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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Blended Learning on a Latin platform
A Grammar school project
in Austria
http://www.sprachenstudio.net
eMail: [email protected]
http://www.sprachenstudio.net
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Table of contents I• Content• Some background information• Basic Intention• Basic Principles• Web address• criteria for Blended Learning
– User-friendliness of the whole website– Didactics more important than technology– Content must be orientated to the needs of the users– Content must be of high quality– A great variety of content
• Aids of structured learning– content of the textbook (regarding vocabulary, exercise difficulty, topics) coincides with the content of the
website.– Learning targets – Content and exercises are organized and found by the learner’s level of learning – arranged in a series of
„courses“ (modules)– Exercises are arranged in order of difficulty with the option of individualizing the learning methods– Content is organized in databases– Possibility of self- or peer-evaluation
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Table of contents II• Some other tools• Vocabulary – simply for printing• Writing the words• Nouns – repetition• Verbs – repetition• Check of verbal forms• Printable list• Online flashcards• Printable flashcards• Learning path
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Table of contents III• Question and answer• Printable version of question and answer• Questions regarding information found in the Internet and/or given links• Portfolio/ePortfolio• Only the teachers can ...• Creating Exercises• User administration• Organisation of tasks• Grading• Austria Latina• Registration and Login• Some important remarks• Next steps• For further information• European Certificate for Classics
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Some background information
A group of Austrian Latin teachers has decided to build up a data base‑driven web site for learners and friends of the Latin language.
Together with Latin students of several Austrian Grammar schools they have put the complete basic vocabulary and grammar of the Latin textbooks used in their beginners' courses into the so‑called LATIN PLATFORM.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Some background information
At the moment this platform contains
- about 2500 words and - more than 1200 Internet pages.
It offers students and everyone interested in classical education a variety of
- learner‑autonomous programmes
- including materials for self‑evaluation.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Some background information
In addition, it provides
- numerous links to other subjects and- the possibility of combining resp. comparing the Latin vocabulary with words of other European languages.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
The Basic Intention of the Latin Platform
• The Latin Platform is to be used as additional material for all those interested in the Latin language.
• This programme should give learners the possibility to work independently and also to have supplementary material as learning aid in the further development of language learning.
• The Latin Platform is linked to the book and the exercises have been developed according to the units in the book.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Basic Principles
• didactic before technical
• The Latin Platform is free and open to all.
• It should be extremely user-friendly.
• It is also possible for everyone to contribute their own exercises to the Platform.
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http://www.sprachenstudio.net
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
In order to find the material list, you must click ‘Latin Platform’ (Lateinplattform). The menu will change, and a list of all lessons will appear.
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For each lesson there is a main page. By clicking the title of a specific lesson you will get to the main page of that lesson.
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Main page of a lesson (extract)
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Which criteria must first be met in order for the Blended Learning solution to have a functional lasting effect?
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Steps to make the Web learning more attractive
1. User-friendliness of the whole website
2. Didactics more important than technology
3. Content must be orientated to the needs of the users
4. Content must be of high quality
5. A great variety of content
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
1. User-friendliness of the whole website
Kapitel-Seite
Link
Example: Main page – Navigation
On this main page you will find all materials and exercises concerning that lesson.
When clicked on, the exercises will appear in a new window. When you close the window, you will get back to the lesson’s main page.
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Main page – Navigation
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
2. Didactics more important than technology
Example: Vocabulary List
Link
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3 types of exercises
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Ordering words
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Matching exercices
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Gap filling exercise
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Words of other languages
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Add words of other languages
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Latin Words in PR
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3. Content must be orientated to the needs of the users
Example: Vocabulary – Shrinking List
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Shrinking List
Here you can choose to work with vocabulary from several lessons.
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Shrinking List The vocabulary is arranged in lists (gender, basic forms, translation).
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Shrinking ListOnce the user is sure they know the word in all categories, it can be removed from the list by clicking on “ok”. At the end the user can print out a list of the unknown words.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
4. Content must be of high quality
Example:
Vocabulary Check
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Vocabulary Check
The user chooses a random range of vocabulary from certain lessons.
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Vocabulary CheckA list is formed allowing the user to print it out
and fill it out.
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Vocabulary CheckAn answer key is also included for correction.
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Vocabulary Check
For the teachers there is the same programme.
