VISEUS - Virtually Connected Language Workshops at European Schools - New Hands-on Internet Tools and Teacher Training for Innovative Language Education

Author(s):

Gerhild BachmannSusanne Müller-UsingTauno KekäleAnnie van der Beek

Conference:

ECER 2009

Network:

23. Policy Studies and Politics of Education

Format:

Poster

Session Information

MC_POST, Main Conference Poster Session and Lunch Break

Posters will be displayed throughout the conference and submitters are asked to be present in both Poster Sessions to answer questions. Poster Session I: Tuesday, 12.15 - 13.30 Poster Session II: Wednesday 12.15 - 13.30

Time:

2009-09-29

12:15-13:15

Room:

Otkogon

Chair:

Contribution

This poster shows preliminary results of research for the new technological instruments My Own Dictionary and Vis@Vis in the VISEUS-Project and presents the new teacher training concept for Innovative Language Education in the EU. Participants in the project VISEUS „Virtually Connected Language Workshops at European Schools“ (http://www.viseus.eu) include nine schools and seven institutions in the field of Teacher Training and Teacher In-Service Training from Finland, Italy, the Netherlands, Austria, Hungary and Germany. The main task is to develop a research-based concept of language acquisition, multilingualism and creative language teaching. It will be based on the experience of teachers who teach according to the principles and theories of Progressive Education, including technological innovations in the field of language acquisition and multilingualism. Individual language workshops were set up at all international partner schools, linked via the internet platform of the project and at the same time further offering on-line based instruments for creative language learning and teaching. The experience gained in the different language workshops will be included in the development of the concept of in-service-training. The on-line-based instruments were developed and offered to the project schools for application during their regular classes of language teaching as well as for using these in their language workshops. These new instruments include thematic on-line forums, the virtual language workshop Vis@Vis and – last but not least – the Online-Dictionary My Own Dictionary (http:// www.myowndictionary.eu). Aims of the accompanying research are to collect the experiences gained in the different language workshops and to include them into the development of a concept of in-service-training. A prototype is made, tested, and improved. Connections to earlier theory are evaluated and were anomalies are found, further study will take place. Other important research questions are to find out if students learn more than regularly in using the dictionary and how teachers and students use Vis@Vis and My Own Dictionary in class. In the frame of VISEUS also a teacher training concept has been developed which includes the modules New Literacy, Language Acquisition and Creative Teaching.

Method

There will be qualitative and quantitative forms of analysis. Methodological triangulation takes place. Action research is carried out in the field and the feedback of experts as critical friends will be given. Content Analysis of materials posted by students and teachers on the platform happened. Interviews with students will be planned and carried out to get insight in the way of using the dictionary. Figures in the student’s dictionary within all schools who are involved will be gathered. There is also a questionaire for the involved teachers, to get insight in the class room routines and the role of the teacher, with relation to the dictionary. Further on the teacher training concept will be evaluated.

Expected Outcomes

Evidence-based data and examples of how the Vis@Vis and the dictionary were employed and accepted by the pupils during language learning will be shown. It is important to get knowledge of how do the students learn and what do they learn (more than regularly) in using the dictionary. We expect also results about the consequences of different didactical teacher approaches. It is also very important to get insight about the efficiency of the teacher training modules.

References

see webpages of authors: Gerhild Bachmann https://online.uni-graz.at/kfu_online/visitenkarte.show_vcard?cperson_nr=56582 Annie van der Beek http://www.expertisecentrumnederlands.nl John Bronkhorst http://www.expertisecentrumnederlands.nl Tauno Kekäle: http://www.uwasa.fi/tuotanto/english/ Susanne Müller-Using http://www.paedagogik.uni-osnabrueck.de/lehrende/muellerusing/ Selected Publications: Bachmann, G. & Ederer M. E. (2004). Kollegiale Intervision bei der Nutzung von WebCT an der Universität Graz, Erziehungswissenschaft. Neue Medien in der Lehre an Universitäten und Fachhochschulen, Newsletter September, 2004, 12-13. Anastasiadis, Maria / Bachmann, Gerhild (2006): Das Tagebuch als Reflexions- und Forschungsinstrument. In: Flaker, Vito/ Schmid, Tom: Von der Idee zur Forschungsarbeit. Forschen in Sozialarbeit und Sozialwissenschaft. Köln, Weimar: Böhlau Verlag, S. 485 - 495. GRABNER S., FRANTZ-PITTNER A., KERN T., WONISCH A., DELEFANT M., BACHMANN G. & NISCHELWITZER A. (2008). STEIL Student/innen erleben innovative Lernumgebungen. Endbericht Projektkooperation IMST3 (Projekt 1075), FONDS für Unterrichts- und Schulentwicklung, Graz, Austria. Müller-Using, Susanne (2006): QiS - Quality in School. An Introduction into the Project Work. In: Cervai u.a.: QiS -- Quality in School. Total Quality Management in European Schools, Kaunas. Bachmann, Gerhild / Bauer, Christa / Messner, Elgrid: Europakompetenz in der Ausbildung. In: Die Schule, Juni 2008, S. 8. Bachmann, Gerhild / Michaelis, Daniela / Tscherny, Martina: Wege aus der Stressfalle im Lehrberuf. In: Unser Weg, 2009, Heft 1, S. 1 – 7. Müller-Using, Susanne / Kohlberg Wolf, Dieter (2007): Schulqualitätsentwicklung im europäischen Netzwerk QiS -- Quality in School. In: Solbacher, Claudia/Minderop, Dorothea (Hrsg.): Bildungsnetzwerke und regionale Bildungslandschaften. Ziele und Konzepte, Aufgaben und Prozesse, München. Müller-Using, Susanne (2007): Schule und Unterricht selbst evaluieren. In. Pädagogik, 59. Jahrgang, Heft 10/2007, S. 52-55. Stolwijk, D., Elsäcker, W. van, Hillen, J., & Beek, A. van der (2006). Er was eens … – activiteitencyclus. De Taallijn – Peuters Interactief met Taal. Nijmegen: Expertisecentrum Nederlands. Beek, A. van der, Hillen, J. & Peters, S. (2006). Interactief met taal. Doorgaande Taallijn voor groep 1 en 2. Artikelen van de Vijfde sociolinguïstische conferentie (55-67). Delft: Eburon. Verhoeven, L., Segers, E., Bronkhorst, J., & Boves, L. (2006). Toward interactive literacy education in the Netherlands. In M.C. McKenna, L.D. Labbo, R.D. Kieffer & D. Reinking (Eds.), International handbook of literacy and technology (pp. 41-53). Mahwah, NJ: Lawrence Erlbaum. Bronkhorst, J. (2006). De wortels van het nieuwe leren. In T. J. Brouwer (red.), Bevlogen onderwijs. JSW boek 33 (1-23). Baarn: Bekadidact. Tauno Kekäle is Editor of the “Journal of Workplace Learning” http://info.emeraldinsight.com/products/journals/journals.htm?id=jwl

Author Information

Gerhild Bachmann

University of Graz

Department of Education

Graz

Susanne Müller-Using

Universität Osnabrück

Institut für Erziehungswissenschaft

Osnabrück

Tauno Kekäle

University of Vaasa, Finland

Annie van der Beek

Radboud University Nijmegen, Nederlands

Nijmegen

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