Social Web Applications As Personalised Learning Without Notes

social web applications as personalised learning

environments

an intercultural project for undergraduate students

Pál Molnár (Károli Gáspár University, Hungary)

Kumiko Aoki (National Institution of Multimedia Education, Japan)

Andrea Kárpáti (Eötvös Loránd University, Hungary)

aims

communicationcollaborationmastering online ICT toolsmotivating classroom environmentexperiments with online social applications in blended classroom environment for intercultural telecollaboration

methodological approach

student centered mentoringtrialogical learningcollaborative learning, creation and group

worksocial interactions with cognitive toolssocial networkingusing video and audio to personalise learningcontent sharing among personal internet sites

trialogical learning

tools used

collaborative brainstorming, collecting ideas and planning: MapIt (visual mindmap-like app), Google Docs

social networking and knowledge sharing between students from two culture's : Facebook as personalized learning environment

video messaging for introduction and self-expression, presentation of topics of individual and group interests: Tokbox, Facebook

online classroom management, collecting and sharing research plans, questionnaires, and students' assignments: Google Sites

surveys to reveal culturally biased opinions, knowledge - students acted as researchers and subjects of inquiry for others at the same time: Google Forms

online presentation creating and sharing (vithout voice): Google Presentation (Hungarian students)

online presentation sharing and (voice)commenting: Voicethread (Japanese students)

personal learning environment/network

flow of collaboration

in Hungarycollaborative brainstormingcreating communication planscreating and sending video messagescreating forms, collecting data, writing essayscreating presentations collaboratevely, sharing

and commentingin Japan

almost as in Hungary, but• audio commenting of created presentations, sharing and

commenting

results

• increased and intensified communication o forum: 22 topics, 126 commentso messagewall: 40 messageso shared photos: 55 photo

• increased motivation to learn, authentic learning about research toolso joint research projects o online surveys o analysis of collected data, essays

• creative online presentations by both Japanese and Hungarian studentso videomessages on own culture used as authentic multimedia materials

for culture study - 13 shared videos on Facebook, introductory videos on Tokbox.com

o videomessages: shared links: 22 links

remember: only 12 + 17 students in 3 months, weekly about 2 hours

collaboratevely created and shared presentations

Hungarian students: 5 presentations through Google Presentation sport in Hungary turism in Hungary Hungarian gastronomy becoming adult classical music in Hungary

Japanese students: 7 presentations through Voicethread foreign TV dramas in Japan Murakami Haruki, a world-famous Japanese writer transportation in Japan geek culture in Japan anime and manga culture in Japan Japanese idols and beauty industry music in Japan

remember: only 12 + 17 students in 3 months, weekly about 2 hours

extract from an introductory video

examples of student work

collaborative brainstormingbetween Hungarian students


results of an online student survey


shared picturesexamples of student work

a video messageexamples of student work

the best presentationfrom Japanese students


artworks from Hungarian students

logo: Tóth Tamás, 3. évf. hallgató tervezte a kurzusnak

logók: Lázár Marianna, 3. évf. hallgató tervezte a kurzusnak

problems

• no live video contact o not so motivatingo slow feedback

• different technical skill and preparation levels

• time zone problems o HUN: 8AM = JPN: 15PM

• asyncronous collaboration o (JPN: monday, HUN: wednesday)o no face-to-face contact

Issues of international telecollaborationKumiko Aoki, Online Educa Berlin, 2008

Institutional coordinationLanguageClass size/students groupingStudents' access to to Internet toolsStudents' ICT/communication skillsStudents' motivationTeachers' ICT/communication skillsTeachers' dedication and enthusiasmRelationship of partner teachersCopyright and privacy issues

what’s next?

try face-to-face online collaboration and/or asyncronous collaboration in more intercultural groups• work more organized • more intensive use of social aplications• more open and more interesting

new partners: with one or two Japanese universitymaybe a Turkish Japanese culture department

• with a Japanese professor in Tokyo• with an American, English teaching professor in Kyoto• with a Japanese lecturer in Budapest• more networked learning

thank you

Pál Molnár Károli Gáspár University Japanese Studies Department, Hungary

[email protected]

Social Web Applications As Personalised Learning Without Notes

Education

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