Workpackage 7: Quality assurance Plan Deliverable number - mu-vit

Transcription

MuViT – Multiliteracy virtual (510277-LLP-1-2010-1-DE-COMENIUS-CMP)
Workpackage 7: Quality assurance Plan
Deliverable number: 22
Summative evaluation report
- extended version -
Workpackage 7: Quality Plan
Report of Quality Assurance Plan
MuViT – Multiliteracy virtual
(510277-LLP-1-2010-1-DE-COMENIUS-CMP)
Table of Content
Table of Content ...................................................................................................................................... 2
1. Introduction..................................................................................................................................... 3
2. Quality Assurance Plan .................................................................................................................... 3
Contens of the Quality assurance plan ............................................................................................... 3
Website ............................................................................................................................................... 4
Timetable of the Quality Assurance Plan ............................................................................................ 5
3. Evaluation ........................................................................................................................................ 6
3.1
Methods .................................................................................................................................. 6
3.2
A: An overview of the four Meetings ...................................................................................... 6
3.2.1 A: Evaluation of the four Meetings ............................................................................................ 7
3.2.1.1 MuViT-meeting in Frankfurt, Germany (March, 11-12, 2011) ................................................ 8
3.2.1.2 MuViT-meeting in Riga, Lativa (September, 12-14, 2011) .................................................... 10
3.2.1.3 MuViT-meeting in Barcelona, Spain (January, 19-21, 2012) ................................................. 12
3.2.1.4 MuViT-meeting in Istanbul, Turkey (May,21-23, 2012) ........................................................ 14
3.2.1.5 MuViT-meeting in Frankfurt, Germany (October, 21-23, 2012) ........................................... 17
3.3
B: An overview of the Working Process ................................................................................ 20
3.3.1 C: Working Process: Results and Products – December 2011 ................................................. 22
3.3.1.1 Result of Working Process 2011 ............................................................................................ 22
3.3.1.2 Results /Products Evaluation - 2011 ..................................................................................... 24
Evaluation: Results/Products: Seminar ............................................................................................. 24
3.3.1.3 Results of Working Process –2012 ........................................................................................ 26
3.3.1.4 Results/ Products Evaluation - 2012 ..................................................................................... 27
3.4
D: Co-operation ..................................................................................................................... 43
4. External Evaluation........................................................................................................................ 62
4.1 External Experts........................................................................................................................... 62
4.2. External Evaluation (see annex) ..................................................................................................... 62
MuViT – Website (www.mu-vit.eu)................................................................................................... 62
MuViT – Flyer .................................................................................................................................... 64
MuViT – Basic Information for Teacher Education ........................................................................... 65
MuViT – Basic Information for University Qualification ................................................................... 67
MuViT – Talking Book ........................................................................................................................ 68
5. Outlook .......................................................................................................................................... 70
6. Annex ............................................................................................................................................. 71
Evaluation Co-operation (whole team) ............................................................................................. 71
Evaluation Co-operation.................................................................................................................... 73
Evaluation Meetings (example)......................................................................................................... 76
Documentation of working process (example) ................................................................................. 77
2
1. Introduction
Quality Assurance (QA) is the systematic monitoring and evaluation of the various aspects of the
MuViT-Project. QA included: Evaluation of team meetings, Process Evaluation, Evaluation of products
and results and Evaluation of co-operation. For a better overview of the QA we designed a timetable
for two years. The central issues below were focused in the MuViT-Project:





Process Evaluation/ working process
- Working Contents and Timetable
- Homepage
Evaluation of co-operation, products and results
- Evaluation with whole Team
- Evaluation with Co-operation
Evaluation of meetings
Evaluation of each meeting
External Evaluation
There are two levels of evaluation: internal and external. The internal one has started with the team
meeting evaluations.
2. Quality Assurance Plan
Contens of the Quality assurance plan
Meetings, Working Process, Results/ Products and Co-operation were evaluated during the two years
(see following Overview).
Number
Evaluation / Content
Method
A
Meetings
Semi-open questionnaire
B
Working Process
accompanying documentation of the members
C
Results / Products
accompanying documentation of the members (self-report)
D
Co-operation
Questionnaire (Multiple-choice) and
Final questionnaire (Multiple-choice)
accompanying documentation of the members
E
External Evaluation
Expertise
Every milestone and all deadlines of the members are also documented on the homepage. There will
be an extra email reminder for the milestones via email. The actualized documents will be uploaded
to the homepage and are available for every member.
3
Website
The members will be informed about new documents, developments/improvements and information
on the MuViT-Website via email. All publishing information, lectures as well as held seminars relating
to the MuViT-Projekt will be listed. These information will be claimed documented by the members
in the context of the quality assurance.
4
Timetable of the Quality Assurance Plan
01
02
03
04
2011
Meeting
Evaluation
No 1
05
06
07
08
09
10
11
12
Meeting
Evaluation
No 2
Working Process
Evaluation No 1
Co-operation
Evaluation
No 1
Results
/Products
Evaluation
N0 1
2012
Meeting
Evaluation
No 3
Meeting
Evaluation
No 4
Meeting
Final
Evaluation
Working
Process
Evaluation
No 2
Cooperation
Evaluation
No 2
External
Evaluation
Results
/Products
Evaluation
No 2
3. Evaluation
3.1
Methods
The evaluation was carried out via quantitative research methods. A form with closed, half-open and
open questions was distributed for the evaluation of the co-operation and the meetings. (In this
project) the partners were allocated to the particular task or topic. To carry out the evaluation the
partners received a table (see an example in the annex). In the field of Working Process the partners
received a table for there attributive field of duty.
3.2
A: An overview of the four Meetings
A. Evaluation: Meetings
1.
2.
3.
4.
5.
11.-12.03.2011: Kick-off: Goethe University Frankfurt
12.-14.09.2011: Latvia
19.-21.01.2012: Spain
21.05.-23.05.2012: Turkey
21.-23.10. 2012: Goethe University Frankfurt
1. 11.-12.03.2011: Kick-off: Goethe University Frankfurt: Focus on content and aims of MuViTProject and organisation issues
a) Participant survey
Contents:
 preparation of the meeting
 organisation
 results of the meeting
 expectations for the next meeting
b) Special content:
 description
c) Minutes by Daniela Elsner and Laura Armbrust
2. 12.-14.09.2011: Latavia: Focus on software development and content Production
Contents:
 organisation
d) Special content:
 MuViT Software
e) Minutes by….
3. 19.-21.01.2012: Spain: Focus on Teacher Education and Authoring Tool
Contents:
 organisation
b) Special content:
 Teacher education
c) Minutes by….
4. 21.05.-23.05.2012: Turkey: Focus on Dissemination and Research
Contents:
 organisation


b) Special content:
Dissemination
Workshop “Talking Books in Teacher Education”
c) Minutes by….
d) 21.-23.10. 2012: Goethe University Frankfurt: Focus in Exploitation and Evaluation
e) Participant survey
Contents:
 organisation
f) Special content:
 Exploitation and Evaluation
g) Minutes by….
3.2.1 A: Evaluation of the four Meetings
Team meetings serve to manage and coordinate the process of the project, and they also act
as monitoring tools for the project. Everything treated in the meetings is summarized in detail in the
corresponding minutes. Minutes of partners’ meetings are included in the progress report
(confidential part) as they show the development of the project, the tasks achieved in every meeting,
and those proposed for next one. It is also seen the collaboration of partners, the agreements of the
Consortium, the outcomes achieved, and the management of the project. In our view, minutes are a
good tool for monitoring and evaluating the project.
Questionnaires for evaluating the meetings are answered by partners after every meeting, the
evaluation reports are included in the progress report (confidential part).