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Vocabulary Check
However teachers are able to make a different list for each individual student.
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5. A great variety of content
Some examples
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Working with Flashcards
There is an online version of flashcards. It gives the user the opportunity to work with the vocabulary of each lesson.
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Working with Flashcards
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Working with FlashcardsAs you go through the cards, you can remove the cards with the words you know, thus just working with the vocabulary you do not know.
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Study and relax
Here you have the possibility to learn vocabulary by relaxing with music.
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Study and relax
Choosing the background music
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Study and relax
The Latin words appear on the screen in bold-faced black letters. After a few seconds, the answer, in German, appears in grey letters.
You can choose the pace of the game.
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Self-evaluating Online ExercisesIn this section you can find an assortment of matching, gap-filling and sorting exercises as well as crossword puzzles.
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Vocabulary Review Book
With this feature the user can make a personal vocabulary list for revision.
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Vocabulary Review BookThe user can choose the range of vocabulary by picking
certain lessons.
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Vocabulary Review BookIt also has a section for the user’s notes regarding
the vocabulary, and it can be printed out.
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Aids of structured learning1. For beginning levels the content of the textbook (regarding
vocabulary, exercise difficulty, topics) coincides with the content of the website
2. Learning targets are outlined in detail for the learner with the possibility to access the target-related exercises and activities, as well as take self-evaluations
3. Content and exercises are organized and found by the learner’s level of learning – arranged in a series of „courses“
4. Exercises are arranged in order of difficulty with the option of individualizing the learning methods
5. Content is organized in databases with the possibility to sort and select by criteria
6. Possibility of self- or peer-evaluation
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Aids of structured learning1.For beginning levels the content of the
textbook (regarding vocabulary, exercise difficulty, topics) coincides with the content of the website.
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Aids of structured learning
2. Learning targets are outlined in detail for the learner with the possibility to access the target-related exercises and activities, as well as take self-evaluations
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Learning Targets
Learning targets in each leson
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Learning Targets
The learner has the ability to add comments to their personal list of learning targets for future reference (check mark and exclamation mark, to review the list)The bold-faced targets are more important than the grey or non-bold-faced.
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Learning Targets
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Learning Targets
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Learning Targets
Interface of the teacher
Here she/he can edit or delete each learning target
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Linking learning targets with exercises
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Learning Targets
When the user clicks on a specific target …
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Learning Targets
… she/he can see all exercises linked to this target
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Aids of structured learning
Idiomatik
Grammatik
Übungen
Phonetik
First level
Second level
Idiomatik
Grammatik
Übungen
Phonetik
3. Content and exercises are organized and found by the learner’s level of learning – arranged in a series of „courses“ (modules)
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Aids of structured learning4. Exercises are arranged in order of
difficulty with the option of individualizing the learning methods
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Aids of structured learning5. Content is organized in databases with
the possibility to sort and select by different criteria
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Aids of structured learning
6. Possibility of self- or peer-evaluation
Example: Vocabulary check
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Peer evaluation: Vocabulary check
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
• Possibility for the learner to choose their own method of learning
• The learning process is individualized
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Some other tools
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Vocabulary – simply for printing
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Writing the words
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Writing the words
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Nouns – repetition
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Verbs – repetition
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Verbs – repetition
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Check of verbal forms
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable list
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Online flashcards
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Online flashcards – move from basket to basket as you learn them
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Online flashcards – adding new words
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Online flashcards – move from basket to basket as you learn them
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable flashcards
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable flashcards
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable flashcards
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable flashcards
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
List of all verbs learned
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Learning path
Two examples
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable version of question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable version of question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Printable version of question and answer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Questions regarding information found in the Internet and/or given links
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Questions regarding information found in the Internet and/or given links
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Portfolio
or
ePortfolio
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Learning Platform – Portfolio – ePortfolio – Latin Platform
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Only the teachers can …
• … create their own gap filling exercises by filling out the specific exercise’s creation form. They are automatically added to the lesson.
• … upload documents and exercises.
• … allocate students to a certain class or group (user administration).
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
… create their own gap filling exercises by filling out the specific exercise’s creation form. They are automatically added to the lesson.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
gap filling exercises
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Exercise ready for students
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Memory game for vocabulary learning
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Memory game for vocabulary learning
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Memory game for vocabulary learningSolution
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
User administration
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
User administration
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
User administration
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Organisation of tasks
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Organisation of tasks
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Organisation of tasks
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
First you choose a class or group (depending on how the school is organized).
