SUKOL
 
programme

FIPLV2012

Abstracts

Speakers in alphabetical order:

Christian Alopaeus, Managing Director, Ilona IT, Finland
Tablets in education, lessons learned so far
Tablets have ignited a broad and active discussion amongst teachers about using IT  technology in the classroom. For the first time ever, technology actually seems to inspire larger groups of teaching professionals to explore the possibilities of integrating IT and pedagogy. We believe this to be mainly due to high usability and reliability in combination with low costs for setup and maintenance. Several schools are currently running pilot projects and thereby gathering valuable experiences about real world impact. Unfortunately tablet technology is still in its infancy, with only limited usage data available. At this point we thereforehave to rely on first impressions and sporadic user feedback. The presentation will focus on positioning tablets as a viable part of the IT environment in schools. We will also show different examples of tools available for tablets (mainly iPads) and share feedback from pilot customers.

Sirpa Arkko, Teacher, Promethean, Finland
Teaching, technology and transformation
As a trainer of learning technology I’m often asked what is the real benefit of using technology in schools and how should teachers use it. In my presentation I’ll be showing practical and simple examples that I’ve used with my pupils in teaching a foreign language. My aim is to motivate pupils with open tasks and clear goals taken from the curriculum. Open tasks give pupils a chance to use their own experiences and interests which enhances motivation. Openness can also highlight a pupils’ potential that teachers often find hard to see. Knowing their potential gives them a chance to gain a better self image as a learner. It is important to assist learners in realizing their potential, raising their personal achievement and taking their place on a lifelong learning journey. One keyword in my presentation is the activation of pupils to understand their role as a manufacturer of the information. Working with technology makes it possible to work contemporarily. It gives opportunities to step out of the traditional way of learning simply from a book and can bring us out of the classroom in to real life. I will also use some of the main points of the Marzano study which shows that technology can advance learning through expediting the learning processes.

Michel Boiron, Directeur, CAVILAM, France
Le rôle des médias dans le renouvellement de la pédagogie des langues
Le rôle des médias hors enseignement est pluridimensionnel : annoncer, informer, distraire, éduquer, modeler une opinion, vendre … Ils assurent aussi une fonction d’identification : le destinataire se retrouve, se reconnaît dans son média favori. Dans le cadre de l’apprentissage / enseignement des langues, les médias sont une source inépuisable de documents et d'interactions en langue cible. La multitude des tâches et des types de supports possibles permet de développer à la fois des stratégies d’apprentissage et les compétences de compréhension et d’expression. Le défi pédagogique consiste à enrichir les pratiques d’enseignement en utilisant les apports différents de chaque média dès les niveaux les plus les plus faibles et à faire entrer chaque document dans la classe en conservant sa fonction d’origine.

Nancy Commins, Lecturer, University of Colorado, U. S. A.
Literacy through a Second Language: What Most Teachers Miss   
Literacy instruction for second language learners too often is based on what is thought to be ‘best practice’ for native speakers learning to read through their mother tongue. Together we will uncover what teachers often take for granted when working with second language learners and discuss approaches and strategies to better meet the needs of these learners. Participants will be also asked to examine the common focus of literacy instruction on narrative, fiction and literary voice and reflect on the implications for second language learners. A particular emphasis will be on ways that all teachers can build upon and value students’ home language and culture in every kind of program.

Denis Cunningham, Secretary General of FIPLV, Australia
Coping with change in the classroom
After a brief historical overview, a consideration of some theories precedes a study of current thinking in Australia. This includes the PEEL (Project for Enhancing Effective Learning) principles for teaching and quality learning, good learning behaviours and the role of ICT (Information Communication Technologies). Current research is used as a premise upon which to reflect on personal classroom practices, which appear to work.