The focuses of the evaluation of meetings were:
 The appraisal of the organization and the content
 The appraisal of relevant themes
 Reason for not to reach Targets
 Expectations for the next steps of dissemination
 Expectations for the next meeting
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3.2.1.1 MuViT-meeting in Frankfurt, Germany (March, 11-12, 2011)
A Preparation and Organisation
What was good?
- communication
- very good structure, organization and content input
- facilities
- Hotel reservation, good location of Hotel and restaurant
- it was clear and concrete
- The agenda is very well prepared
- It fulfilled the aims of the meeting
- the agenda made room for all the questions I had in mind
What was missing?
- nothing
B. Contents
8
What was good? (meeting)
- Atmosphere and catering
- Timing and Agenda
- Proceedings
- Tasks for each partner
- Discussions
- Material
- Now I know what I have to do and why
- Everything was clearly outlined
- Deep insight into project and budgeting
What was missing? (meeting)
- A bit of time
-Pervious info
What are the most important results of the meeting?
- Understanding each other
- The vision and concept common view of project aims and next jobs support from partners
- work and finance plans
- Scope of Project
- Working program for the project and for each partner
- Discretion of the tasks
- There’s a very clear picture of what’s going to take place next
- getting to know the others partners better
- That the project aims were discussed and were made tangible. It is the most important thing by the
start meeting
C. Special Content
What do you expect for the next meeting?
-
To see some results
- Tasks for the project
-
Finish insight into software
- Evaluation and discussion of the progress
-
Work done on the prototype two stories and software options. That can e made available for
tasks.
-
Some more concrete elements related to: a) multiricity competence and b) tasks types (These
are in fact the aims for the second meetings)
9
3.2.1.2 MuViT-meeting in Riga, Lativa (September, 12-14, 2011)
What was good?
- Organization of the meeting, location for Dinner, accommodation
- Media support
- Timetable and agenda
- Information for meeting
- teamwork
-Content of meeting
What was missing?
- Nothing
B. Contens
10
- Working on the tasks
- Teamwork
- Discussions
- Getting new ideas
- Information about the progress of the meeting
- Speaking about the software
- Everyone gets information about what to do
- Translation the Tasks
- Agreement on many questions aspects for the software
- Nothing
What are the most important results of the MuViT-Software production?
- The stories and tasks are ready for recording and illustrations
- Software prototype/ Software development
- Draft of Authoring Tool
- To speak with the partners, working together
- How to prepare/ do the next steps
- Nothing
C. Special Content
What are the most important results of the MuViT-Software production?
- Prototype and Authoring tool
- Refusing the layout design and functions
- Agreement on tasks-types a visual clue of software
- inter and multicultural aspects
- Cooperation with schools
- easy to use
What are the next steps to advance the MuViT-Software?
- to work on the tasks
- to finish the software
- To Develop/ finalize the portfolio/ diagnoses instrument of software
- Audio recording and illustrations
11
3.2.1.3 MuViT-meeting in Barcelona, Spain (January, 19-21, 2012)
A Preparation and Organization
What was good? (preparation of the meeting)
- Structure
- Organization by Spain and Frankfurt
- Place of meeting and accommodation (location)
- Conditions of employment
- Material of and about meeting, schedule
- Timing
- All days were prepared in a way, that each of us had a manual to work along with
- The reports and presentation of the several groups
What was missing? (preparation of the meeting)
- Technical Equipment
- Meeting agenda should be more detailed
- The manual was send to late. It was difficult to read it in time
B. Contens
12
- Those who are responsible for teacher training have their products
- Place of Meeting and Accommodation
- Teacher Education model (new structure)
- Material for meeting, Schedule
- Group work/ Teamwork
- Productive Discussion about teacher education and for the further activities
- Step forwards, exchange face to face
- Teacher training modules improved
- We concretized more and elaborated a good structure for the final product
- It was very constructive and creative
- Video, how the “talking book” would be used in a class room
- Talking about misunderstandings
- Exact Schedules and detailed Goals for Further
- Finding solutions for software development
- Clear instruction by TILDE for software
- Software was not as we expected to be
- Some digital IT problems were not communicated
- Breaks between the sections
- everyone knows what to do
- Teacher Manual for Easy reader
- concept of teacher education
- Teacher Training Modules
- Teacher Manuals for easy readers
- That communication is important
- Clear structure of teacher education modules - The group-reflection
- Exchange in reading of teacher education
- The specification of some items
- A final structure for Teacher Education and final helping function
- The new tasks, everybody has to slove within the next weeks, to get on further with every single
part of the project
- The booklet “easy reader” could be finalized for printing
- Next working points
- Problem with software development can be solved
- Manuals for software
- Finished software
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- The final version of the products (all)
- That the software will be finished
- Experimenting with the first (or more) MuViT-book
- Final products of teacher education, software
C. Special Content
What are the most important results for Teacher Education?
- That we have a concept now
- The Teacher Education model and the video
- Concept/ plan of teacher education
- Training modules
- Clear structure
- The module structure and the overview of all the contents and their application, but also the
specification of the different contents
- The different structures of the two different kinds of Teacher Education
- Teacher Education Modules
- Pyramid and module
- Good exchanges make steps forwards between the partners
- Modules to be adapted for specific purposes
- How to use the software, intercultural aspects
-What are the next steps to advance the Teacher Education curriculum?
- Implementation and formulation of texts
- Holding Teacher Trainings at school, Universities etc.
- Provide a handbook/ guideline of Teacher Education curriculum
3.2.1.4 MuViT-meeting in Istanbul, Turkey (May,21-23, 2012)
14
- To test the prototype at the school
- Working coordinate
- The structure and organize, the catering and the equipment of the meeting
- Information and agenda before meeting (Handouts, PowerPoint Presentation)
- Knowledge of all partners about guidelines for Teacher Education
- More time for working together
- Too much stress on the second day
B. Contens
- To finish the manual and glossary
- We agreed on further schedule and documentation
- Constructive working atmosphere
- To speak about the future plans
- International Teamwork
- Visiting schools, to see how children work with the software and to ask children about the software
- Balanced engagement of all participants
- Contributions of all partners
- contents related to teacher education
- More discussion in the whole group about some
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- Teacher Education and guidelines
- Glossary
- PowerPoint of Teacher Education
- How to use Authoring Tool and web community
- Children learning process
- Discussed for the last change for the software
- Children like the software and the stories
- Software was sufficient
- Interesting research reports and results
- finalization of all plots
- To get data results from schools
C. Special Content
What are the most important results of the Dissemination?
- To test the prototype
- Teacher are interested in the software
- Research: students and Teacher Education
- Using the Authoring Tool
- In- and pre-service teacher training
- That teachers see other view about language teaching
What are the next steps to advance the Dissemination?
- To give teacher training and workshops
- More presentations on conferences
- To give a special lessons at school, to work with the software and upload the software
- More cooperation between the partners
- To have some first results of classroom research where MuViT is implemented
16
3.2.1.5 MuViT-meeting in Frankfurt, Germany (October, 21-23, 2012)
A Preparation and Organization
- Timemanagement
- Facilities
- Well organized and all important information provided
- Technical equipment
- Hotel reservation
-Guidelines
- Document prepared
- Room and room-capacities
- Agenda
- Organization
- Information before meeting started
- The selection of restaurants
What was missing? (Preparation of the meeting)
- Continuation at the project after January 2013 in details
17
B. Contens
- To finish the products
- Teamwork
- Atmosphere sufficient
- Exchange in groups
-Explanation of Authoring Tool
- Getting to know what they have done so far
- To be able to cooperate with all partners
- To finish last undone workings
- Work with the Authoring Tool
- We could bring the different documents to the end version
- All the final works were finished
- Final work
- Products
- Dissemination activities
- Complementation of teacher’s manual
- Knowledge how to work with “MuViT” in class
- Completion of Guidelines for teacher and students
- For the overall success of the MuViT essential part is still missing which has to be provided by the
software/Computer company in Riga (=record Button on Authoring Tool Screen)
- Dissemination reports
18
C. Special Content
What are the most important results of the Exploitation?
