More more links

We thought it might be useful to also add the other group-blogs and e-portfolios from our New Media in Foreign Language Education course. They are now subdivided into the categories other group-blogs, our e-portfolios and other e-portfolio. Additionally you can find a link to the course instructor’s blog in the category blogroll.

Would anybody happen to know how to change the order of the link categories? We’d kinda like to move our e-portfolios up a little bit… it looks a little lost all down at the bottom of the page

Lessonplan on Popular Culture

Today’s in-class task was to create a new-media based class session that works into the hessian Lehrplan. Our group decided to make one for a grade 11 (G9) class on the topic of Popular Culture.

The double-session (90 minutes) is planned for approximately 30 pupils (but it would work fine with pretty much any number of students, as long as there are computers for all of them).

So here is what we put together:

The pupils are to devide into teams of three (which would be ten groups). We decided to give them five major topics (movies, music, literature, fashion and sports), of which each group would work on one (so two teams would work the same topic).

Within 20 minutes each team should be able to create a mind-map (using e.g. bubbl.us).

After that the team splits up and each pupil is to research the topic(s) he/she was assigned to by the group. For that individual research the pupils are given approximately 25 minutes. The teacher should encourage them to search not only for information, but also for media, e.g. videos, pictures or current articles on the topic(s). (A possible source could be answers.com)

When finished with their research, each pupil should create a powerpoint presentation on his topic (using only the basic tools, no major layout!!!), for which he/she is given another 20 minutes. One presentation should not exeed 5 slides.

Finally the groups team up again to integrate all minor presentation into one major presentation, deciding on order, layout, use of colour and type style as well as creating a short introduction to their presentation, on which they can spent the remaining time (approximately 25 minutes).

The presentations can either be given in the next session, be made available online by the teacher or stored on the students’ pen-drives.

A possible homework would be to evaluate two of those presentations.

What do you think about our lesson plan? Do you like it? Do you see room for improvement?

Software Analysis

We created seven categories for analyzing learning software:

1) availability and costs

2) age group, language level

3) type of exercises

4) design

5) authenticity and competences

6) relevance for school and didactic aspects

7) interactivity

Game 1: Bookworm

1) availability and costs: free online game

2) age group, language level: English, all levels of learners

3) type of exercises: spelling games

4) design: colourful, young and professional

5) authenticity and competences: no authentic language use, activation of the already existing vocabulary

6) relevance for school and didactic aspects: It is rather a free time activity which might help students (fun activity).

The game might be helpful as an additional exercise or an award

7) interactivity: No interactivity given.

The game is very colourful and it´s fun. However, there is much advertisement and many pop-up windows on this site. There are also games which do not contain any learning activities. In sum, the games supports a general language awareness but is nor rich in content.

Game 2: Leo Network- English Word Games

1) availability and costs:  free online game

2) age group, language level: English, all levels of learners

3) type of exercises: word games (crosswords, Ding Things, VocabGames, hangman, Homophones, Memory…)

4) design: old, boring, not appealing but structured

5) authenticity and competences: only single words are tested, no authentic language use

6) relevance for school and didactic aspects: possible as additional activity (game) but not advisable

7) interactivity: no interactivity given

Although the site contains a collection of word games, it is not appealing or motivating for students. We would not recommend it.

Game 3: JClic

1) availability and costs: free internet game

2) age group, language level: not specified

3) type of exercises: fill in, puzzle, drag and drop. topic specific on irregular verbs

4) design: old, boring, not appealing but structured

5) authenticity and competences: only single words are tested, only one grammatical phenomenon

6) relevance for school and didactic aspects: if you want to practice irregular verbs further, it might be helpful, but it is not very motivating (you an easily access the solutions)

7) interactivity: no interactivity given

Although the site deals with irregular verb exercises, it is not appealing or motivating for students. We would not recommend it.

Game 4: Game Zone

1) availability and costs: free online game

2) age group, language level: each game suggests a proper level of proficiency,

site contains levels from beginner to upper intermediate

3) type of exercises: variety of grammar and vocabulary games

4) design: colourful, well-structured, appealing

5) authenticity and competences: you can cover different vocabulary and grammar topics

6) relevance for school and didactic aspects: as additional task very advisable

7) interactivity: low-level of interactivity

This collection of games is the best of the ones we analysed. It contains a variety of activities and language level suggestions. The games can easily be integrated into an English lesson and should mainly function as a repetition or additional task.