Irina Kozlova, Educator, President of the Latvian Association of Language Teachers, Latvia
Infographics as a basic element in the structure of teaching foreign languages
Nowadays languages play an important role in our life by providing the foundation for communication, that also encompases daily interactions, friendship, love, care and other aspects we come across. If one compares an individual and language with fish and water, then it can be seen that each of two pairs have a lot of in common the necessity, dependence, comfort of the environment, mutually beneficial aspects. History provides us with numerous examples of famous people who knew a great variety of languages like Budda, Mezzofanti, Wanderalle, Lomb. Moreover, they have proved that a lot of depends not only on some special skills and talents, but a major factor is the method of learning the foreign language. Infographics in one of the elements of teaching a foreign language that may be used as a method. The purpose of the presentation is to introduce infographics to the audience as one of the methods of teaching foreign languages when using visual materials. During the presentation the author will indicate the gold rules of Ms Kato Lomb that can be used as guidelines during the process of learning foreign languages. Afterwards there will be an insight of infographics and the methods when presenting visual information, emphasizing the role of images and their impact on the process of memorization with various examples from the materials used at the lessons. Next the authors will share the guidelines and experience in implementing the ‘good’ rules of infographics in practice, as well as the pitfalls of using visual material for teaching foreign languages. The presentation is to be concluded with a future vision of using infographics and the beneficial aspects of it, that are available for everyone, in order to make ones creative horizon wider.

Frank Lacey, Language Teacher, Ådalens Privatskole i Ishøj, Denmark
Autonomy, never, never, never!
Once upon a time it was my firm conviction that it was the teacher's responsibility to teach and that ideas of giving students responsibility for their learning were at worst a refusal to take responsibility and at best naïve nonsense. I, the teacher, was paid to do a job. I had a responsibility. In addition, I loved teaching and enjoyed the interaction with my students. These same students scored extremely high results year after year in state controlled exams, and I as a teacher had a very good reputation among both students and parents. My teacher controlled classroom with a teacher controlled curriculum worked. Tampering with this successful model would be foolish, but I did. It was, however, not a case of Saul on the road to Damascus, a sudden change of practice upon seeing the light but rather a long and very painful process which took over three years. Like any teacher worth his salt, being a teacher is an integral part of how I define myself as a person. Thus, these 3+ years were full not only of hard study but also existential considerations. What was I doing? I, who had a reputation of being a strong teacher in control of my classes, was flirting with the idea of autonomy. An idea which, it appeared was diametrically opposed to everything I stood for. But I changed and I would like to tell you about why and how and what I discovered along the way.

Julia Laittila, Coordinator and Instructor, University of Eastern Finland
Learning languages in a virtual world. Experience with using Second Life in teaching Russian
E-learning is on its way to becoming an important form of education and within this framework students can choose their own tutorial programme, timetable and form of teaching. The adoption of new technology, such as virtual worlds, offers educators the opportunity to discover new applications in pedagogy. This workshop provides information on using virtual worlds for teaching languages and presents a case study of teaching Russian via Second Life. Second Life is a colourful and lively virtual world, with special effects as you would find in computer games. With Second Life, students can synchronize while communicating with each other using a headset, in real-time. At the beginning of the course the students spend some time getting to know the environment. They have to learn how to understand and behave in Second Life, but it doesn’t take much courage to begin studying there. It is nice to see that after the first few days, the students start getting together in the virtual cafeteria to socialize before classes. During the course the students go on a virtual trip to the country of their choice. Communication skills and understanding of cultural habits are continually developed through role-play and simulation. From their feedback, students have mentioned that because of the vividness of Second Life it is easy to empathize with the role-play and dive into the virtual world. Creativity is released and the barriers of communication are brought down, when your avatar ‘takes responsibility’ for possible mistakes that have been made. Second Life and other similar educational environments enrich online education by enhancing the learning process. Organized simulations prepare the student for spontaneous interaction. Therefore we increase student motivation to learn, by grasping the opportunities that the virtual world offers us. Using pictures, voice and animation increase the effectiveness of learning; it doesn't feel routine any more. It could even be said that virtual worlds will have an important role in education in the nearest future.

Terry Lamb, President of FIPLV, Director of Teaching, University of Sheffield
Promoting multilingualism in schools: issues from research and practice
This presentation will discuss various rationales for promoting multilingualism, focusing on ways of supporting bi-and plurilingual learners in our schools as well as enabling all learners in all schools to benefit from linguistic diversity. Drawing on research and practice, it will hopefully provide food for thought (and action) for all.

