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 23.ICT REV – Inventory of OER 92 URL http://ict-rev.ecml.at/en-us/Resources/Inventory-of-ICT-tools-and-OERs Owner /country e.g. contractor, training institution, etc European Centre of Modern Languages of the Council of Europe (ECML) 1. Description of objectives, expected and/or obtained results The initiative “Use of ICT in support of language learning and teaching” presents several insights relevant to eCALL. This example is an inventory of freely available online tools and open educational resources for language teaching and learning developed by the ICT-REV project. The inventory contains a list of 66 quality pedagogical tools. The user can search the inventory through the use of filters (Principal Functions, Type of Interaction, Language Skills, Primary User, Contents) or keywords. All evaluated tools are freeware or have a free version. The portal helps develop teachers / self-study supporters teaching skills using new technologies. Learning material is available for them to learn about the following tools: Audacity, audio-conferences, blogs, forums, Moodle, podcasts, Survey Monkey, You Tube and Wikis. Further learning, peer-learning and communication is possible by participating in DOTS Moodle workspace. This site is available in English. The inventory supports languages other than English (“multilinguality” is assessed for each tool).
e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 2. Target groups The portal’s main target group are language teachers around Europe. It is also useful for teacher trainers and other language professionals. Self-study students are not specifically addressed but there are some resources available for this target group also, e. g. the filter “Primary User” looks for resources for teacher as primary user, or for student as primary user (51 results). The accompanying information makes the use of the tool easier for the learner, however the specific group of disadvantaged persons is not specifically considered. 3. Indicate the relevant thematic area/s 93 Competence Process Communication Resources X X X 3.1. Thematic Area Competence Describe the solution from the perspective of eCAL This example supports the development of teachers /teacher-trainers / self-study supporters digital sills. Sound, substantial information on Audacity, audio-conferences, blogs, forums, Moodle, podcasts, Survey Monkey, You Tube and Wikis is available on http://ict-rev.ecml.at/en-us/Resources Explanation on what is an individual tool and when one should being used is given (and available for download in doc and pdf formats). Additional links, information, technical requirements and some actual teaching resources are available. Users can also choose to take short courses in Moodle workspace (DOTS) which include interactive tasks. The focus of these materials is as much on pedagogy as on technology. DOTS are systematically organised. Instructions for use are clearly set out. Detailed instructions are available for beginners while the teachers already using the tools can share experiences, questions, actual teaching material etc. with colleagues on forums or wiki. Moodle workspace is accessible after registration. Resources (please download the appropriate resources or provide an URL) http://ict-rev.ecml.at/en-us/Resources http://moodle.dots.ecml.at/ Assessment *of the solution found in the thematic area Competence 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? 4 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 3 aspect regarding eCal? 3.2. Thematic Area Process n.a.
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