Fortbildung Moodle und Web 2.0 im Fremdsprachenunterricht

Moodle & Web 2.0 – a two week COMENIUS and
GRUNDTVIG course for foreign language teachers.
Topics, methodology and learning outcomes of an
Düsseldorf
internet-based training.

GINCO AWARDS
QUALITY COURSE PROVISION FOR GRUNDTVIG IST
Hasselt conference, Bilzen, Belgium: 28 September 2012
Dr. Rüdiger Riechert
Institut für Internationale Kommunikation e. V. (IIK Düsseldorf)
Germany

Copyright 2012 IIK Düsseldorf 1 22.09.2012

Dr. Rüdiger Riechert:
Moodle & Web 2.0 for
foreign language teachers

Topics

1. 1996 – Internet, was ist das?
1. The institution IIK Düsseldorf
2.2.Entwicklungslinien der letzten 10 Jahre
Some words about didactics
3.3.2006 – Internet und DaFwork:
Internet-based project
4. Ausblick – wasgood practice
Examples of erwartet uns?
4. 2013 – what‘s coming up?

Düsseldorf
www.iik-duesseldorf.de

IIK Introduction | North Rhine-Westfalia

North Rhine-Westfalia
• About 18 million
inhabitants • Most populous and most
• 34,083 km² (13,158 economically powerful
square miles) state of the 16 federal
• Capital city: Düsseldorf states of Germany
3

IIK Introduction | Düsseldorf

Düsseldorf today
• Highest quality of life in
Germany due to a
comparative study by
Mercer Group 2011
(6th place worldwide from
215 major cities worldwide,
1st place in Germany one
place before Munich –
www.mercer.com/qualityofli
vingpr)

4

IIK Introduction | The IIK

The IIK Düsseldorf e.V. • IIK has it‘s own Training
• A non-profit association, Center in central
in 1989 outsourced of the Düsseldorf, a second center
Heinrich-Heine-University near University and uses
Düsseldorf University facilities on
• Our vision is training and campus especially in
networking – offline and German Language Summer
online Programs
5

IIK Introduction | The IIK Dr. Rüdiger Riechert:

German as a foreign language
• 51614 participants from 153 • Most important
countries in 20 years programme information in
• Partner programmes with 12 languages:
Universities around the world
iik-duesseldorf.de/
deutschkurse/
iik-duesseldorf.de/infos/partner/ Düsseldorf

6


1. IIK Düsseldorf

Website concepts for GFL
 1996 iik-duesseldorf.de
 1997 wirtschaftsdeutsch.de
 1998 deutsch-als-fremdsprache.de
 1999 stufen.de (Klett educational publisher)
 2000 edition-deutsch.de (Klett educ. publisher)
 2004 daf-netzwerk.org (LLP Award 2009)
 2008 idial.iik-duesseldorf.de
 2011 idial4p-center.org
Düsseldorf


2. Communicative and/or Constructivist D.?
2.1 New Media and Didactics
 Not the media, whether CD, Internet or language
laboratory, but the didactic approaches can help
lessons to be more efficient.
• Behaviorism > language laboratory: Instruction,
receptive learning, pattern drills
• Communicative Didactics > audio and video
cassette recorder: project oriented learning, group
activities, but learning is still a function of teaching
• Constructivist, process-oriented Didactics >
Internet: learner autonomy, open the classroom,
reflection on learning strategies, modify role of
students and teachers, create a rich learning
environment.
Düsseldorf


2.2 Product- and task-based language learning
versus process-oriented learning?
 Constructivist learning theory:
Students should learn with self-reliance and act
on their own responsibility. Learning is an active,
creative construction process and can have
different results. Social interaction and
awareness of learning strategies are important.
The ability to evaluate the learning process is
also necessary.
Dieter Wolf (1997): Learning strategies. Ways to
more learner autonomy.
Düsseldorf


2.2 Product- and task-based language learning
versus process-oriented learning?

 How can it work?:
Instruction and Construction are only extremes
in an ideological discussion. In practice they
function as an expedient completion.

Mandl/Reinmann-Rothmeier (1996): Constructivist
Learning.

Düsseldorf


2.3 Internet project work and learner autonomy
 Again, knowledge construction rather than
formal instruction and co-operation in a (virtual)
international team are more in line with
developing language competence suitable for the
knowledge society than traditional instructivist
modes of teaching and learning. In addition,
process-oriented learning focussed on a joint
product, often published on the internet, is also
a tremendous motivation for learners to engage
in language learning.
Bernd Rüschoff (2003), ICT in language learning Düsseldorf


3. Internet-based project work
3.1 (Some) Criteria

 As much learner autonomy as possible, as much
instruction as necessary (depending on the
language proficiency)
 Never let a student work alone on a computer
(cooperative learning)
 Topics of personal choice
 Modular project work
 Authentic material
 Reflection of learning strategies (E-Portfolio)
Düsseldorf


3.2 Moodle & Web 2.0 programme

First week Moodle LMS:
 How to configure an own virtual class room
 Material: text and pictures, embedding videos
 Using a digital recording studio and integration
of self-made mp3
 Organise steps for learners
 Create own interactive exercises Hot Potatoes
 Use an analysis of learner activities
 Moodle room open for three month
Düsseldorf