Waldemar Martyniuk, Executive Director, European Centre for Modern Languages (ECML), Austria
Empowering language professionals – the ECML support to language educators
The European Centre for Modern Languages (ECML), a Council of Europe Partial Agreement based in Graz, Austria, has been serving the community of language education professionals in its member states for over 17 years now. The Centre’s successful programmes of activities, such as the Languages for Social Cohesion programme (2004–2007), have so far comprised more than 70 projects coordinated by international teams of experts and have directly involved over six thousand language professionals in Europe and beyond, with the impact reaching as far afield as Canada, Japan and countries in Africa. The Centre’s third medium-term programme (2008-2011) entitled Empowering language professionals: Competences – Networks – Impact – Quality encompassed 23 different projects and addressed the following four thematic areas:
A. Evaluation and assessment
B. Continuity in language learning
C. Content and language integrated education
D. Plurilingual education
The new ECML programme of activities, launched in January 2012, is entitled Learning through languages: promoting inclusive, plurilingual and intercultural education. Within the new programme the Centre intends to initiate European cooperation on the implementation of the new concept of plurilingual and intercultural education proposed by international expert groups whose work was coordinated by the Language Policy Division and adopted by the member states of the Council of Europe. In my talk, in addition to a brief review of the recent activities of the ECML, I am going to present the rationale for this new concept and outline the content and the format envisaged for the upcoming programme indicating ways how to get involved in and contribute to the Centre’s international project work and how to benefit from the processes and the outputs generated by it.

Anna Mauranen, Professor, University of Helsinki
What is going on in English? Explorations in a global Lingua Franca
English has established itself beyond doubt as the global lingua franca. Our thoroughly globalised world uses English for all key domains of communication, leaving us with big, new, unprecedented questions: what happens to English? What happens to other languages? Do we have to re-think our notions of cultures and speech communities? Is it necessary to redraw the boundaries of English? What is happening to norms and standards? And what can we or should we teach to learners? These questions are addressed in this talk in the light of a large database of spoken English as a lingua franca (the ELFA corpus; www.helsinki.fi/elfa). The talk explores typical features in English as a lingua franca (ELF) grammar, lexis and phraseology. Some developments parallel those found in standard and non-standard varieties of English, while others are specific to ELF. To understand how speakers manage to communicate effectively in environments where a broad range of non-standard forms and cultural backgrounds come together, salient communicative practices in ELF discourse are examined. ELF communities of practice differ in many respects from traditional speech communities, but like any communities, they regulate their speech norms to achieve communication and to avoid misunderstanding. While some rules of correctness of Standard English are dispensed with, fundamental aspects of discourse get acted out with creative employment of shared language resources.

Cecilia Odé, Researcher, Institute of Theoretical Linguistics and Phonetic Sciences, University of Amsterdam, The Netherlands
E-learning module ‘Endangered Languages’
In the framework of the NWO (Netherlands Organisation for Scientific Research) Research Programme on Endangered Languages, an interactive e-learning module has been developed on language endangerment. The module for students in secondary schools (15–18 years of age) is free of charge available on the internet (www.endangeredlanguages.nl) in Brazilian Portuguese, Dutch, English, Russian and Spanish. In the module students learn among others about the diversity of the world’s languages, the relationship between language and culture, why languages disappear, how serious that is, whether we can preserve languages. It consists of two lessons with instructions for teachers and students and with worksheets. Answers to the questions in the worksheets can be found by studying the slides and the short animations. As it is nearly impossible to discuss within two or three hours all five continents each with its specific problems as regards language endangerment, the topics are mainly exemplified by two ethnic groups and their languages: the Tundra Yukagir people from North-Eastern Siberia and the Mpur people from Western New Guinea. The second lesson zooms in on the two regions where these two peoples live. The choice for Tundra Yukagir and Mpur is far from arbitrary. Since many years the author has studied their languages and cultures. She has lived with both groups and has a rich collection of audiovisual materials which could be used without copyright problems. Also, the author was able to edit the movies in the awareness that she did not violate the original context from which the fragments were selected. The two peoples were considered to be representative enough to serve as good examples of endangered languages and cultures and, on the other hand, they were sufficiently different to be attractive for students and to provide questions in the worksheets. The general message in the module is: enjoy diversity. Instead of a ‘sad doom-and-gloom story’, the emphasis is on issues like language revitalization, the pride of a people for its own language, culture and traditions, the importance of self-esteem and own identity. Without having to worry about yet another problem, students are invited and stimulated to enjoy the wide variety of other peoples’ languages and cultures.

