Post on 14-Jan-2017
Talk/Workshop @ ETD 2016 PH Wien
Thomas Strasser | thomas.strasser@schule.at | learning-reloaded.com
A survival kit forthe digital jungle
Credits: Barnabas Huber-Marx
The internet is not evil and it‘s there.
It‘s not about ‘[…]
pedaling the latest
digital snake oil.‘http://oliversycamore71.wordpress.com/tag/technology/
PISA in a nutshell.eLearning? eLearning!
http://www.oecd.org/berlin/publikationen/students-computers-and-learning.htm, letzter Zugriff 29.02.2016
A Problem.
eureka! or: No, na ned!
(wienerisch=ist doch selbstverständlich,
das musst du mir nicht sagen.)
“You get the best of both worlds, mix it all
together and you know that it's the best of both
worlds, the best of both worlds.”
“You get the best of both worlds, mix it all
together and you know that it's the best of both
worlds, the best of both worlds.”
http://www.online-instagram.com/media/957152676619721178_1357258813
http://sellyourstoryuk.com/wp-content/uploads/2011/12/Old-and-Young-Computer.jpg
Credits: Steve Wheeler
WTF!? Granddad‘s got a Facebook
account?
rapid
of the desktop
http://3dprintboard.com/showthread.php?1215-3D-Printe-Model-of-the-quot-Save-quot-Icon
The Cotton metaphor(inspired by Sascha Lobo)
Use them to learn
learn to use them.
jungle
dangers.
Facebook Meme
There‘s a survival kit for the digital jungle.
You don‘t have to be Indiana Jones.
survival
*Image by 15636319@N00 via Flickr
‘n
Saves you from digital ‘non-literacy‘.
vodoo …
*Image by 23545145@N00 via Flickr
shrinkers
No more ultra-long links.
www.goo.gl
www.bit.ly
www.tinyurl.com
a rest
*Image by 65438200@N04 via Flickr
oasis
Creative commons.(without the ‘credits fuss‘)
www.flickr.com
www.eltpics.com
www.infogr.am
*Image by 96861791@N02 via Flickr
camouflage
Get rid of YouTube distractors.
www.quietube.com
Adblocker Plus
methodology?
A fool with a tool is still a fool.
Heckmann, Verena; Strasser, Thomas (2012): Von der technischen Komplexität hin zur didaktischen Vielseitigkeit - “3-
Clicks-Edu-Apps” zur Steigerung der Sprechkompetenz im fremdsprachlichen Unterricht. In: Maria Kopp-Kavermann
(Hg.): zeitschrift für elearning, lernkultur und bildungstechnologie. E-Learning im Fremdsprachenerwerb. Innsbruck,
Wien, Bozen: Studienverlag (2/2012), S. 34–46.
Strasser, Thomas; Pachler, Norbert (2014): Digital technologies in modern foreign language teaching and learning. In:
Norbert Pachler (Hg.): Teaching foreign languages in the secondary school – a practical guide. London: Routledge, S.
94-110.
Strasser, Thomas (2015): Didaktisierungsszenarien von Educational Applications im Italienischunterricht. Von der
Theorie zur (Good) Praxis. In: Tanzmeister, Robert (Hg.): Quo vadis, Romania? Zeitschrift für eine aktuelle Romanistik.
Nr. 44/2015, S. 99-119. Abrufbar unter: http://www.univie.ac.at/QVR-Romanistik/wp-content/uploads/2015/03/QVR-44-
2014-Strasser.pdf; letzter Zugriff: 02.02.2016.
Strasser, Thomas (2014): Mind the App! Zur pädagogischen Vielseitigkeit von Web 2.0-Tools im Unterricht. In: Barberi,
A. (et al). medienimpulse. Beiträge zur Medienpädagogik 2012-2013. Wien: new academic press, S. 116-129.
Strasser, Thomas (2015): Using Edu Apps 2.0. In: Schwetlick, A.: IATEFL VOICES. The bi-monthly newsletter of the
international association of teachers of English as a Foreign Language. (November/December, issue 247). Faversham:
IATEFL, pp. 12-13.
Schmidt, Torben & Strasser, Thomas (2016, forthc.): Digital Classrooms: Basisartikel. In: Schmidt, T. & Strasser, T. (Hgs.).
Der fremdsprachliche Unterricht Englisch. Digital Classrooms. Heft NN. Seelze: Friedrich Verlag. S. NN
Strasser, Thomas (2016): Mobiles Lernen im DaF-Unterricht: Smartphones, Tablets und Co.. In: Magazin Sprache.
