e-CAL - e-Coaching et Apprentissage des Langues

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e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 Teachers/language supporters will find five manuals covering language teaching methods including the explanation of these methods and the examples of exercises/lesson plans: http://www.languages.dk/methods/index.html#Computer_assisted_language_learning_in_context; http://www.languages.dk/methods/index.html#Task_based_learning_/_teaching_ ; http://www.languages.dk/methods/index.html#Tandem_Learning ; http://www.languages.dk/methods/index.html#Simulations ; http://www.languages.dk/methods/index.html#The_Physical- Emotional_and_Cultural_approach_(PhyEmoC) What may be relevant to eCAL project is that on the website http://www.languages.dk/tools/index.htm there is also information on the preceding projects and very interesting teaching tools that were developed within these projects like: Clilstore – where students find videos at their level on various topics, with transcripts, where every word is linked to a choice of online dictionaries in their own language or where teachers can create, store and organise multimedia wordlinked learning units for use by students; Wordlink – links almost any website automatically word- by- word to online dictionaries or Multidict which enables switching between online dictionaries in many languages. 102 2. Target groups Target group defined on the project’s website are LWUTL teachers, particularly in technical colleges. The group was chosen due to lack of ICT materials available for these less common languages. LWUTL teachers who want to use modern tools have to prepare their own materials, but they may simply lack the knowledge on where to find them, how to use them or how to produce them. In this aspect target group is relevant to eCAL Language Supporters. 3. Indicate the relevant thematic area/s Competence Process Communication Resource s X x 3.1. Thematic Area Competence Describe the solution from the perspective of eCAL Project Pools 3 is relevant to eCAL in terms of ICT competence of teachers/trainers or in case of eCAL project language supporters. From the methodological point of view the idea is similar- teaching process is based on modern tools like educational software, social media, podcasts, and teachers here act as facilitators of this process, or they can help in assessment of the learners’ progress, but what is important here is their knowledge and competence in using these tools, ability to search for appropriate materials in the Internet, creating appropriate courses using ORE. For these reasons Pools 3 project seems to be quite relevant to eCAL as it presents a comprehensive methodological knowledge that can be implemented by Language Supporters. Resources (please download the appropriate resources or provide an URL) Assessment *of the solution found in the thematic area Competence Clarity: To what extent the outcomes are systematically worked through, coherent and clearly 4 developed? Credibility: To what extent the methodological approaches are plausible and justified? 5 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5
e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 aspect regarding eCal? 3.2. Thematic Area Process not applicable 3.3.Thematic Area Communication not applicable 3.4.Thematic Area Resources Describe the solution from the perspective of eCAL In terms of methodology Pools database includes a huge number of handbooks, guidebooks, video materials. The pools-3 website serves as a portal and link to learner’s results. The website gives an access to copy left language teaching materials and teacher manuals that one may include in their own projects. From the website can be downloaded: 1. Introduction to CALL, which is a supplementary DIY material (a reference book) that may be used during and after the method and materials production courses. 2. The pools-3 Course Units Catalogue contains all the units that the pilot teams can offer with guidelines on how to run the courses (in-service, online only, or blended courses) 3. Teachers can also upload files like Hot Potatoes exercises or Word documents directly into Clilstore, which makes the resources unlimited. 4. Pools-3 DIY videos for three core project languages. The videos cover how to produce online language learning materials. 5. Materials for lessons using computer assisted language learning, e.g online exercises and WebQuests 6. For example, if you want to learn/teach Czech language, you will find there units containing video with text linked word by word to +100 languages and language exercises like fill-in the blank, mixed words, crossword puzzles, and more: Go to http://multidict.net/clilstore/?sl=cs and learn Czech through the many units made by pools-3 course participants in Brno. Resources The user guide describes how to use & produce the exercises. http://languages.dk/pools-3/index.html#Course_materials Assessment *of the solution found in the area Resources Clarity: To what extent the outcomes are systematically worked through, coherent and clearly 5 developed? Credibility: To what extent the methodological approaches are plausible and justified? 5 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5 aspect regarding eCAL? 103
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