quick 'n dirty: your personal survival kit for the digital jungle

91
And Quick dirty. Workshop @ Fachforum Kirchhain September 2016 Thomas Strasser | [email protected] | learning-reloaded.com A survival kit for the digital jungle

Upload: thomas-strasser

Post on 14-Jan-2017

119 views

Category:

Education


2 download

TRANSCRIPT

AndQuick dirty.

Workshop @ Fachforum Kirchhain September 2016Thomas Strasser | [email protected] | learning-reloaded.com

A survival kit forthe digital jungle

GUESSWhat?

The internet is not evil and it‘s there.

It‘s not about ‘[…] pedaling the latestdigital snake oil.‘

http://oliversycamore71.wordpress.com/tag/technology/

Credits: Barnabas Huber-

PISA in a nutshell.eLearning? eLearning!

http://www.oecd.org/berlin/publikationen/students-computers-and-learning.htm,letzterZugriff29.02.2016

The answer!A Problem.

eureka! or: No, na ned!

(wienerisch=ist doch selbstverständlich,

das musst du mir nicht sagen.)

Philosophers!

“You get the best of both worlds, mix it all together and you know that it's the best of both

worlds, the best of both worlds.”

Philosophers!

“You get the best of both worlds, mix it all together and you know that it's the best of both

worlds, the best of both worlds.”

http://www.online-instagram.com/media/957152676619721178_1357258813

http://sellyourstoryuk.com/wp-content/uploads/2011/12/Old-and-Young-Computer.jpg

Credits:SteveWheeler

WTF!? Granddad‘s got a Facebook account?

rapiddevelopments.

Evolution of the desktop

The Cotton metaphor(inspired by Sascha Lobo)

Use them to learnbut not:

learn to use them.

But still, it‘s a

jungleOut there.

There are many

dangers.

But hey,Don‘t Worry!

There‘s a survival kit for the digital jungle.

You don‘t have to be Indiana Jones.

The goodnews

Your personal

survivalkit

*Imageby15636319@N00 viaFlickr

Quick ‘n dirty

kit#1

The must-havesSaves you from digital ‘non-literacy‘.

In case you need vodoo …

*Imageby23545145@N00 viaFlickr

URL shrinkers

www.bit.doNo more ultra-long links.

www.goo.glwww.bit.ly

www.tinyurl.com

In case you need a rest

*Imageby65438200@N04 viaFlickr

Free image

oasis

www.pixabay.com

Creative commons.(without the ‘credits fuss‘)

www.flickr.comwww.eltpics.comwww.infogr.am

*Imageby96861791@N02 viaFlickr

In case you need

camouflage

*Imageby10459031@N05 viaFlickr

Magicmakeover

www.nicertube.com

Get rid of YouTube distractors.

www.quietube.comAdblocker Plus

Okay, useful tools but what about

methodology?

A fool with a tool is still a fool.

Heckmann, Verena; Strasser, Thomas (2012): Von der technischen Komplexität hin zur didaktischen Vielseitigkeit - “3-Clicks-Edu-Apps” zur Steigerung der Sprechkompetenz im fremdsprachlichen Unterricht. In: Maria Kopp-Kavermann(Hg.): zeitschrift für elearning, lernkultur und bildungstechnologie. E-Learning im Fremdsprachenerwerb. Innsbruck, Wien, Bozen: Studienverlag (2/2012), S. 34–46.Strasser, Thomas; Pachler, Norbert (2014): Digital technologies in modern foreign language teaching and learning. In: Norbert Pachler (Hg.): Teaching foreign languages in the secondary school – a practical guide. London: Routledge, S. 94-110.Strasser, Thomas (2015): Didaktisierungsszenarien von Educational Applications im Italienischunterricht. Von der Theorie zur (Good) Praxis. In: Tanzmeister, Robert (Hg.): Quo vadis, Romania? Zeitschrift für eine aktuelle Romanistik. Nr. 44/2015, S. 99-119. Abrufbar unter: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-2014-Strasser.pdf; letzter Zugriff: 02.02.2016.Strasser, Thomas (2014): Mind the App! Zur pädagogischen Vielseitigkeit von Web 2.0-Tools im Unterricht. In: Barberi, A. (et al). medienimpulse. Beiträge zur Medienpädagogik 2012-2013. Wien: new academic press, S. 116-129.Strasser, Thomas (2015): Using Edu Apps 2.0. In: Schwetlick, A.: IATEFL VOICES. The bi-monthly newsletter of the international association of teachers of English as a Foreign Language. (November/December, issue 247). Faversham: IATEFL, pp. 12-13.Schmidt, Torben & Strasser, Thomas (2016, forthc.): Digital Classrooms: Basisartikel. In: Schmidt, T. & Strasser, T. (Hgs.). Der fremdsprachliche Unterricht Englisch. Digital Classrooms. Heft NN. Seelze: Friedrich Verlag. S. NNStrasser, Thomas (2016): Mobiles Lernen im DaF-Unterricht: Smartphones, Tablets und Co.. In: Magazin Sprache. München: Goethe Institut. Online verfügbar unter: https://www.goethe.de/de/spr/mag/20744244.html, letzter Zugriff 02.05.2016.

Sustainability?