- New Project arise
- Contents from the MuViT-project flow in new project
- Web Community
- newest software version
-Authoring Tool and how to “read” stories from the web-community with MuViT-Software
- Summary of Deliverables
- Teacher in all countries want to use MuViT
-Understanding how to being project results to work
What are the most important results of the Evaluation?
- The software feedback is great
-Children like to work with the software
- Simplification of Authoring Tool
- A good overall evaluation of the project
- Children are able and love to work with the MuViT Software and the Authoring Tool, will be
simplified, so that pupils can use them on their own
- Satisfaction with the quality of the results
- Pupils like to work with MuViT. They want even more language, pupils awareness may increase
- Dissemination activities
- Perspectives of MuViT (after the project time)
- The evidence that the MuViT software activities are interesting for the promotion of language
awareness and also suitable for other educational levels besides the primary school. The
importance of teacher education for the incorporation of the software in the schools
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3.3
B: An overview of the Working Process
B. Evaluation: Working Process
A. Working Contents
 Easy Readers (text, pictures)
 Tasks
 Teacher’s manual an Curriculum
 Software
 MuviT-Player
 MuViT Authoring Tool
 MuViT Web Community
 Project Web Site
 Flyer
 Awareness of Linguistic diversity
 Awareness of language and cultural identity
 Awareness auf multilingualism
 Competencies of multimedia learning
 Quality assurance plan
 Data collection an analysis report
 Evaluation report
 Russian Translations
B. Timetable
Partners
Goethe University of
Frankfurt
Content
Easy Readers (text, pictures)
Dissemination level
30.06.2011
Tasks
30.06.11/31.12.11
Progress Report
01.11.11
Final Report
30.12.12
Awareness of Linguistic diversity
05.05.12 / 05.10.12
Awareness of language and cultural
identity
05.05.12 / 05.10.12
Awareness auf multilingualism
05.05.12 / 05.10.12
Teacher’s manual
05.10.12
University of
Koblenz-Landau
Competencies of multimedia learning
Tasks
30.06.11/31.12.11
Quality assurance plan
30.04.11
Data collection an analysis report
31.03.12
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Evaluation report
01.12.12
Teacher’s manual an Curriculum for a) 30.04.12
Teacher Training and b) initial teacher
education
05.05.12 / 05.10.12
Awareness auf multilingualism
University of Bremen
(TZI)
University of Istanbul
Software
30.06.11
MuViT Web Community
30.09.12
Project Web Site
30.03.12
Flyer
Competencies of multimedia learning
30.06.11
05.10.12
Translations
Research
University of
Pompeu Fabra
Tasks
30.06.11/31.12.11
Teacher’s manual an Curriculum for a) 30.04.12
Teacher Training and b) initial teacher
education
Awareness of Linguistic diversity
05.05.12 / 05.10.12
Awareness of language and cultural
identity
05.05.12 / 05.10.12
Translations
University of Shuya
Research
Tasks
30.06.11/31.12.11
Translations
Research
TILDE
Oldenbourg
MuviT-Player
30.12.11
MuViT Authoring Tool
30.09.11
Tasks
30.06.11/31.12.11
Easy Readers (text, pictures)
30.06.2011
Teacher’s manuals
30.04.12
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MuViT Player
30.12.11
C. Outputs
Each partner must make a list with…
a) Conferences / lectures (feeding networks)
b) Publications
3.3.1 C: Working Process: Results and Products – December 2011
All members have the opportunity to view the relevant deadlines (see point 3).of the annual plan on
the internal site of the MuViT-Homepage, In addition all partners were familiarised in detail with the
assessment during the last team meeting in Riga. In the case of issues or problems the partners have
always the chance to contact the people in charge in the quality assurance division of the University
Koblenz-Landau.
Overall the working process was evaluated two times. The results were listed tabularly at the
moment of evaluation.
3.3.1.1 Result of Working Process 2011
Evaluation: Working Process/ Flyer
Members:
- There were some problems with the translation of the flyers in 5
languages (English, German, Russian, Spanish and Turkish),
Eichendorffschule Moers
because of the different grammar and English words which don’t
Istanbul University
exist in other language, for example Authoring Tool in Spanish
University of Pompeu Fabra
language.
TZI University of Bremen
- We printed the flyers in the 5 languages and put them on the
University of Frankfurt
MuViT Website. We designed the website in 6 languages
(including Latvian).
- The schools asked the parents to agree on publishing their
children on the MuViT Website as well as on the flyers.
We got positive feedback from the school, the children and their
parents for the website/flyer and the project.
Evaluation: Working Process/ Project website
Members:
- For the MuViT Website it was necessary to describe the project,
the partners and to create the download area and the internal
TZI - University of Bremen
area.
- The MuViT Website is completed and will be updated
continuously (http://www.mu-vit.eu )
For the photos on the MuViT Website it was necessary to
prepare the classroom accordingly, including assembling the
children.
Evaluation: Working Process/ Software Specification
Members:
- The MuViT Software requirements specification (SRS) document
is completed. The problems were the different perception on
TZI – University of Bremen
functionalities and layout design of the software.
- The report of MuViT-Player Paper Prototype Workshop is closed.
The next step is refining the software specification and
conducting another workshop to evaluate the prototype.
Evaluation: Working Process/ Progress Report
Members:
After collecting all the materials from all the partners the
22
progress report is fcompleted
Evaluation: Working Process/ Teacher’s manual
Members:
- To Create an own concept for a curriculum for initial teacher
education and advanced teacher education it was necessary to
University of Koblenz-Landau
search and to read theoretical literature about this subject.
Istanbul University
- It was difficult to find similarities and differences between initial
und advanced teacher education
- After the exchange and discussion between the members from
Barcelona, Istanbul and Landau the concept for a working plan is
completed.
In Spain (Aragon) we held an in-service teacher education. We
talked about the basics/ principle subjects of the MuViT-Project.
Evaluation: Working Process/ MuViT Player and Authoring Tool
Members:
- Stories haven been chosen for the Talking Books.
- For the MuViT Software the additional illustrations and audio
recordings for two stories have been sent to TILDE.
Oldenbourg Schulbuchverlag
- There are no problems with the copyrights.
- The next steps are illustrations of additional graphics and new
stories and recording of stories in the different languages.
The school worked with the prototype and gave a feedback.
Evaluation: Working Process/ Easy Reader
Members:
- Meeting in Munich (only Prof. Elsner und Prof. Wildemann) to
develop the concept of the Easy Reader, the teacher manual
and to check the stories.
- Looking for an author of the stories. Jane Brockman wrote some
preliminary stories.
Istanbul University
- After the exchange with the publishing house and school 6
stories have been chosen. In the school the children worked
with these stories and gave their opinions on them. These were
respected in the finalization of the stories.
- The illustrators and recording studio have been notified.
- Kick off meeting in Frankfurt. First Translation of two stories and
feedback on the tasks. Last correction of translations of the two
stories and tasks.
Meeting in Riga: Last correction of all translated texts and the
tasks.
Evaluation: Working Process/ Tasks
Members:
- Developing, reading and solving tasks for the stories.
- In schools the children tested the tasks. For some of the children
the tasks were difficult. The schools send feedback with
examples for better understanding and new tasks. But all
children liked the tasks themselves.