Hillevi Österman, Language Teacher, Kallio Primary School, Helsinki, Finland
Språkbad – vägen till funktionell tvåspråkighet
De olika språkinlärningsmetoderna kan delas i två grupper, svaga eller starka metoder, beroende på undervisningens mål – en- eller tvåspråkighet. Språkbad är en stark inlärningsmetod. Om man jämför språkbad med ”tradionell språkundervisning” finner man den största skillnaden i undervisninggspråket. I språkbad fungerar språket som ett medel. Man kan konstatera att det i språkbad är mera fråga om tillägnande än inlärning av ett språk. Språkbadsverksamheten började i Kanada under 1960-talet som en alternativ modell för den traditionella språkunderundervinsningen. Initiativet kom från föräldrarna. I Finland inleddes språkbadet i Vasa 1987 i samarbete med Vasa Universitet under namnet Språkbadprojekt. Numera finns det språkbad i flera städer i Finland och metoden har blivit etablerad i den nationella läroplanen. I Helsingfors började språkbadet i Brita-Maria Renlunds daghem 1991. Dessa barn började sin skolgång i Berghäll hösten 1995. I Berghäll använder man den tidiga fullständiga språkbadsmetoden. Ändamålet är funktionell tvåspråkighet.
Tvåspråkighet kan definieras på många olika sätt. De vanligaste kriterierna är ursprung, identitet, kompetens och/eller användning. Ingen av dessa kriterier är entydiga. Funtionell tvåspråkighet hänvisar till användning, då personen använder eller är kapabel att använda flera än ett språk i olika situationer. Språkbadsundervisningen i skolan ger barnen normal kompetens i barnets förstaspråk samt mycket goda färdigheter i det andra språket dvs badspråket. Under åren har språkbadet utvecklats till olika modeller enligt de krav och behov man i olika länder och undervisningsförhållanden har. Huvudprincipen har ändå inte förändrats – barnet tillägnar sig ett språk så naturligt som möjligt.

Ines Paul, Sprachwissenschaftlerin, Musikpädagogin, Finland
Mündliche Kommunikation
In diesem Workshop soll die Thematik der Vermittlung der Aussprache des Deutschen im Vordergrund stehen. Es werden methodische und didaktische Wege aufgezeigt, Übungen in den modernen, kommunikativ orientierten Deutschunterricht auf einfache und spielerische Art zu integrieren. Hierbei wird speziell auf die Besonderheiten finnischer Deutschsprecher eingegangen. Die Übungen sind für Lernende jeder Altersgruppe geeignet. Sie sind ganzkörperlich ausgerichtet und enthalten neben phonetischen Aspekten auch rhetorische, sprecherzieherisch-sprechkünstlerische, physiologische und spielerische Elemente. Weiterhin werden Wege und Möglichkeiten zur Korrektur und zum Umgang mit typischen Abweichungen deutschlernender Schüler aufgezeigt.

Selja Saarialho, Publishing Manager, and Titta Sevanto, Editor, Otava Publishing Company, Finland
How to make the textbook come alive? New digital solutions by Otava Publishing Company
Otava’s new Digital Teaching Materials help the teacher to enrich his/her teaching with versatile interactive elements. The presentation demonstrates the features of the Digital Teaching Materials with concrete examples from two new series by Otava: All Stars for elementary English and Top 7 for lower secondary English. The Digital Teaching Materials have been developed with two main objectives in mind: 1. to enhance learning by using digital contents where it best complements printed material and 2. to make the everyday life of the teacher easier by offering all the material he/she needs in the classroom in one package. With the material, the teacher can actively engage the students in the learning process. The teacher can show the pages from the textbook on the screen and the students can follow the text karaoke style. The exercise book has been enriched with interactive elements so the exercises in the book can be used in a variety of ways in the classroom. Students get access to a wealth of extra exercises and games of different levels. With these they can either revise their vocabulary and grammar or get an extra challenge. Many of the activities can be done in pairs. The materials are very easy to use and work both on a data projector and on an interactive whiteboard.