EDU apps taxonomY. A Practical example.Pedagogic

domainCollaboration

Communication

Reflection

Multiplication

Modification

Creation

Didacticdomain

Which skills aresupported, andhow? Content?

Pragmaticdomain

Anticipatedproblems/obstacles

solved.

Schmidt/Strasser (2016, forthc.).

Edu-App-Artikel: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-2014-Strasser.pdf

EDU APP: Spreaker

EDU apps taxonomY. A Practical example.Pedagogic

domainCollaboration

Communication

Reflection

Multiplication

Modification

Creation

Didacticdomain

Which skills aresupported, andhow? Content?

Pragmaticdomain

Anticipatedproblems/obstacles

solved.

Schmidt/Strasser (2016, forthc.).

Edu-App-Artikel: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-2014-Strasser.pdf

Pedagogic DomainTool supports Examples

Collaboration Learners collaboratively produce a podcast.

Communication Learners communicate/talk about the final product/artefact (i.e. podcast).

Multiplication Podcast can be shared via Social Media, embed code or hyperlink.

Creation Learners produce artefacts within a multi-media creative context.

Reflection Feedback possible through comment sections.

Modification Podcast can be continuously modified/adapted/edited (e.g. after constructive feedback re: linguistic performance)

total 6/6

Edu-App? O yes

O no

X

Didactic DomainTool supports Examples

Writing Writing the manuscript, text, dialogues, etc. Use of topic-specificvocab, turn-taking sequences, questions, etc.

Reading Read your own manuscript, focus on rhythm, aesthetics, phonetics, intonation, stress, etc.

Listening Listening to your own artefact, remedial listening, practice makes perfect.

Monologicspeaking

Job profiles, political speeches, etc.

Dialogic speaking Interviews, radio shows, etc. Use of topic-specific vocab, adequate grammar, discursive linkers, coherence, etc.

total 5/5 2 ticks minimum

EduApp? O yesO noX

Pragmatic DomainProblem Mögliche Lösung checkTools too complex • Avoid super-sophisticated/techie tools

• Avoid software-based tools

Tools not relevant (curriculum, syllabus): politically-incorrect, expensive tools, sexist ads, etc.)

• Avoid dubious websites (check sources)• Use tools/websites that cooperate with serious stakeholders,

educational institutions, etc. (BBC, tech magazines, etc.)

• EduApps are generally free, community-based. A myriad ofEdublogs list useful EduApps (Larry Ferlazzo. Nik Peachey,etc.)

• Teachers often enjoy Edu-licenses (i.e. premium products forfree)

EduApp? O yesO noX

SummaryPedagogic domain X educational O non-educationalDidactic domain X educational O non-educationalPragmatic domain X educational O non-educationalTotal (minimum 2/3) X educational O non-educationalDidactic scenario Positive characteristics Negative characteristicsPodcasting app: learn discursivestructures, topic-specific vocab, adequate grammar within a multi-media context; remedial work. Advantage: formal/informal learning

user-friendly tools, free, digital literacy plus language competence, teacher part of the digital artefact, partial constructivism.

Limited amount of podcasts.

Kit #2Web 2.0 Teacher and

video toolsMust haves.

www.learningapps.org

Quiz generator (students participate).

www.mailvu.com

Video feedback.

www.classtools.net

Quiz generator (quiz templates).

Kit #3Visualization and

collaboration

Stronger together.

www.tagxedo.com

Word clouds.

http://goqr.me/de/

Working with QR codes.

www.edupad.ch

Collaborative text writing.

www.phrase.it

Speech bubbles & more.

www.addtext.com

Labelling deluxe.

www.create.kahoot.it.

Audience Response System.

https://play.kahoot.it/#/k/ac900070-b153-4b76-a48a-

85dfd68273e0

Audience Response System.

www.superlame.com

Speech bubbles.

www.draw.ioInfographics.

www.markup.io

Annotate websites.

www.diigo.com

Annotate websites.

www.Voicethread.com

Multi-media collaboration.

www.quizlet.com

Flashcards.

www.Thinglink.com

Picture dictionary.

Kit #4Audio and Writing

tools

Super easy, super intuitive.

www.spreaker.comwww.vocaroo.com

Podcasts and radio shows.

www.flipsnack.com

Flipping books.

www.tricider.com

Share your opinion.

www.bighugelabs.com/poster.php

Movie posters.

www.makebeliefscomix.com

Simple cartoons, no registration.

www.stripgenerator.com

More cartoons.

www.toondoo.com

Cartoons.

www.voki.com

Create your avatar.

www.storybird.com

Storytelling deluxe.

www.cueprompter.com

Cueprompters in class.

www.polleverywhere.com

Opinions galore.

www.padlet.com

Online brainstorming.

www.littlebirdtales.com

Interactive storytelling.

www.penzu.com

My ePortfolio.

be

Well preparedand use the survival kit .. because you know …

it‘s a

jungleOut there.

*Imageby68035414@N02 viaFlickr

A Jungle full of greatpossibilities

you‘re not Indiana Jones.

Even if …

*Imageby25074019@N04 viaFlickr

Enjoy.you‘re safe.

Thanks for your attention!Thomas [email protected]@thomas_strasserwww.helblinglanguages.com/mindtheapphttps://facebook.com/thomas.strasser969

Images: www.pixabay.com (CC), Google CC search, FlickR