Eichendorfschule Moers
- We send the tasks to all the members After getting feedback the
next step is to implement all tasks in the MuViT Software.
After changing the layout and correcting the tasks, the final
version was presented. The next step is the implantation of all
tasks in all languages in the software
Evaluation: Working Process/ Awareness of multilingualism
- Searching for and reading theoretical literature on “Language
Awareness” in German and English with adequate translation.
- We developed an own concept of Language Awareness for the
23
MuViT-Project.
- Evaluation: Working Process/ Progress Report
- Everyone met the deadlines, we collected all the materials from
our members and the composition of the progress report is
completed.
- The members have to disseminate the MuViT Flyers.
3.3.1.2 Results /Products Evaluation - 2011
In separated forms (A-I) the partners documented the ascertained results or products.
 Publications
 Conferences/ lectures
 Software
 Website
 Flyer
 MuVit Web Community
 Teacher manual’s/ curriculum
 Talkingbooks
 Authoring Tool
 Lecture
Evaluation: Results/Products: Seminar
University of Shuya
- Hoodgarzadeh, Mahzad:
- „Virtuelles Sprachlernen in der Schule“, Universität Vechta
University of Koblenz- „Medienkompetenzen in Lehr-Lern-Prozessen“, Universität KoblenzLandau
Landau
- Kuritsyn, Vladimir:
- “Formation and development of multiculturalism and multilingual
competences at the Russian schools”
- “What is Multilingual Talking Book”
- Evaluation: Results/Products: Cooperation
University of Shuya
- Experimental work on the project MuViT at school No. 7, Shuya, Russia
(English as a second foreign language , combined with German as a first
foreign language and German language as a second, combined with English
as a first foreign language in class 5)
- Evaluation: Results/Products: Publications
University of
- Breidbach, Stefan/Elsner, Daniela/Young, Andrea (2011)
- Language awareness in teacher education: cultural-political and
Frankfurt
social-educational perspectives. In S. Breidbach, D. Elsner & A.
University of KoblenzYoung (Eds.): Language Awareness in Teacher Education. CulturalPolitical and Social-Educational Perspectives. Frankfurt/Main: Peter
Landau
Lang: 11-22.
- Elsner, Daniela /Wildemann, Anja:
- ПРОЕКТ «MUVIT» - МУЛЬТИЛИНГВАЛЬНАЯ ВИРТУАЛЬНАЯ КНИГА:
ЧТО, ЗАЧЕМ, КАК? In: "NAUCHNYJ POISK" Nauchnyj shurnal ISSN
2224-6436 - 2011 - Nr. 2 - Schuja: FGBOU VPO "SSPU": 3-27.
- Elsner, Daniela / Wildemann, Anja:
24
-
MuViT- Why, What, How? Nauchnyj Poisk (Scientific research)
Nauchnyj Shurnal Nr. 2, 2012 Shuya State Pedagogical University.
- Elsner, Daniela/ Küster, Lutz/ Viebrock, Britta (2007):
- Fremdsprachenkompetenzen für ein wachsendes Europa. Das
Leitziel Multiliteralität. Frankfurt a. M: Peter Lang Verlag
- Elsner, Daniela/Armbrust, Laura./Lohe, Viviane (MuViT-Group) (2011):
- MuViT - Multilingual Virtual Talking Books. Project Flyer. Brussels:
European Commission.
- Hoodgarzadeh, Mahzad/Müller, Alexander/ Schwarz, Alexander:
- Mediale Kompetenzentwicklung von Lehrenden und Lernenden. Von
der Theorie in die Praxis und zurück. In: Kompetencii meshkulturnoj
kommunikacii / Kompetenzen der interkulturellen Kommunikation/
Competencies of intercultural communication 2011. Staatliche
Pädagogische Universität Shuja: 12/ 2011.
- Hoodgarzadeh, Mahzad/ Müller, Alexander/ Schwarz, Alexander/ Kuritsyn,
Vladimir:
- Digital’nye medijnye sredstva v učebnych celjach. Primer iz praktiki.
– Naučnyj poisk. Naučnyj žurnal Nr. 1 (3) 2012 – Šuja: Šujskij
gosudarstvennyj pedagogičkij universitet
Digitale Medien in Lehr-Lern-Situationen – Ein Praxisbeispiel. In:
Scientific research.
Staatliche Pädagogische Universität Schuja
- Wildemann, Anja:
- Multiliteralität als Ausgangspunkt und Zielperspektive auf dem Weg
in die Schrift. In: Hüttis-Graff, Petra/ Wieler, Petra (Hrsg.):
Übergänge zwischen Mündlichkeit und Schriftlichkeit im Vor- und
Grundschulalter. Fillibach: Freiburg i.B., S. 273-290
- Wildemann, Anja:
- Sprachliches Lernen - multimedial und multimodal. LIFE – Ideen und
Materialien für Interkulturelles Lernen; hrsg. von der BMW-Group.
(i.Dr.)
- Evaluation: Results/Products: Conferences/Lecture
University of
- Agung Widjajanto, Wahju:
- Software Development Process for Multilingual Virtual Talking
Frankfurt
Books, Dimeb AG, Universität Bremen, 2011
TZI – University of
- Elsner, Daniela / Armbrust, Laura
- "MuViT: Multiliteracy Virtual - ein Comenius Life-Long-Learning
Bremen
Projekt", DGFF-Konferenz, Hamburg, 2011
University of Koblenz- - Wildemann, Anja:
- “Sprachbegegnungen im Rahmen einer Multiliteralitätsdidaktik“,
Landau
Aristoteles Universität, Thessaloniki, 2011
- Wildemann, Anja / Hoodgarzadeh, Mahzad:
- Talking-Book als Lernmedium für Lernende und Lehrende? DGLS
Jahrestagung, Rauischholzhausen, 2011
- Evaluation: Results/Products: Poster Presentation/Presentation
University of
- Presentation of the project MuViT at the Department of Foreign
Frankfurt
Languages and Didactics of Pedagogic University Shuya
TZI – University of
- Presentation of the project MuViT for teachers at school No.7,
Shuya, Russia
Bremen
- Lohe, Vivane / Agung Widjajanto, Wahju
25
University of Shuya
-
Poster Presentation: MuViT – Multilingual Virtual Talking Books,
Goethe Universität Frankfurt eLerning Netzwerktag, 2011
- Evaluation: Results/Products: Workshops
University of
- Lohe, Vivane
Umgang mit Mehrsprachigkeit, Goethe Universität Frankfurt, 2011
Frankfurt
3.3.1.3 Results of Working Process –2012
Subjects
Working Content/ Results
Project Website
- Worked and finished tehe MuViT-Website (Internal and
- TZI-University of
download area/ dissemination and teacher materials
Bremen
Software Specification
- Worked on the MuViT-website and gave workshops
- TZI-University of
- Bremen and TiLDE worked together for the specification of
Bremen
interaction between MuViT Web Community and Authoring
- TiLDE
Tool.
MuViT Web Community
- Worked on the Prototype of MuViT Web Community and
- TZI-University of
technical information for web community
Bremen
MuViT Player and Authoring
- All six planned audiobooks and Tasks sections for all five
Tool
language are implemented and sent to project partners for
- TILDE
review and gather feedback.
- Oldenbourg
- Development activities are progressing well.
Schulbuchverlag
Worked and finished the prototype and ready to start
integration of authoring tool within MuViT web community.