Pasi Sahlberg, Director General, Centre for International Mobility CIMO, Finland
Finnish lessons: What can the world learn from educational change in Finland?
In many parts of the world, public schooling is in crisis. Competition, choice, testing, and privatization have become common tactics to improve schools. This presentation shows that there is an alternative way to transform education systems and boost learning for all students. It is the way of focus on equity, teacher professionalism, collaboration, and shared responsibility. Finland is a nation whose schools lack external inspection, standardized curricula, high-stakes testing, punitive accountability, and race-to-the-top thinking. Yet the Finnish education system consistently ranks among the world’s best in learning achievement, equity of outcomes, accessibility, and efficiency. This presentation gives hope to those who have begun to lose faith in public education and wonder whether it can be improved. It reveals that the transformation of education systems not only is possible but practical.  All it takes is the right blend of ingenuity, time, patience, and determination.

Helena von Schantz, President of LMS Sweden, Language Teacher, Djäkneparksskolan, Norrköping, Sweden
Lust och motivation i språkundervisningen med hjälp av lärande bedömning
Hur hänger bedömning och motivation ihop? Hur kan man använda bedömning för att höja motivationen? När får bedömning en annan effekt än den avsedda? Vad betyder det kollegiala samarbetet för en lärande bedömning? Med exempel från gymnasiet, vuxenutbildningen och från grundskolans senare år visar föreläsaren hur hon arbetar med lärande bedömning för att utveckla elevens lärande i engelska och i andra moderna språk. Det handlar om att individualisera, tydliggöra kvaliteter och om att lägga ribban högt både för eleverna och för sig själv.

Ida Semey, Language Teacher, Menntaskólinn viđ Hamrahlíđ, Iceland
Literacy of audiovisual images in language learning
In the new National Curriculum for Secondary Education in Iceland literacy has been put forward as one of the six basic educational skills. We are supposed to include literacy into all schoolwork. Acording to Unesco literacy is, amongst other things,‘the ability to recognize, understand, interpret, create and expresss ourself in printed or written in different situations’. The question is whether audiovisual images in education or learning situations should be added into this definition. Literacy also has to do with the creation of meaning and significance and it is important to have in mind that f.ex. culture, age, gender, experience have influence on how significance is created. If we consider our society and think about the learning environment and the media that both learnes and teachers use nowadays we must recognice that they have changed radically for the last 20–30 years. The arrival of the new media and its changes means that the amount of material to use has multiplicated and there is a huge variety when choosing material. In addition, it must be said that it is not new to use images in our learning and teaching. But what is new are the digital audiovisual images that we can access easily. They are somehow a unique and splendid way to get closer to and even in touch with the culture of the target language. We, language teachers, have been very good at using what the web has to offer us, adding digital images, video´s, etc. to our teaching aand learning environment. In language teaching and learning the use of ICT somehow has opened up doors and many new chances have been created to work with. We now have a possibility for using both material and tools in a quite different way than what we used to and that we even ever could imagine. At the same time we have become more concerned about the need of more taskbased learning and securing that the task the leaners have to fulfill should be more authentic. The students fulfill tasks that are real, they use the tecnique and they choose tools to use in order to illustrate, collaborate, edit and to work with in general. In this context, the demand on the choice of authentic material in language language learning has increased. It seems that new possibilities have been created to use less and less printed textbooks because they quickly are aoutdated and often they reflect and contain old facts. The question is how well we prepare ourself and the use of audiovisual material when we include auddiovisual images in our learning and teaching. To which point we and our learners are as able to ‘read’ audiovisual material as we assume they are. Because if we introduce images is it because some meaning and significance is supposed to result from it. Therefor images are as much a text to be read as a written text. Can our learners actually watch audiovisual images and draw conclusions, construct meaning and significance our of the sequences of images that they are watching? What is it that we want to reach with the use of audiovisual material and why is it convenient? These should be some of the questions to ask ourselves as teachers when we choose audiovisual images to use for the learning proces of the students. Our learning might be literate technically spoken, they know how to make it work. They know how to search and where to find it information. But that is not the same thing as deconstructing images in order to reconstruct the significance and understand the text of the image. So in order to use audiovisual images we have to be aware of what, whay and how to use them. And that is why we need some ‘reading paths’ or guidelines as tecahers when we choose and use audiovisual images if we want our learners credit from them.

