Context

According to the Platform of resources and references for plurilingual and intercultural education, access to education depends on language competences, and one major challenge for education systems is to provide learners with adequate language and intercultural competences (p. 3). Non-formal learning or informal learning (European Commission, 2001) plays an important role in the development of plurilingual and interculturally competent individuals; education in the 21st century goes beyond the physical classroom and involves online learning spaces. 

All education implies language education (as stipulated in the Language Policy Divisions programme of activities “Language policies and the right to education for social inclusion 2010-2014”). However, not all language mentors are pedagogy experts, they do not necessarily enjoy organized institutional support, and often they lack the time or opportunity to attend training. Thus, they may not have the pedagogical skills and/or the access to sufficiently flexible tools enabling them to focus on the learner as the central figure in the learning process. 

The MORE DOTS project seeks to rectify this situation by mediating the bite-size learning activities available on the Moodle platform from the DOTS project. The mediation will widen the impact of the original project: (1) by extending the target group of potential users to include non-specialists in teaching (2) by adapting the existing activities and including an explicit pedagogical focus for specific contexts; and (3) by creating a self-sustaining multilingual community of practice. This will also guarantee continued mediation after the project ends. 

MORE DOTS is based on a socio-constructivist approach to pedagogy (Arnold & Schüßler 2003) and technology (Dougiamas 1998), which empowers language mentors to place learners at the centre in the informal/non-formal learning process.

Context

According to the Platform of resources and references for plurilingual and intercultural education, access to education depends on language competences, and one major challenge for education systems is to provide learners with adequate language and intercultural competences (p. 3). Non-formal learning or informal learning (European Commission, 2001) plays an important role in the development of plurilingual and interculturally competent individuals; education in the 21st century goes beyond the physical classroom and involves online learning spaces. 

All education implies language education (as stipulated in the Language Policy Divisions programme of activities “Language policies and the right to education for social inclusion 2010-2014”). However, not all language mentors are pedagogy experts, they do not necessarily enjoy organized institutional support, and often they lack the time or opportunity to attend training. Thus, they may not have the pedagogical skills and/or the access to sufficiently flexible tools enabling them to focus on the learner as the central figure in the learning process. 

The MORE DOTS project seeks to rectify this situation by mediating the bite-size learning activities available on the Moodle platform from the DOTS project. The mediation will widen the impact of the original project: (1) by extending the target group of potential users to include non-specialists in teaching (2) by adapting the existing activities and including an explicit pedagogical focus for specific contexts; and (3) by creating a self-sustaining multilingual community of practice. This will also guarantee continued mediation after the project ends. 

MORE DOTS is based on a socio-constructivist approach to pedagogy (Arnold & Schüßler 2003) and technology (Dougiamas 1998), which empowers language mentors to place learners at the centre in the informal/non-formal learning process.

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PARTICIPATE
Project workshop in 2012 - if you wish to participate click here and contact your National Nominating Authority

 

PARTICIPATE
Project workshop in 2012 - if you wish to participate click here and contact your National Nominating Authority