Olenbourg Schulbuchverlag:
- Finished all Illustrations and recordings
- Sent Feedback and corrections to TILDE
Competencies of multimedia
Istanbul:
learning
- Worked on the translations for the basic information for
- University of Istanbul
teacher education and
- Goethe University
- on the translation and corrections for the MuViT-Software
Frankfurt
Frankfurt:
- Defined the theoretical background and research questions
- First studies will be carried out
Awareness of Linguistic
- Developed and finished the tasks of the MuViT-software.
diversity and Awareness of
- Developed Research
language and cultural identity
instruments
- Goethe University
Frankfurt
Teacher’s Manual
Frankfurt:
- Goethe University
- Discussion about contents at the meeting in Barcelona
Frankfurt
- Developed texts for the Teacher’s Manual
- Oldenbourg
- Drafts sent out to all partners for correction, completion
Schulbuchverlag
and translation
- University Pompeu
Oldenbourg
Fabra of Barcelona
Schulbuchverlag:
- Gave feedback for concerting content
- Barcelona:
- Concepted the teacher’s manual
26
Awareness of multilingualism
-
Easy Reader
-
Developed concepts for seminar courses
Concepted the power point presentation for the teacher’s
manual
Defined theoretical background and found research
questions
Finished the illustration of the stories
3.3.1.4 Results/ Products Evaluation - 2012
Publications
Members: University of Landau – Anja Wildemann, Mahzad Hoodgarzadeh
2013
Journal of the Hasan
Ali Yücel Faculty of
Education (Peer
Review)
Daniela Elsner/
Anja Wildemann
Multi-Literacies
entwickeln. Das
europäische Projekt
MuViT (Multiliteracy
Virtual).
2013
Tagungsband zur DaZSektion des SDD 2012
(Fillibach bei Klett)
Anja Wildemann
Multilingual virtual
Talking Books als
Instrument einer
Multiliteralitätsdidaktik
2013
Tagungsband zur
Tagung „Sprachen und
Kulturen in (Inter)Aktion“ der
Aristoteles Universität
Thessaloniki, Peter
Lang Verlag (Blind
Review Verfahren, zur
Veröffentlichung
angenommen)
Anja Wildemann
Sprachbegegnungen im
Rahmen einer
Multiliteralitätsdidaktik
2012
Brinkmann Erika/
Valtin, Renate (Hrsg.):
Lesen und
Schreibenlernen mit
digitalen Medien.
DGLS: Berlin.
Anja Wildemann /
Mahzad
Hoodgarzadeh
Talking Book als
Lernmedium für Lernende
und Lehrende?
2012
LIFE – Ideen und
Materialien für
Interkulturelles
Lernen; hrsg. von der
BMW-Group. 5.
Ergänzungslieferung
Anja Wildemann
Sprachliches Lernen multimedial und
multimodal.
27
(OnlineVeröffentlichung).
2012
In: Компетенции
владения
иностранным языком
и их формирование
Language
Competences and
their Development:
международный
сборник статей/ отв.
ред. и сост. В. М.
Курицын – Шуя:
ФГБОУ ВПО “ШГПУ”,
2012 – с. 5-22
(Kompetencii vladenija
inostrannym jazykom i
ich formirovanie.
Language
Competences and
their Development:
Hrsg. V. M. Kuritsyn Schuja: FGBOU VPO
“SGPU”, 2012 – S. 5-22
Daniela Elsner/
Anja Wildemann
2011
In: “NAUCHNYJ POISK” Daniela Elsner /
Nauchnyj shurnal ISSN Anja Wildemann
2224-6436 – 2011 –
Nr. 2 – Schuja: FGBOU
VPO “SSPU”: 3-27.
ПРОЕКТ «MUVIT» –
МУЛЬТИЛИНГВАЛЬНАЯ
ВИРТУАЛЬНАЯ КНИГА:
ЧТО, ЗАЧЕМ, КАК?
2012
In: “Научный поиск“.
Научный
журнал.(Naučnyj
Poisk. Naučnyj Žurnal)
ISSN 2224-6436 - Nr. 2
(4) 2012 – Schuja:
FGBOU VPO "SSPU",S.
24-30
Hoodgarzadeh,
Mahzad/ Müller,
Alexander/ Schwarz,
Alexander/ Kuritsyn
Vladimir M.
Электронные средства
масс-медиа в учебных
целях. Пример из
практики / Elektronnye
sredstva mass-media v
učebnych celjach.
(Digitalisierte Medien für
Lehrzwecke. Beispiel aus
der Praxis)
2012
владения
иностранным языкoм
Сборник статей/сост.
и отв. ред. В. М.
2012 – с. 18-46
Hoodgarzadeh,
Mahzad/
Müller, Alexander/
Schwarz, Alexander
Mediale
Kompetenzentwicklung
von Lehrenden und
Lernenden. Von der
Theorie in die Praxis.
28
MuViT - Multiliterarcy
Virtual Talkingbooks:
Why, What, How?
ich formirovanie
Language
Kompetences and
their Development:
“SGPU”, 2012 – S. 1846)
2012
Hoodgarzadeh, M./
владения
Müller, A. Schwarz,
иностранным языком A./ Kuritsyn, V.
и их формирование:
2012 – с. 70-88
ich formirovanie /
Language
Competences and
their Development:
“SGPU”, 2012, S. 70-88
Аудиокнига и
электронная
иллюстрированная
книга в обучении
иностранным языкам:
использование и
разработка (Talking Book
und digitalisiertes
Bilderbuch im
Fremdsprachenunterricht:
Anwendung und
Entwicklung)
Members: University of Pompeu Fabra - Olga Esteve, Rebecca Walter
In Vorbereitung
In: "Identity
construction in/ and
language education",
herausgegeben von
D.Abendroth-Trimmer
und E. Hennig
Esteve, O.;
Wildemann, A.;
Walter, R.;
Hoodgarzadeh, M.
MEHRSPRACHIGKEIT UND
TEACHER EDUCATION.
Ein Beitrag zur
Sensibilisierung für eine
Mehrspachigkeitsdidaktik
in der Lehreraus- und fortbildung
2011
In: Fremdsprachen
Lehren und Lernen.
40. Jahrgang, 2011,
Heft 1.
Esteve Olga
Fremdsprachenforschung,
Unterrichtspraxis und
Lehrerweiterbildung in
Spanien
2011
In: Educat. Revista de
Psicopedagogia. Núm.
8, 42-47.
Esteve Olga
Interview: Teacher
Education
29
2011
In: Llengua Catalana i
Literatura.
Investigació, innovació
i bones pràctiques.
Esteve Olga
Desenvolupant la mirada
investigadora a l’aula. La
pràctica reflexiva: eina
per al desenvolupament
professional com a
docent
2011
In D.AbendrothTimmer; M.Bär y
U.Vences (Eds.),
Kompetenzen beim
Lernen und Lehren des
Spanischen (pp.97110). Frankfurt am
Main: Peter Lang.
Esteve Olga
El desarrollo de las
competencias docentes
del profesorado de
lenguas.
Members: University of Frankfurt – Daniela Elsner, Laura Armbrust, Viviane Lohe
(Stand:6.Dez.2012)
2013
Journal of the Hasan
Ali Yücel Faculty of
Education (Peer
Review)
Daniela Elsner/
Anja Wildemann
Multi-Literacies
entwickeln. Das
europäische Projekt
MuViT (Multiliteracy
Virtual).
2013
Conference
Proceedings
“Mehrsprachigkeit als
Chance” (Conference
in Luxembourg, June
2012)
Almut Küppers/
Viviane Lohe
Multilingual Virtual
Talking Books - Eine
mehrsprachige Software
zur Förderung von
Language Awareness
2012
владения
иностранным языком
Language
Competences and
their Development:
ich formirovanie.
Language
Competences and
their Development:
Laura Armbrust/
Viviane Lohe
Lernaufgaben und
Mehrsprachigkeit
30
“SGPU”, 2012 – S. 5869 Курицын – Шуя:
2012 – с. 5-22
2012
In: V. M. Kuritsyn
(Hrsg.): Language
Competences and
their Development Kompetencii vladenija
ich formirovanie Hrsg.