Arlys L. Van Wyk, Adjunct Professor, University of the Free State, South Africa
Addressing low academic reading proficiency in Higher Education: an innovative institutional response
The paper deals with reading development in Higher Education. Reading is a key skill in academic settings and is central to learning. For learners studying in English which is not their mother-tongue, accessing academic texts is difficult. Many learners in South Africa come to university without the required cognitive academic language proficiency (CALP) to achieve success at university. The paper will briefly outline the problem and then describe the reading development course as currently implemented at the University of the Free State in South Africa. The programme includes an intensive (in-class) reading component and an extensive (out-of-class) component. These components will be described and supported with examples of materials used. The results of a small-scale experiment to evaluate the success of the reading programme will be presented.

Carmen Velasco Martín, Asesora de Educación de la Embajada de España en Helsinki
Cultura en el aula de lengua: por qué y cómo
Esta presentación versará sobre la necesidad de incluir el componente sociocultural en la clase de español. Debatiremos sobre el concepto de cultura y la importancia del componente sociocultural y su papel en el proceso de aprendizaje de la lengua. También exploraremos vías de presentar la cultura y compartiremos diversas actividades y documentos que facilitan al profesor esta tarea.
This presentation will deal with the need to include the sociocultural component in the foreign language classroom. We’ll discuss the concept of culture and the importance of the sociocultural component and its role in the process of learning a language. We will also explore ways of presenting culture and will share activities and documents that help the teacher in the task.

Zigrīda Vincela, assist. prof., and Vita Kalnberzina, assoc. prof., Latvia University
The interface between written and spoken texts in English language A2–B1 Moodle course
The development of technologies is gradually breaking down the distinction between written and spoken communication modes. This has been remarked already since 1977 when Ong introduced the concept of secondary orality, and 2001 when David Crystal published his Language and Internet, where his finding was that the Internet language possesses features of both written and spoken language. As the use of language is changing, so have the language acquisition tools, accommodating both written and spoken communication mediums and language features by using different technological means to move from spoken to written medium for the benefit of a language learner. This presentation will examine the use of technological means in a Moodle course developed for the unemployment agency in Latvia in the attempts to reveal the gradual moving from informal spoken to more formal written langue by using various tools.

