I search therefore I learn - Active and collaborative learning in language teaching: Two case studies
Published | March 2012 |
Series | Collaborative Learning 2.0: Open Educational Resources Chapter 6, Pages 103-125 |
Publisher | IGI Global |
Editors | Scott, Peter J. · Connolly, Teresa · Okada, Alexandra |
ABSTRACT
In Content and Language Integrated Learning the context is to explicitly teach a subject through a foreign or second language, and therefore, implicitly to teach the language through this subject. Adding the activity of collaborative search is part of constructing the context, and hence making language learning real. With these goals in mind, collaborative and active learning is supported by the LearnWeb2.0 infrastructure, which helps students in collaborative searching and organization of resources. In LearnWeb2.0, searching is focused on a specific subject providing materials from Web 2.0 platforms; ratings and comments are directly linked to the resources and shared within the learning group. The authors present two CLIL courses, one in Germany and one in Italy, for which LearnWeb2.0 was used. For both courses, the authors present the tasks they designed to foster students’ active and creative learning, and discuss how these tasks were supported by our infrastructure. They present the evaluation design and results for both courses. Based on this, they discuss commonalities and differences in both scenarios, from the educational and cultural point of view, and how these influence students’ performance and satisfaction. Finally, the authors discuss lessons learned and ideas for improving educational setup and functionalities for future LearnWeb2.0 based courses.Keywords | web 2.0 · LearnWeb2.0 · language learning · case study |
ISBN | ISBN13: 9781466603004, ISBN10: 1466603003, EISBN13: 9781466603011 |
DOI | 10.4018/978-1-4666-0300-4.ch006 |
URL | http://www.igi-global.com/chapter/search-therefore-learn-active-collaborative/64402 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 125 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.










Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Digital storytelling with web 2.0 tools for collaborative learning
Smeda, Najat; Dakich, Eva; Sharda, Nalin; Connolly, Teresa; et al.
The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital storytelling as the underlying pedagogical model. Storytelling can be used as a ...
Match: collaborative; web 2.0
Learner generated content: Quality criteria in online collaborative learning
Pérez-Mateo, Maria; Maina, Marcelo F.; Guitert, Montse; Romero, Marc; eLearn Center (UOC)
This study focuses on quality in a Learner Generated Content (LGC). The main objective is to identify and describe the criteria supporting the quality of the creation of content by those learners working together in an ...
Match: collaborative
New design approaches to repurposing open educational resources for collaborative learning using mediating artefacts
Dimitriadis, Yannis; McAndrew, Patrick; Conole, Gráinne; Makriyannis, Elpida
In spite of high expectations and the support given by prestigious funding and educational institutions, Open Educational Resources (OER) have not been adopted widely by teachers and learners in practice. From a ...
Match: collaborative
OERopoly: Collaborative learning about Open Educational Resources through game-playing
Connolly, Teresa; Connolly, Teresa; Okada, Alexandra; Scott, Peter J.
The Open Educational Resources (OER) community supports the belief that knowledge is a public good and, combined with technological advancement, can provide an extraordinary opportunity to help equalize the distribution ...
Match: collaborative; web 2.0
Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices
Gallardo, Matilde; Heiser, Sarah; Arias McLaughlin, Ximena
This paper analyses teachers’ engagement with collaborative and open educational practices to develop their pedagogical expertise in the field of modern language (ML) learning and specific learning difficulties ...
Match: collaborative
A principled approach to the design of collaborative MOOC curricula
Håklev, Stian; Slotta, James D.; Kloos, Carlos Delgado; Jermann, Patrick; et al.
MOOCs have the potential to benefit from the large number of very diverse learners that participate in courses, but this requires a principled approach to MOOC curriculum development. Courses need to take into ...
Match: collaborative
Collaborative design of Open Educational Practices: An assets based approach
Miller, Kate; McIntyre, Ronald; McKenna, Gary
This paper outlines a collaborative approach to the design of open educational resources (OER) with community stakeholders so they can be shared with other community practitioners openly, online and repurposed for other ...
Match: collaborative
Open content licencing (OCL) for Open Educational Resources
Fitzgerald, Brian
This paper outlines a legal mechanism that has been developed, known as open content licensing that provides copyright owners with a facility for sharing their content with the world and thereby establishing a zone or ...
Match: web 2.0
Using open educational resources and Web 2.0 tools to support ethical reasoning in information and computer sciences project-based learning
Wilson, Tina; Ferreira, Giselle
This project investigated the use of Web 2.0 tools and Open Educational Resources (OER) to support students engaged in project-based learning in ICS. Capitalising on existing environments, tools and learning resources, ...
Match: web 2.0
Open educational resources repositories literature review – Towards a comprehensive quality approaches framework
Clements, Kati; Pawlowski, Jan; Manouselis, Nikos
Today, Open Educational Resources (OER) are commonly stored, used, adapted, remixed and shared within Learning object repositories (LORs) which have recently started expanding their design to support collaborative ...