Second week E-Learning and Web 2.0:
 How to configure an own audio-video blog
without charge (each month 30MB)
 Didactical approach of blogs
 Material: text and pictures, embedding videos
 Using a digital recording studio and integration
of self-made mp3
 Integration of Web 2.0 applications (Wordle,
Maps etc.)
 Google sites as a data storage Düsseldorf



Both weeks:
 Strategies for research in the web
 Copyright law and safe strategies for using web
materials (creative commons license)
 Easy image editing software tool
 DVD with a lot of open source and freeware
software for each colleague (include also scripts
of the training)

Düsseldorf


Time table one week trainings 2013 (590 EUR):
 29.07. – 02.08. => Moodle
 05.08. – 09.08. => Web 2.0 blogs
 23.09. – 27.09. => Web 2.0 websites
More trainings:
 16.07. – 20.07. => Method training Business German
 23.07. – 27.07. => Method training GFL
All one week trainings can be booked also as a two
week training with reduced price Düsseldorf


3.3 Web 2.0 - What’s new?

 It’s common to produce web content –
internet-based project work is now an even
more authentic real life activity than before
 It’s much easier to create web content than
before – you don’t lose so much time on
necessary technical introductions
 It’s a mistake to think, students can handle
facebook, twitter and youtube and therefore
they can handle a web research on their own

Düsseldorf


 Media competence as educational objective
 The students should become media-savvy in
the sense of critically handling the media.
Because:
 Problems in differentiating different types of
texts, like blogs versus professionally
prepared content from newspapers
 Less awareness of own data privacy
 Also less awareness of copyright laws, when
producing blogs or websites
Düsseldorf


 Research study University of Sheffield 04/2008
 2000 learners, aged 14-15, about their use of
the Internet

Maybe trend-setting?:
 20% Internet dissidents
 57% Internet for social media (facebook etc.)
 23% Internet also as a tool for schoolwork

Düsseldorf


3.4 Good practice Web 2.0
A) Using Podcasts
www.iik-duesseldorf.de/blog/:
 Archive with worksheets for teachers
 All material was tested and evaluated
Tasks:
1. before listening – research, discussion,
speculate about the topic
2. during listening – selective and
comprehensive hearing
3. after listening - presentation
Düsseldorf


E) Blogs
 For teachers and learners
R. Donath - www.schule.de/englisch/blogs.htm:
 Teacher Blog, which is either a blog which
provides information for teachers or a blog
made by a teachers in order to present topics
and tasks to their students
 Learner Blog, which is either a blog which
provides information for learners or a blog
made by learners in order to present their
work to teachers and other learners Düsseldorf


E) Blogs
 Evaluation of a class project in their final
year at secondary school – Negative Aspects:
Blogging is a very time consuming process,
especially if you want to do it right and create
good entries. In addition, all this extra work
comes on top of the already staggering G12
school workload. 78.9 %
The enormous peer pressure to produce texts of
good quality by putting in the hours and the
constant potential supervision by the teacher is
highly annoying. 31.6 % Düsseldorf


E) Blogs
 Positive Aspects
The comment system that is part of the blog allows you to
receive helpful advice for improvement from your fellow
students and thus also makes the overall writing process
much more efficient. 57.9%
Possessing the ability to have a look at the work of fellow
students enables you to get new ideas and perhaps gain
a better understanding of some concepts that were
unclear to you. 47.4%
The semi-public nature of the learner blog creates a situation
where peer pressure motivates you to create much more
sophisticated texts than in a situation where only the
teacher reviews your work. 47.4% Düsseldorf


H) Moodle - some words about Moodle:
Positive:
 Password protected, good for tests and closed
seminars
 Good as organisation platform for projects
Problems:
 Powerful, but also highly complex
 It‘s easy to create grammar exercises and
integrate exercises (HotPotatoes) – but this is
often a behaviorism method of learning
 No real solution for feedback Düsseldorf


4. Web 3.0 – what‘s coming up?
4.3 Let‘s take advantage of Web 2.0 for foreign
language teaching
 Web 2.0 means producing content and software
applications – so let’s use the offers of the
worldwide community
 Web 2.0 applications are more flexible than
Learning Management Systems – so think
modular and use both options.
 Web 2.0 offers reasonable didactic prospects not
only for foreign language learning, but also for
lifelong learning strategies.
Düsseldorf


4. Web 3.0 – what‘s coming up?
What‘s coming up tomorrow,
What‘s coming up next year?

A lot of Thank you very much
for your patience and
attention!

work But also a lot of fun! Düsseldorf


Contact
Dr. Rüdiger Riechert
riechert@iik-duesseldorf.de

Institut für Internationale Kommunikation
e. V.
Homepage:
German as a Foreign Language:
www.deutsch-als-fremdsprache.de
www.wirtschaftsdeutsch.de
www.daf-netzwerk.org
Düsseldorf

Fortbildung Moodle und Web 2.0 im Fremdsprachenunterricht

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