Tarja Virtanen, Language Teacher, Iitti Lower Secondary School and Upper Secondary School, Finland
Kokemuksia A2-saksan etäopetuksesta Iitissä
Syksyllä 2010 alkoi Iitin kunnassa Opetushallituksen tukemana kokeiluna kyläkoulujen A2-saksan etäopetus (Kielitivoli). Tarkoituksena oli löytää pysyvä käytänne, joka antaisi kyläkoulujen oppilaille tasavertaiset mahdollisuudet opiskella vapaaehtoista neljänneltä luokalta alkavaa A2-saksaa. Ennen etäopetuksen aloittamista oppilaat kuljetettiin kolme kertaa 90 minuutin lähitapaamisiin lukiolle (ryhmäyttäminen). Tämän jälkeen alkoi etäopetus kaksi kertaa viikossa à 45 min. Neljän viikon välein oppilailla on 90 minuutin lähitunti lukiolla, eikä sillä viikolla ole etäopetusta. Etäopetusalustana on netissä toimiva WebLi/Peda.net-integraatio. Opettajalla ja oppilailla on internet-yhteyden lisäksi webbikamerat ja kuulokemikrofonit. Kullakin koululla etäopetuksen avustajana toimii koulunkäynnin ohjaaja, jolla on langaton kuulokemikrofoni. Iitin lukion saksan opettaja opettaa yksin lukioluokastaan käsin kaikkia oppilaita samaan aikaan. Etäsaksan oppitunneilla jokainen pystyy näkemään ja tarvittaessa kuulemaan toisensa. Opettaja voi jutella vain yhden oppilaan kanssa eivätkä muut silloin näe kahdenkeskisessä keskustelussa olevia. Etätunneilla tehdään samoja asioita kuin lähitunneillakin: kuunnellaan äänitteitä, katsellaan videoita, tehdään paritehtäviä, leikitään. Etäopetusalustan valkokankaalle voidaan mm. piirtää, muistioon kirjoittaa, chattiin laittaa viestiä. Myös viittaaminen onnistuu viittaustoiminnolla. Etäsaksan avoimille verkkosivuille http://www.peda.net/veraja/iitti/lukio/saksa/etaopetus opettaja on laatinut oppikirjan kappalekohtaiset sivut, joissa on sanastoa ja rakenteita harjoituttavia tehtäviä, linkkejä, videoita. Myös etäohjaajilla on omat sivut, joista he näkevät mm. tuntisuunnitelman. Itse etäopetus tapahtuu suljetussa ympäristössä, jonne oppilaat kirjautuvat etäopetuksen pääsivulta. Etäopetus vaatii nopeat yhteydet, joita kaikilla kyläkouluilla ei ole. Suuria teknisiä ongelmia ei kuitenkaan ole ollut. Opettaja on päässyt mukaan kehittämään etäopetusalustaa kun WebLi on toteuttanut opettajan toiveita. Oppimistuloksia verrattiin hankkeen alussa etäryhmän ja Kausalan lähiryhmän välillä. Kausalan koulun saksan lähiryhmän opettaja laati sekä omalle lähiryhmälleen että etäopettajan ryhmälle yhteiset kokeet. Hän myös arvosteli kaikki kokeet. Etäryhmän kokeiden keskiarvot olivat hieman paremmat kuin lähiryhmän. Keväällä 2011 pyydettiin palautetta oppilailta, vanhemmilta, avustajilta, luokanopettajilta sekä rehtoreilta. Myönteisen palautteen sekä kokemusten perusteella koulutuslautakunta on päättänyt jatkaa etäopetusta käytänteenä. Syksyllä 2012 alkaa taas uusi etäopetusryhmä.

Kirsi Vuorinen, Content Manager, and Heikki Karjalainen, Development Manager, Sanoma Pro, Finland
eLearning Opens New Worlds – Interactive eLearning Solutions for Modern Language Teaching
Sanoma Pro has produced digital materials for students and teachers already about for 20 years. In 2010 Sanoma Group conducted an international study on teacher’s work flow. The results of the study inspired Sanoma Pro to develop new innovative teaching tools and hybrid solutions for teachers and students. These solutions don’t require any special ICT skills and can be used with any IWB or beamer and computer. In this presentation we’ll demonstrate how teachers can take advantage of the interactive teaching materials designed for Spotlight and Yippee! series to activate and inspire students in their classroom activities. New teaching tools integrate all printed materials including narrations and animations thus helping teachers during the lesson.  We’ll also show a new way of creating tests with our easy to use test building tools. You’ll also see how students can practice their English skills using our fun, interactive online activities designed for students to learn and revise vocabulary and grammar.  These interactive game-like lessons can also be used with (Android & Windows) tablets and phones.

Daniel Xerri, lecturer, University of Malta
Supporting Teachers’ Access to Continuous Professional Development
It is usually assumed that continuous professional development in language teaching carries with it a number of benefits, including the possibility to innovate one’s teaching. However, ensuring access to those benefits for as many teachers as possible is not a foregone conclusion. Everyone seems to know why we should do it but quite often those involved in the different areas of policy-making, school management, language teacher associations, and teaching are faced with the same challenges. How can CPD be made more accessible for teachers? How can they be encouraged to follow some form of CPD in the first place? This talk will invite participants to explore such challenges and consider a number of ways by means of which as many teachers as possible can truly benefit from CPD.

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