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Dr Mc Comas Taylor & Grazia Scotellaro on the production of The Joy of Sanskrit

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Dr Mc Comas Taylor & Grazia Scotellaro on the production of The Joy of Sanskrit

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Office for Learning and Teaching Award for Programs

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The ANU eText Books for Mobile Learning program has allowed students of Sanskrit, Thai, Vietnamese and Tetum at ANU to have a "Professor in their Pockets," wherever in the world they may be. Through the development of sophisticated ePubs, students have all the learning resources they need at their fingertips, accessible to them anytime, anywhere.

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Technology is a tool that mediates learning and has the potentiality to transform the learning experience.

“ as computers have become more a part of our everyday lives – and permeated other areas of education – the question is no longer whether to use computers but how .” (Hubbard, 2009, p. 1.).

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ANU offers language courses in different flexible modes: online, blended and/or on campus (content on wattle).

Sanskrit

Vietnamese

Indonesian

Javanese

Portuguese

Persian

Arabic

And more...

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Examples of language tasks using technology

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Examples of language tasks using technology

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Technology has the potentiality of enhancing the language experience providing more time on task and new ways of engagement and learning.

Wattle Forums (e.g Arabic)

Blogging (Spanish

Podcasting (Spanish)

Polls (Spanish)

Wikis (Spanish, Italian )

Digital storytelling (Japanese)

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Portuguese was taught online as a joint project with Indiana University

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Persian online- the challenges and opportunities of using a web-based platform

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Persian online- the challenges and opportunities of using a web-based platform

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An online course to learn Persian using a web platform with lots of exercises and interactive experiences.

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Blogging  in Spanish for intercultural competence

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Blogging  in Spanish for intercultural competence

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Interactive Blogging in learning Spanish
An artifact that mediates students' learning.

A tool to bridge proficiency in Spanish and current affairs in the Spanish speaking world.
Blog
Tasks
Students
Active participants
content creators
engaged in the content
highly interested & motivated
highly challenged
Tutor
a facilitator
To provide scaffolding to students (give examples, demonstrations of blog entries, writing tips,summaries)
*To make corrections on the use of Spanish.
*To challenge students and encourage discussion
*To summarise news in Spanish

*To understand current affairs in the spanish speaking world*

To debate about a controversial topic

To write a critical piece about a controversial topic

To demonstrate culture awareness & sensitivity through the tasks
What do students learn?
Wordpress

flexible web tool
customisable
user friendly
What do students say about blogging in Spanish?
Post on class blog
Comments to classmates' posts
Reply to comments
Present a topic to the class
Debate about controversial topics
I looked forward to attending each tutorial because the program provided for us by the tutor was always interesting and engaging. We were given lots of opportunities to practice our spoken Spanish and learn about various aspects of Spanish and Latin American culture. (S1-2010)
Everyone felt included in the conversation, even if they did not have a lot of confidence when speaking. The tutor also encouraged active involvement in the course through providing stimulating comments on the blogs, encouraging us to think deeply about the topics. (s2_2010)
The use of blogs was a really fantastic and innovative way to learn language and really helped me to see how useful language is for communication in the modern world. As a student, I really appreciate how the Spanish Department is committed to using modern technology (such as blogs and ipods) to make learning interactive and prepare us for using a language in real world situations. (S5-2010)
http://actualidadmundohispano2012.wordpress.com/2012/08/22/un-verdadero-mal-los-ambulantes-en-la-ciudad-de-mexico/
http://2span3100.wordpress.com/2010/09/16/ezln-ejercito-zapatista-de-liberacion-nacional/
http://12span3100.wordpress.com/%C2%BFque-pasa-hoy-en-hispanoamerica/
Objectives
To immerse students into the Spanish speaking world, through polemic current affairs.

To develop both receptive skills and productive ones with a higher focus on productive skills, both writing and speaking
.

To present complex ideas in Spanish.

To debate about polemic issues in Spanish.
Dr Malba Barahona
malba.barahona@anu.edu.au
Pedagogy of social learning
fundamental role of social engagement in learning 'human learning presupposes a specific social nature and a process by which people grow into the intellectual life of those around them' (Vygotsky, 1978, p. 88).
dialogic pedagogy is a requisite component of effective teaching.
dialogic conception of pedagogy which encompasses not only a dialectical understanding of the social relations of education but also of conceptual development (Daniels, 2012).
Elegí este curso porque quería mejorar a mi español y también expandir mis conocimientos del mundo hispanoamericano. Siempre he estado interesada por la historia y la cultura de este continente y estoy estudiando las relaciones internacionales con el fin de trabajar en Latino América. Hasta ahora, he encontrado las clases muy interesantes. Me han dado nuevas perspectivas a través de las cuales puedo ver el mundo Latinoamericano y espero desarrollar mi propia perspectiva a medida que aprende y descubra más. (ST_6_2012)
En este curso, quiero practicar y mejorar mi español hablado y aprender más sobre el mundo hispano.(S5_2012)

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Interactive Blogging in learning Spanish An artifact that mediates students' learning.

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To raise student awareness of the role impact plays in communication and to develop narrative skills, Dr Carol Hayes & Dr Yuki Itani-Adams have been running an Intermediate Japanese Language Digital Story Telling Project in the School of Culture, History and Language, College of Asia and the Pacific at the Australian National University since 2009. Digital stories are short three to four minute multimedia productions that combine a first-person narrative, with image and background music, and provide a powerful way of developing learner communicative skills. Digital stories also provide a place where textbook language learning combines with more authentic communication, where teacher-centered and student-centered approaches combine and where the storyteller interacts with their audience

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These Digital Stories were produced as part of the ANU Japanese language requirements for Spoken Japanese 3 (JPNS2012).

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Institutional support to develop online courses

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Institutional support to develop online courses

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CAP- Digital learning project

CASS- Educational learning studio

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CartoGIS CartoGIS produces high quality maps, diagrams, innovative interactive products and animations to support education, research and outreach activities.

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Language educator and educational researcher can be contacted at malba.barahona@anu.edu.au

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Learning Indonesian using a flipped classroom model

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A sound educational design provides opportunities for active learning. The use of technology is key as it is used to:

immerse students into a new language and world in a variety of formats (texts, videos, audios,)

capture key content for students to access at their own convenience and to suit their pace of learning (e.g. lecture material, readings, interactive multimedia,e-pub),

present learning materials in a variety of formats to suit different learner styles and multimodal learning (e.g. text, videos, audio, multimedia),

provide opportunities for interaction and reflection in and out of class (e.g. polling tools, discussion tools, blogs),

convey timely information, updates and reminders for students (e.g micro-blogging, announcement tools,wattle),

provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal revision points,

capture data about students to analyse their progress and identify ‘at risk’ students (e.g. wattle reports).