How useful the outcomes and outputs will be

 

a) Envisaged benefits for target groups involved in the project  
 
Example 1:
 
A language mentor teaching heritage Polish in Zagreb will have a template available to create an online reading activity for his/her students. The template will provide guidelines on the selection of the material, and structuring the material into sections (pre-reading, while reading, comprehension, extension). It will provide a simple technological format in which to do it (e.g. PB wiki). In case of any questions or problems, the teacher will be able to turn to the community of practice on the website. This will ensure: (1) that the material is structured according to the pedagogic principles; (2) that it is customised to the teacher's situation (the teacher will be able to select the material him/herself); (3) that it is available to the students on their own terms (being online). In this way the teacher will learn (non-formally) about best practices of (online) teaching.
 
Example 2:
 
A competent speaker of German in a Croatian immigrant community in Graz can be acting as a language mentor to a group of fellow immigrants. She can access the online DOTS training activity on how to integrate YouTube into her teaching. The activity will provide her with a tailor-made classroom task and some suggested YouTube links that she can adapt to her informal German-teaching / mentoring. The online forum discussion will give her additional ideas of useful video clips and activities, including questions to ask and cultural information. Her learners will access the links and questions sent by their language mentor from their computers. Since many people have access to the Internet via their personal computers, it is easy to adapt this tool for learning purposes and it also facilitates getting access to the individual learner. If there are any problems in comprehension or cultural understanding, the competent speaker can ask the online community of practice for help.
 
 
b) Envisaged benefits for the ultimate beneficiary of the project – the learner
 
Example 1:
 
A learner of heritage Polish in Zagreb will get reading material that will be individualised according to his/her needs (as assessed by their teacher). Being web-based, the material will be available to the learner on his/her own terms. It will be structured according to best pedagogical practice. All of this will result in a clear and learner-centered approach, enabling informal / non-formal learning, ultimately fostering plurilingualism and providing access to education.
 
Example 2:
 
Another group of beneficiaries, learners of German in Austria, can fit their learning into other tasks, having access to online bite-size learning activities which are pedagogically suitable for language teaching/ learning. They have a language mentor but also a group of experts supporting that person through an online community. Their learning experience will be informal (and non-threatening), and fit into their everyday life. They can choose between asynchronous and synchronous tasks (accessing the links and information at different times, or using IMS or Twitter to connect in a near-synchronous fashion).
Their activities will be more varied because their teacher can draw on a set of existing tasks, and a group of experts for help.
 

 

 

 

How useful the outcomes and outputs will be

 

a) Envisaged benefits for target groups involved in the project  
 
Example 1:
 
A language mentor teaching heritage Polish in Zagreb will have a template available to create an online reading activity for his/her students. The template will provide guidelines on the selection of the material, and structuring the material into sections (pre-reading, while reading, comprehension, extension). It will provide a simple technological format in which to do it (e.g. PB wiki). In case of any questions or problems, the teacher will be able to turn to the community of practice on the website. This will ensure: (1) that the material is structured according to the pedagogic principles; (2) that it is customised to the teacher's situation (the teacher will be able to select the material him/herself); (3) that it is available to the students on their own terms (being online). In this way the teacher will learn (non-formally) about best practices of (online) teaching.
 
Example 2:
 
A competent speaker of German in a Croatian immigrant community in Graz can be acting as a language mentor to a group of fellow immigrants. She can access the online DOTS training activity on how to integrate YouTube into her teaching. The activity will provide her with a tailor-made classroom task and some suggested YouTube links that she can adapt to her informal German-teaching / mentoring. The online forum discussion will give her additional ideas of useful video clips and activities, including questions to ask and cultural information. Her learners will access the links and questions sent by their language mentor from their computers. Since many people have access to the Internet via their personal computers, it is easy to adapt this tool for learning purposes and it also facilitates getting access to the individual learner. If there are any problems in comprehension or cultural understanding, the competent speaker can ask the online community of practice for help.
 
 
b) Envisaged benefits for the ultimate beneficiary of the project – the learner
 
Example 1:
 
A learner of heritage Polish in Zagreb will get reading material that will be individualised according to his/her needs (as assessed by their teacher). Being web-based, the material will be available to the learner on his/her own terms. It will be structured according to best pedagogical practice. All of this will result in a clear and learner-centered approach, enabling informal / non-formal learning, ultimately fostering plurilingualism and providing access to education.
 
Example 2:
 
Another group of beneficiaries, learners of German in Austria, can fit their learning into other tasks, having access to online bite-size learning activities which are pedagogically suitable for language teaching/ learning. They have a language mentor but also a group of experts supporting that person through an online community. Their learning experience will be informal (and non-threatening), and fit into their everyday life. They can choose between asynchronous and synchronous tasks (accessing the links and information at different times, or using IMS or Twitter to connect in a near-synchronous fashion).
Their activities will be more varied because their teacher can draw on a set of existing tasks, and a group of experts for help.
 

 

 

 

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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