Schuja: FGBOU VPO
"SGPU: 5-17.
Daniela Elsner /
Anja Wildemann
2011
In: “NAUCHNYJ POISK” Daniela Elsner /
Nauchnyj shurnal ISSN Anja Wildemann
2224-6436 – 2011 –
Nr. 2 – Schuja: FGBOU
VPO “SSPU”: 3-27.
ПРОЕКТ «MUVIT» –
МУЛЬТИЛИНГВАЛЬНАЯ
ВИРТУАЛЬНАЯ КНИГА:
ЧТО, ЗАЧЕМ, КАК?
2011
In: Encuentro Journal.
Number: 20, 2011-12:
27-38.
Developing
multiliteracies,
plurilingual awareness
and critical thinking in
the primary language
classroom with
multilingual virtual
talkingbooks.
Daniela Elsner
MuViT- Why, What, How?
Member: Shuya State Pedagogical University, Russia- Vladimir Kuritsyn
2013
Научный
ISSN 2224-6436 Schuja: FGBOU VPO
"SSPU"
Kuritsyn V. M.
Многоязычная личность
и MuViT как одно из
средств ее
формирования
(Multilinguale Identität
und MuVit als Mittel ihrer
Herausbildung
2012
Научный
ISSN 2224-6436 - Nr. 2
(4) 2012 – Schuja:
FGBOU VPO "SSPU",S.
24-30
Hoodgarzadeh, M./
Müller/ A. Schwarz,
A./ Kuritsyn, V. M.
Электронные средства
масс-медиа в учебных
целях. Пример из
практики / (Digitalisierte
Medien für Lehrzwecke.
Beispiel aus der Praxis)
2012
Hoodgarzadeh, M./
Аудиокнига и
31
владения
Müller/ A. Schwarz,
иностранным языком A./ Kuritsyn, V.
и их формирование:
2012 – с. 70-88
ich formirovanie /
Language
Competences and
their Development:
“SGPU”, 2012, S. 70-88
электронная
иллюстрированная
книга в обучении
иностранным языкам:
использование и
разработка (Talking Book
und digitalisiertes
Bilderbuch im
Fremdsprachenunterricht:
Anwendung und
Entwicklung)
Conferences/ lectures
Members: University of Landau – Anja Wildeman, Mahzad Hoodgarzadeh
2013
IDT- Bozen 2012;
29.Juli bis
03.August
Anja Wildemann
Sprachliches Lernen und Lehren gestalten –
multilingual, multiliteral und
multidimensional
2013
Tagung an der PH
Heidelberg,
07./08.März
Anja Wildemann
Multiliterales Lernen in mehrsprachigen
Lernsettings
2013
IQSH Kiel, 2
Workshops
Anja Wildemann
Eine Geschichte in fünf Sprachen – Zur
Arbeit mit digitalen Geschichten im
Deutschunterricht der Grundschule
2012
ALA 2012, 07.07 12.07.2012 in
Montreal
Daniela Elsner/
Anja Wildemann
Raising language awareness with
multilingual talking books – The European
project MuViT.
2012
Symposion
Deutschdidaktik
„Sprachlichliterarische
Vielfalt
wahrnehmen,
aufgreifen,
fördern“, vom
16.09-20.09 in
Augsburg.
Anja Wildemann
Multilingual Virtual Talking Books als
Instrument einer Multiliteralitätsdidaktik.
32
2012
DGfE-Tagung
„Individuelle
Förderung und
Lernen in der
Gemeinschaft“
vom 1921.09.2012 in
Nürnberg.
Anja
Wildemann/
Mahzad
Hoodgarzadeh
Posterpräsentation: MULTILINGUAL
VIRTUAL TALKING BOOKS
2012
DGfE-Tagung
„Individuelle
Förderung und
Lernen in der
Gemeinschaft“
vom 1921.09.2012 in
Nürnberg.
Anja Wildemann
Entwicklung von Multiliteralität in der
Primarstufe.
2012
IQSH Kiel, April
Anja Wildemann
Bilderbücher – multimedial und multimodal.
Summer
2012
Frankfurt,
Germany
Anja
Wildemann/
Daniela Elsner
University seminar: Developing Multilingual
Awareness and Digital Literacies in the EFL
classroom – The Research Perspective
2011/
2012
Landau
Mahzad
Hoodgarzadeh
Medienkompetenzen in Lehr- und
Lernprozessen
2011
Thessaloniki
University , May
Anja Wildemann
Sprachbegegnungen im Rahmen einer
Multiliteralitätsdidaktik. Vortrag im Rahmen
einer Multiliteralitätsdidaktik
August 2013
Bozen
Esteve Olga /
Rebecca Walter
On the way to integrated language didactics:
a multilingualism based teaching approach
(Auf dem Weg zu einer integrierten
Sprachendidaktik: Vorstellung eines
mehrsprachigkeitsorientierten
Unterrichtskonzepts)
January 2013
UB Barcelona
Esteve Olga /
Rebecca Walter
Testing and results of a foreign language
course for German based on multilingual
competence and aimed at beginners in adult
education (Erprobung und Ergebnisse eines
auf der Mehrsprachigkeistkompetenz
beruhenden DaF-Kurses für Anfänger in der
Erwachsenenbildung )
June 2012
Cervantes Institut
Esteve Olga
Opening speech: Multilingualism in the
33
Frankfurt
classroom
May 2012
UAB Barcelona
Esteve Olga/
Rebecca Walter
TRICLIL Conference 2012 Better CLIL: More
opportunities in primary, secondary and
higher education.
April / May
2012
Barcelona
Esteve Olga/
Carandell ZInke
„From CLIL to TiL“_About the need of multilingualism
didactics
Seminar TIL: Integrated Language treatment:
a new challenge for educational institutions:
This seminar focuses on development of
teaching strategies for the development
progress of multilingualism competence and
integrated Language treatment with a
practical example: MuViT
2011
Revista: Educat
Esteve Olga
Interview: Teacher Education
2011
Aragon, Spain
Esteve Olga
Workshop: Teacher Education
Summary (more detail with annex)
The workshop is divided into three phases:
1) Initial phase: phase of sensitization
a. How do I plan a teaching
education for sensitization
teachers in the context of
multilingual didactic
2) Intermediate phase
a. Subcomponents’ of
multilingual didactic
b. Subcomponents’ of
structural development of
teacher training in the
context multilingual didactic
c. contents of research
3) Final phase: introspective reflection
of divergence: own action and new
model
a. In relation of our position as
a trainer: What is it to
design a new model?
RESULTS:
The central targets of the workshops were:
- training of the common view of
multilingualism and teaching
concepts of multilingualism
- guidance of structural development
of the training in consideration of
the topic multilingual didactics and
teaching concepts of multilingualism
which can be used by the training
center
34
Member: TZi Bremen – Wahju Widjajanto
24 – 26
September
2012
The International
Conference on ELearning and ETechnologies in
Education 2012,
Lodz, Poland
Wahju Agung
Widjajanto and
Michael Lund
Multilingual Virtual Talking Books (MuViT) Supporting Multiliteracies, Plurilingual
Awareness & Critical Thinking in the Primary
Language Classroom.