München: Goethe Institut. Online verfügbar unter: https://www.goethe.de/de/spr/mag/20744244.html, letzter Zugriff
02.05.2016.
Sustainability?
EDU apps A Practical example.
Pedagogic
domain
Collaboration
Communication
Reflection
Multiplication
Modification
Creation
Didactic
domain
Which skills are
supported, and
how? Content?
Pragmatic
domain
Anticipated
problems/obstacles
solved.
Schmidt/Strasser (2016, forthc.).
Edu-App-Artikel: http://www.univie.ac.at/QVR-Romanistik/wp-
content/uploads/2015/03/QVR-44-2014-Strasser.pdf
EDU APP:
EDU apps A Practical example.
Pedagogic
domain
Collaboration
Communication
Reflection
Multiplication
Modification
Creation
Didactic
domain
Which skills are
supported, and
how? Content?
Pragmatic
domain
Anticipated
problems/obstacles
solved.
Schmidt/Strasser (2016, forthc.).
Edu-App-Artikel: http://www.univie.ac.at/QVR-Romanistik/wp-
content/uploads/2015/03/QVR-44-2014-Strasser.pdf
Pedagogic Tool supports Examples
Collaboration Learners collaboratively produce a podcast.
Communication Learners communicate/talk about the final product/artefact (i.e.
podcast).
Multiplication Podcast can be shared via Social Media, embed code or
hyperlink.
Creation Learners produce artefacts within a multi-media creative context.
Reflection Feedback possible through comment sections.
Modification Podcast can be continuously modified/adapted/edited (e.g. after
constructive feedback re: linguistic performance)
total 6/6
Edu-App? O yes
O no
X
Didactic Tool supports Examples
Writing Writing the manuscript, text, dialogues, etc. Use of topic-specific
vocab, turn-taking sequences, questions, etc.
Reading Read your own manuscript, focus on rhythm, aesthetics,
phonetics, intonation, stress, etc.
Listening Listening to your own artefact, remedial listening, practice makes
perfect.
Monologic
speaking
Job profiles, political speeches, etc.
Dialogic speaking Interviews, radio shows, etc. Use of topic-specific vocab,
adequate grammar, discursive linkers, coherence, etc.
total 5/5 2 ticks minimum
EduApp? O yes
O no
X
Pragmatic Problem Mögliche Lösung check
Tools too complex Avoid super-sophisticated/techie tools
Avoid software-based tools
Tools not relevant (curriculum,
syllabus): politically-incorrect,
expensive tools, sexist ads, etc.)
Avoid dubious websites (check sources)
Use tools/websites that cooperate with serious stakeholders,
educational institutions, etc. (BBC, tech magazines, etc.)
EduApps are generally free, community-based. A myriad of
Edublogs list useful EduApps (Larry Ferlazzo. Nik Peachey,
etc.)
Teachers often enjoy Edu-licenses (i.e. premium products for
free)
EduApp? O yes
O no
X
SummaryPedagogic domain X educational O non-educational
Didactic domain X educational O non-educational
Pragmatic domain X educational O non-educational
Total (minimum 2/3) X educational O non-educational
Didactic scenario Positive characteristics Negative characteristics
Podcasting app: learn discursive
structures, topic-specific vocab,
adequate grammar within a multi-
media context; remedial work.
Advantage: formal/informal
learning
user-friendly tools, free, digital
literacy plus language competence,
teacher part of the digital artefact,
partial constructivism.
Limited amount of podcasts.
Must haves.
Quiz generator (students participate).
Video feedback.
Quiz generator (quiz templates).
Stronger together.
Word clouds.
Working with QR codes.
Collaborative text writing.
Speech bubbles & more.
Labelling deluxe.
Audience Response System.
Speech bubbles.
Flashcards.
Picture dictionary.
Super easy, super intuitive.
Podcasts and radio shows.
Flipping books.
Share your opinion.
Movie posters.
Simple cartoons, no registration.
More cartoons.
Cartoons.
Create your avatar.
Storytelling deluxe.
Cueprompters in class.
Opinions galore.
Online brainstorming.
Interactive storytelling.
My ePortfolio.
and use the survival kit .. because you know …
jungle
*Image by 68035414@N02 via Flickr
possibilities
you‘re not Indiana Jones.
*Image by 25074019@N04 via Flickr
you‘re safe.
attention!Thomas Strasser
thomas.strasser@phwien.ac.at
www.learning-reloaded.com
@thomas_strasser
www.helblinglanguages.com/mindtheapp
https://facebook.com/thomas.strasser969
Images: www.pixabay.com (CC), Google CC search, FlickR