Using instructional techniques and digital tools to enhance language and content learning
30 MINUTES OF SYNCHRONOUS CHAT WILL BEGIN AT 12:30PM (MST) TUESDAY OCT. 4 USING THE EMBEDDED TLK.IO WIDGET ON THE RIGHT SIDE OF THE SCREEN (PLEASE LOOK FOR THE BLUE BAR TITLED L2DLAZCALL2016).
Carmen Taleghani-Nikazm & Carolin Müller, The Ohio State University
Click the video frame above to view the presentation. To ask the presenters a question about their presentation, please add a comment at the bottom of this page between October 3 and October 8. Presenters will check for and reply to questions each symposium day.
Our presentation focuses on ways to promote collaborative L2 language and content learning in a digitally enhanced and globally connected classroom environment. The presentation consists of two parts. In the first part, we present the instructional techniques and digital tools that were used in teaching an intermediate/advanced German course on the current influx of migrants and refugees in Germany and the challenges and issues it has brought. The course also focused on the students’ German language development. We will share how digital tools such as Microsoft OneNote and Zoom (online videoconferencing) were used to: enhance collaboration among learners on a shared project; connect OSU learners locally and globally with other learners and experts for online interviews and discussions; integrate learner’s interests in aspects of the subject matter; enhance learner’s research skills and engagement with collected materials and recorded online interviews; improve L2 proficiency; promote intercultural competence, and learn basic rules and etiquette for teleconferencing online. Here, we will also provide details in regards to teaching techniques, instructions and task-design for students’ online collaborative assignments and the online videoconference meetings with their partners and experts in Germany. This part will also include instructions that were given to students for the assigned follow-up work with the repository of recorded meetings.
The second part of our presentation focuses on students’ feedback regarding their experience using the digital tools and collaborative project for the course. An online survey was conducted which included questions eliciting the students’ development of intercultural understanding and competency; strengths and weakness of the application of digital technologies in the language classroom, and the students’ self-assessment of their skill-development. The students concluded an overall positive experience with the variety of digital and print media, and the methods for exchange that were made available to them in and outside of class. The tools of the digitally enhanced and globally connected classroom built on the students’ personal interest and skill-level, enabled them to feel more comfortable in the verbal application and exchange of information on a current political debate, and strengthened their perception of themselves as competent L2 speakers.
Associate Professor, Department of Germanic Languages and Literatures
The Ohio State University
PhD Student, Department of Germanic Languages and Literatures
The Ohio State University