Member: Jasmin Brune, Eichendorfschule
15.9.12
University of
Essen, GMF
Jasmin Brune
Fostering visual and multimodal
competencies by using DVD and Easy Reader
in English Primary lessons
20.11.12
Conference:
English connects
in Duisburg
Jasmin Brune
Fostering visual and multimodal
competencies by using DVD and Easy Reader
in English Primary lessons
21.11.12
Inclusionconfernce KT
Wesel
Jasmin Brune
Individual fostering of language learning
processes with the help of multilingual
talking books
Since Sep.12
Eichendorffschule
Nina Winnertz
MuVit-AG for fourth and third class students
every Tuesday and Wednesday
Members: University of Frankfurt – Daniela Elsner, Laura Armbrust, Viviane Lohe
December
2012
Brussels, Belgium
Daniela Elsner
Talk: “MuViT- A software to develop
Multiliteracies and Language Awareness”,
Präsentation im Rahmen von “Comenius
Cluster meeting - Literacy, Maths and
Science”
October 2012
Jena, Germany
Viviane Lohe
Talk: Vortrag im Rahmen der DGFFNachwuchstagung an der Friedrich-SchillerUniversität Jena: „Entwicklung von Language
Awareness bei ein- und mehrsprachigen
Grundschulkindern anhand von
Multilingual Virtual Talking Books (MuViT)”
Summer
Term 2012
Frankfurt,
Germany (in
cooperation with
Landau)
Daniela Elsner /
Anja Wildemann
University seminar: Developing Multilingual
Awareness and Digital Literacies in the EFL
classroom – The Research Perspective
July 2012
Montreal, Canada
Daniela Elsner/
Talk: Raising language awareness with
35
Anja Wildemann
multilingual talking books – The European
project MuViT. ALA-Congress, Montreal 09.
07- 12.07.2012
June 2012
Luxembourg,
Luxembourg
Almut Küppers/
Viviane Lohe
Talk: Vortrag im Rahmen der Tagung
„Mehrsprachigkeit als Chance an der
Universität Luxemburg: „Multilingual Virtual
Talking Books - Eine mehrsprachige Software
zur Förderung von Language Awareness“
(gemeinsam mit Dr. Almut Küppers)
May 2012
Istanbul, Turkey
Laura Armbrust
University Seminar: MuViT (Multiliteracy
Virtual Talking Books) in primary classrooms,
Istanbul University (Gastdozentur und
Seminar)
March 2012
Nürnberg,
Germany
Daniela Elsner
Talk: Vortrag auf dem EM Kongress 2012.
Thema: Multilingual, multimedial und
innovativ: Multilingual Virtual Talking Books.
Förderung von Language Awareness und
Mehrsprachigkeit im
Fremdsprachenunterricht der Grundschule.
Nürnberg: Universität Nürnberg-Erlangen.
December
2011
Frankfurt,
Germany
Viviane Lohe
Teacher Education Workshop: Leitung einer
Lehrerfortbildung an der Goethe-Universität
Frankfurt am Main, Angebot im Rahmen von
FLISTT: „Umgang mit Mehrsprachigkeit“
December
2011
Frankfurt,
Germany
Viviane Lohe
Poster Presentation: Posterpräsentation im
Rahmen des 6. e-Learning-Netzwerktages
der Goethe-Universität Frankfurt am Main:
„MuViT: Multilingual Virtual Talking Books“
September
2011
Hamburg,
Germany
Daniela Elsner /
Laura Armbrust
Talk: Vortrag im Rahmen des DGFF-Kongress
2011 in Hamburg “MuViT: Multiliteracy
Virtual ? Ein Comenius Life-Long-Learning
Projekt“.
February
2011
Frankfurt,
Germany
Daniela Elsner
Talk: Vortrag im Rahmen des LangscapeExpert-Meetings
i. R. der 4. Internationalen Langscape
Tagung, Universität Frankfurt/Main zum
Thema: MuVit – Developing Multiliteracy
Practices.
36
19-03-2012
Ivanovo State
University, Russia
The Round Table:
„German as
Foreign Language
in Russia.
Teacher’s
Training”
Vladimir
Kuritsyn
Training of FL Teachers for primary level in
the framework of the multiliteracy pedagogy
26-03-2012
Shuya State
Pedagogical
University, Russia
The Teacher’s
Conference:
“English as the
international
language and
other foreign
languages at the
Russian school”
Vladimir
Kuritsyn
How can MuViT-Project support the FL
teaching at the Russian school?
29-03-2012
Shuya, Russia
Vladimir
The Pedagogical
Kuritsyn
Conference: “The
methods of
teaching based on
the competency
approach”
Multilingual Didactics and its application at
the Russian school
18/22 -092012
Ivanovo, Russia
International
Scientific
Conference:
“Person of
Tomorrow: View
from the
perspective of
science and art”
Vladimir
Kuritsyn
Multilingualism as a characteristic of a
person of today and tomorrow
18-12-2012
Ivanovo State
University, Russia
Scientific
Conference: The
educational
process at the
university: Reality
and perfection
Vladimir
Kuritsyn
Didactic training of students
within the framework of the Comenius
Project MuViT - Multiliteracy virtual
37
Member: University of Istanbul – Assoc.Prof.Dr. Sevinç Hatipoğlu
29.03.2012
5. Langscape
Meeting-Siegen
(Germany)
Assoc.Prof.Dr.
Promoting Multiliteracy by Virtual Talking
Sevinç Hatipoğlu Books : MuVİT- A Comenius Project
11.04.2012
IELEV (Istanbul
Erkek Liseliler
Eğtim Vakfı)
(Primary School
with German as
foreign language)
Assoc.Prof.Dr.
Multilingual Virtual Talking Books
Sevinç Hatipoğlu
06.11.2012
Istanbul
University
Department of
Foreign Language
Teacher Training,
German Language
Department (7th
semester
students)
Assoc.Prof.Dr.
Einsatz von Multilingual Virtual Talking
Sevinç Hatipoğlu Books im Deutschunterricht
Guidelines
Members: University of Landau – Anja Wildemann, Mahzad Hoodgarzadeh
Teacher’s manual for
digital multiliteracy
books:
Manuals for Pre- and
In-Service
Theoretical basis and
development of a teaching
model to raise teachers’
awareness for the pedagogy
of multilinguism through
the practical application of
MuVit tasks:
- Curriculum for initial
teacher training
- curriculum for advanced
teacher training
At the meeting in Riga, the Spanish
university Pompeu Fabra presented to the
cooperation partners a theoretical approach
for experienced teacher training (in-service)
and teachers-to-be training (pre-service).
This proposal serves as a basis for a practical
teaching model for the training of pre- and
in-service teachers.
Even though the model received great
acceptance at a theoretical level, the truth is
that its practical implementation faced two
great challenges:
on one hand, the model had to offer a
diverse and universal perspective since it
was found of great use in multiple contexts.
on the other hand, the different project
38
groups showed different points of view and
perceptions.
Thus, from the beginning we saw the
importance to agree on some guidelines that
could be of general application to all
contexts. This required not only a consensus
but, above all, a dynamic and agile training
model that would allow for a wide range of
possible applications.
Therefore, the following steps were carried
out:
1. We agreed on the key elements for
teacher training. Those had to be the basis
to build up the training model structure. And
so together with the German group we first
developed a common framework for a
teacher training approach. This aspect is
registered in the document “Basic
Information”.
2.The next step was to develop a modular
training structure. This type of structure,
even though having a solid base, allows
working with the key elements of the
training (contents and strategies) in different
ways according to each context. This
structure is explained in the document
“Basic Information” as well as in the
“Interactive Teacher's Manual”.
3. Finally, we decided to present some
examples on how to work with the different
modules, interrelating one with another.
The outcome of this work is a
comprehensive dynamic Manual for
teachers educators. The model in the web
offers the benefits of an interactive format
(presentation in form of an interactive
power point) which allows teachers
educators to easily find and use the different
contents and key points of the MuViT
activities. Moreover, it provides great tools
for the debate on those activities and their
39
what, why and how.
