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ICT beyond the classroom Use of Web 2.0 in languages

ICT beyond the classroom Use of Web 2.0 in languages. Jessica Chakowa French Studies, Monash university. Wiki, expanding the learning process in a social environment. Le Calepin interactif The interactive notebook. Context. Two groups of Adult learners

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ICT beyond the classroom Use of Web 2.0 in languages

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  1. ICT beyond the classroomUse of Web 2.0 in languages Jessica Chakowa French Studies, Monash university

  2. Wiki, expanding the learning process in a social environment Le Calepin interactif The interactive notebook

  3. Context • Two groups of Adult learners • Different background: level, age, interest, profession, personality, abilities… • Only one class per week (1.5 hr) • Willing to work in their own time/pace • Strong interest to take part in real situations • French curriculum to be covered

  4. Objectives • Create a social e-learning tool: Wiki • Give opportunity to consolidate what has been done in class • Consider the learner as an Actor • Empower the learner to engage with the content • Contribute towards a shared knowledge • Encourage interactions between the 2 groups

  5. Strategies • Offer a reliable and enjoyable environment • Provide students with a variety of resources • Encourage them to edit new resources • Focus on the actional approach • Allow online interactions with teacher and other learners • Cater for online and face to face follow-up

  6. Activities “in action” • Write a story together • Present a chosen painting • Interview a French speaker • Create video clips • Tackle a difficult topic • Extend a class debate • Create a common library • Interact with authentic documents

  7. Challenges • Technophobia/Technical problems • Fear of mistakes/Teacher’s feedback • Virtual identity • Gain student’s trust • Make students more responsible • Involve everyone • Adapt the Wiki to the students’ needs

  8. Outcome • Complementary between Wiki/Class • Changes in the teaching and learning habits • The paradox of the online tool • Enhancement of students’ motivations and self-confidence • Improvement and revelation of skills • Participation towards a collective memory • Strengthening conviviality

  9. “We have to agree to transform our 'expert' knowledge into 'intelligent' knowledge. This takes particular courage given that, in a2.0 education model, the teacher's authority is not automatic, but is acquired gradually, emerging from the relationship between teachers and students.” [my translation] Gabriella Vernetto (2009)

  10. Acknowledgement • School of Languages, Culture and Linguistics • Participants of Calepin Interactif

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