. It should catch the students’ attention, provide background information and include the role being taken in the quest. For example, “You just found out your best friend is an alien from another planet and need to explain Christmas . . . “ or “Your favorite author will be visiting . . . .” WebQuest Task The task is what should be accomplished through the WebQuest. It typically starts with a paragraph, but may also contain a list of what the students will be required to do. Another primary component of the task section is to explain to the students what is expected to be created for evaluation and any specific tools, such as PowerPoint, that will be used to create them. Step-by-Step Process The process is a logical, step-by-step guide for the students to follow. It should provide responsibilities, either for individuals or for each group member. It should also suggest to students how to organize or save their information for the final product. This is also the section where links are provided to specific Internet sites. These sites should be investigated in advance for content, relevance and even availability from school. The links would be placed as part of the steps involved in the process so students know where to go to look for the information. Evaluation Using Rubrics The evaluation section contains the rubric with which students will be evaluated. This could be for an individual or group. It could also be a self-evaluation, overall evaluation or a combination as deemed appropriate by the teacher. Though the evaluation style is objective it should be written in such a way that students understand how they will be evaluated. Conclusion or Summary of WebQuest The conclusion is an overall summary of the WebQuest. It should provide students with a way to reflect about the process. Also, it should provide advanced, related questions that might be investigated at another time. Throughout the WebQuests, students should be engaged through second person writing, as if the lesson speaks directly to them. By following this basic form the WebQuest also provides a structure that is easy for teachers to design and for students to follow.