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 of the pedagogical expertise among the partners, but also by taking into account what had been found out by means of the survey among students.The E-LOCAL courses provide these students with a fundamental instrument specially developed with the aim of preparing them for a mobility experience abroad. This is reflected in the thematic structure, formed by topics congenial to the youth’s interests and likes, and in the plot itself of the courses, in which the main characters are two Erasmus students. The solution can support student motivation in self-directed learning by its authenticity, realistic context and circumstances, efficient technical solutions, well-selected themes, articulation with social networks, replicability, identification of relevant interest for users. The main goal of the platform was to create language-learning resources embedded in an overall pedagogical strategy that incorporates learning cultural information. 2. Target groups 26 The target group consists of young people at two educational levels: 1) Secondary Education, i.e., students from both vocational and general secondary schools; 2) Higher Education, i.e., students attending university, independently of their field of study. This is a wide and relatively homogeneous target group of individuals that are likely to be involved in various mobility experiences and can be adapted even - to immigrants who want to integrate quickly into their new community by acquiring cultural and language skills. - To adults in general as initially, the travelers do not speak the local language, but gradually learn it by meeting people, going shopping, and even solving problems in the virtual environment 3. Indicate the relevant thematic area/s Competence Process Communication Resources X x x 3.1. Thematic Area Competence Describe the solution from the perspective of eCAL The Storyboard is constructed of sections for linguistic material and grammar in each unit. The Storyboard also includes estimates about the approximate time that each unit requires from the student. The sections are created with the A1 level of the CEFR borne in mind. The Storyboard facilitates planning proactively the linguistic materials for each unit. The use of the solution requires the improvement of specific ICT skills to Moodle . Distributed learning usually encompasses learning that is carried out online either completely or partly together with some face-to face learning. Since the learning processes in this case is going to be based on fully online materials, pedagogical expertise is of upmost importance before the learning process – in planning the methodology, the learning environment and the materials in a proactive way. The student-centered approach is matching Jonassen's seven qualities of meaningful learning: active, constructive, collaborative, intentional, contextualized, conversational, and reflective. Resources https://www.academicprojects.eu/elocal/DeliverableDocuments/Methodology_Specifications.pdf
e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 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? 4 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 4 aspect regarding eCal? 3.2. Thematic Area Process Describe the solution from the perspective of eCAL 27 The E-local support has one unit for self-assessment but doesn’t present any secure assessment mechanisms and the possibility to obtain an accreditation. However it can be presented as an integrative tool to Erasmus Intensive Language Courses (EILC) and is creating a concrete opportunity to learn a foreign language which is not present in secondary education curricula. It can be used by schools/training centers as a supplementary activity to widen their language offer The learners is expecting to spend between 60 and 75 hours doing online activities to complete the whole course in order to achieve the learning objectives, which correspond to level A1 of the European Framework of Reference for Language. For Italian language, the learner has the possibility to choose a course with tutor support. Resources http://eacea.ec.europa.eu/llp/projects/public_parts/documents/languages/ka2_mp_511734_E- LOCAL.pdf Assessment *of the solution found in the thematic area Process 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? 4 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 3 aspect regarding eCAL? 3.3. Thematic Area Communication Describe the solution from the perspective of eCAL A Facebook group is performing an important function not only for networking, sharing experiences and opinions, but also for didactic purposes, as students of a language could benefit from the presence of native speakers in the community. Students are able to ask for suggestions, to submit texts for correction, and to increase their lexical and cultural competence through direct dialogue with native speakers. Resources http://eacea.ec.europa.eu/llp/projects/public_parts/documents/languages/ka2_mp_511734_E- LOCAL.pdf, page 8 Assessment *of the solution found in the thematic area Communication Clarity: To what extent the outcomes are systematically worked through, coherent and clearly 3
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