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
Next you see a break down of the grading (the categories), such examinations, vocabulary reviews, homework, classroom participation, and development and use of personalized learning strategies (student’s ability to recognize mistakes and then develop a strategy for improvement and use of learning strategies) and their corresponding value/percentage which you have personalized.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
By clicking on one of the categories, you get a list of all tests and test dates. By clicking on a specific test you can add and view the grades.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
The students can also view their personal grades, but through another link.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Grading
The overall grade of the student is automatically calculated.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Austria Latina
Details
Website
The learning platform is linked to ‘Austria Latina’, a website where teachers have the possibility to add archaeological information collected by them and their students.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Austria Latina
On each webpage are - links to information about the specific archaeological site, - pictures, - links to further information, - driving directions, - teaching materials, - and a link to the school book used in the classroom.
Details
Website
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Registration and Login
In order to use the full range of content in the Platform you must be registered and be logged-in.
Teachers must be registered and logged-in, if they want to add exercises and in order to allocate their students to certain classes.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
First, click on the “log-in” icon on the homepage.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Registration and Login
If it is your first time on the Platform click the link:
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
RegistrationFill out the form and click on the submit button ("Abschicken").
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Registration
If the registration has been successful you will receive an E-mail with your password.
An E-mail is also sent to the administrators notifying them of the registration.
The administrator must then activate your account. You can't log in before your account has been activated.
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Password
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Some important remarks regarding the Latin Platform
• Pupils are active in content creating
• teamwork with other subjects (informatics, history, other languages)
• cooperation: pupils – teacher – parents
• developing a greater responsibility of the pupils of their own way of learning
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Next steps
• Translation of the web interface in several languages
• Cooperation with other schools – not only in Austria
• Evaluation of our learning tools
• Database for examinations
• Copyright and publishers
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
For further information, please contact:
Franz Riegler BRG Kepler Graz Keplerstraße 1 A‑8020 Graz AustriaeMail: [email protected] Web: http://www.sprachenstudio.net
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
Thank you very much for your attention!
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Classics
Alfred Reitermayer
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
LinkLink
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Latin
Competences for Level 1/ Vestibulum:
Basic grammar, translation or recherche; questions of comprehension (50 minutes, 50 – 80 words for translation or free quantity of words only for recherche)
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Latin
Competences for Level 2/ Janua:
Translation, questions of elaboration (50 minutes, 60 – 90 words for translation)
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Latin
Competences for Level 3/ Palatium:
Free translation in accordance to the pupil`s mother tongue. It focuses on primarily the emotional and creative levels, not so much on a scientific one. (100 minutes, 90 – 120 words for translation) Example Example Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Latin
Competences for Level 4/ Thesaurus:
Translation of an original text, questions of elaboration, knowledge of historical background, personal opinion (150 minutes, 120-150 words for translation) Level 4 EXCELLENCE (200 minutes, 150 -180) words for translation)
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Ancient Greek
Competences for Level 1/ Vestibulum:
Basic grammar, translation or recherche; questions of comprehension (50 minutes, 50-80 words for translation or free quantity of words only for recherche)
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Ancient Greek
Competences for Level 2/ Janua:
Translation, questions of elaboration (50 minutes, 60-90 words for translation)
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Ancient Greek
Competences for Level 3/ Palatium:
Free translation in accordance to the pupil`s mother tongue. It focuses on primarily the emotional and creative levels, not so much on a scientific one. (100 minutes, 90-120 words for translation)
Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Ancient Greek
Competences for Level 4/ Thesaurus:
Translation of an original text, questions of elaboration, knowledge of historical background, personal opinion (150 minutes, 120-150 words for translation) Level 4 EXCELLENCE ( 200 minutes, 150 -180) words for translation)
Example Example
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for ClassicsCommon rules for tests:
Each test combines both one part of translation or recherché and another one of elaboration. The translation has a value of maximum 60 points, the elaboration a maximum of 40 points. The addition of both parts is the final result.
90 - 100 points: A 80 - 89 points: B70 - 79 points: C 60 - 69 points: D
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006
European Certificate for Classics
• EC for Latin
• EC for Ancient Greek
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EUROCLASSICA CONGRESS 2006 Stockholm, 29 October 2006