The products regarding the teacher training
were in principle fulfilled, except in all that
concerns to the translations into Spanish and
English of the four final products: Manual,
Curriculum for In-Service Teacher Training,
Curriculum for Pre-Service Teacher Training
and Interactive Manual.
Basic information for
In-service teacher
training
Basic information for
Pre-service teacher
training
Completion of both
handouts
Translation and preparing of the Basic
information for Russian teachers
Completion of both
portfolios
Translation and preparing of the Russian
version
Portfolio for In-service
teacher training
Portfolio for Preservice teacher
training
The MuViT Player
Manual
Completion of the MuViT
Player Manual
information for Russian teachers
information for Russian students
Translation and preparing of the version for
Russian users
Members: University of Istanbul – Assoc.Prof.Dr. Sevinç Hatipoğlu
MuViT Oynatıcısı El
Kitabı
Guideline in Turkish for
using the MuViT Player
No Comments
Üniversite Eğitimi İçin
Temel Bilgiler
Guideline in Turkish for the
Teacher Education
Öğretmen İçin Hizmet
İçi Eğitimi
Guideline in Turkish for the
Training of Teacher
Software
WP 3,
Deliverable no. 6:
A software specification
document has been
developed in order to
provide guidance for
40
The SRS document has been refined based
on the progress of development of the
software.
software developers
building the application.
Software Specification
-
-
MuViT Software
Requirements
Specification (SRS)
document
Report of MuViT-Player
Paper Prototype
Workshop
Website
WP 4,
Deliverable no. 10:
Project Website
The project website offers
information about the project,
documents, concepts,
publications and dissemination
activities. The project website
can be accessed from this URL:
http://www.mu-vit.eu/
The contents have been updated
regularly.
MuViT website consists:
- Description of project
- List of publication
- List of partners
- Download area (e.g. Flyer,
manual, etc.)
- Blog
- Internal area (protected,
only for project partners)
- Contact information
- Teacher Material
web community
WP 3,
Deliverable no. 9:
MuViT Web Community
The MuVit Web Community
(http://www.muvit.eu/community/) provides a
facility for communities to joint
participate on the system.
Registration system will be
provided to maintain the access
right of the users and
connected with the MuViT
41
The MuViT Web Community is
connected with the MuViT
Authoring Tool which has been
developed by TILDE. A new story
from the authoring tool will be
listed automatically on the web
community. This functionality
enables user to share their story
to the community.
Authoring Tool. Forum
discussion will be used to
facilitate users and experts to
discuss a particular topic.
MuViT Web Community which
has these functionalities:
a. Registration system
This system provides a
feature a registration
system with state of the art
security mechanism for
child safety (e.g. password
protection, secure data
transmission).
b. Login system
Different users may sign up
on the system.
c. Forum discussion
The MuViT Web
Community facilitates
interaction and
communication between
teachers, children, parents
and authors by providing a
forum.
d. Search mechanism
User is possible to search
information within the
system.
e. Upload system
This system facilitates user
to upload files, such as
Manual for Teacher and
supplementary material for
lessons.
f. Social Media sharing
This system facilitates
sharing content and
announcements on
Facebook, Twitter, etc.
g. Notification system
This feature allows the
users to get information if a
new story is created.
h. Commenting system
This feature allows the
users to give comments on
the stories.
42
Authoring Tool
WP 3,
Deliverable no. 8:
Authoring Tool
3.4
The MuViT Authoring tool
offers users to create a story by
combining text, images and
audio. The children can upload
their own narratives in as many
languages as possible. It will be
possible to add texts, pictures
and sound recordings for the
story. The other users are able
to download story and play it in
MuViT Player (desktop
application). The teachers are
able to provide translations of
the stories on the system.
A new story from the authoring
tool will be listed automatically
on the web community.
D: Co-operation
Two evaluation forms were created, which contain different focuses.
Evaluation whole Team:
The two-sided evaluation sheet refers to the whole MuViT-Team. The evaluation sheet contains
questions about cooperation, satisfaction, outlook and other aspects (see annex). The partners filled
in in our second meeting in Riga.
Evaluation of Co-operation:
The three-sided evaluation form was filled out by every cooperation group with their particular
cooperation partner to do the evaluation. Evaluation points are: Co-operation, contents, satisfaction
and outlook (see annex). Within this step it was checked whether there had been any complications,
which made the exchange and the team work more difficult or led to any problems, and in which way
these problems had been solved. Suggestions for improvement for the cooperation with particular
partners and further working steps were elaborated and documented.
Every partner filled out the to evaluation forms about cooperation during the second meeting in
Riga. Both evaluation forms are containing closed, half open questions which are allowing multiple
answering. Thus these are mixed versions. This gives the partners the possibility to constitute their
viewings and problems etc. relating to the whole project and the cooperation with the direct
partners. After handing over the evaluation forms, they will be analyzed at the university KoblenzLandau and the results will be used for further planing of the co-operations within the project. The
partners filled in our last meeting in Frankfurt.
43
44
Evaluation whole Team
Following you see
at first the results
from the
evaluation of the
whole tea
Cooperation with
Satisfaction
2. The
cooperation with
all the partners of
the project was…
Tilde,
Lettland
Shuya State
Pedagogical
University Russia
(SUR)
University of
Oldenbourg
Koblenz-Landau,
Campus Landau
(LUG)
(OG)
Istanbul
University
Partners:
GUD
TZI
OG
Partners:
keine Angaben
Partners:
GUD
PUS
IUT
Schools
Partners:
GUD
TZI
TL
Very good
Very good
Good
(TL)
because …
2.1. Difficulty
No
Cooperation: The
cooperation with
non of the
partners/ the
following partners
No
Pompeu
University,
Barcelona
(PUS)
University of
Bremen (TZI)
Goethe University
Frankfurt
(TZI)
(GUD)
Partners:
GUD
PUS
Schools
Partners:
LUG
IUT
Partners:
GUD
TL
Partners:
TZI
TL
OG
Very good
Very good
Very good
Very good
Very good
Communication
via E-Mail
between the
partners is
sometimes
difficult
Communication was
always good
and easy.
Results
satisfying
We can get easily
in contact,
important for
solving problems
all partners have
the multicultural
intercultural
charakter. We
speak all the
same language
Quick respons,
good
communiation/
(nicht lesbar)
everyone replied
to e-mails in time,
delivared products
in time
No
No
No
No
No
(IUT)
No
was difficult...
3. What do you
Satisfied
think of the
project meetings?
Very satisfied
Very satisfied
Very satisfied
Very satisfied
Very satisfied Very satisfied
Very satisfied
4. What do you
think of the
project
management?
Outlook
5. Do you have
any suggestions
for improvment of
the cooperation in
the whole team?
Other
6. Do you have
any important
concern you want
to let us know?
Satisfied
Satisfied
Very satisfied
Very satisfied
Very satisfied
Very satisfied Satisfied
Very satisfied
Yes, nicht
lesbar
No
No
No
No
No
No
Yes, deadlines
should be met by
all partner
No
No
No
No
No
No
No
No
46
Evaluation of co-operation
Cooperation
with
Satisfaction
2. The
cooperation
with all the
partners of
the project
was…
Shuya State University of
Pedagogical KoblenzUniversity
Landau,
Russia
Campus
Landau
Oldenbourg Istanbul
University
Pompeu
University,
Barcelona
University Goethe
of
University
Bremen
Frankfurt
Liobaschule EichenTiLDE
dorfschule
(SUR)
(LUG)
(OG)
(IUT)
(PUS)
(TZI)
(GUD)
(LSS)
(EDS)
(TL)
Partners:
GUD
LUG
Partners:
GUD
PUS
IUT
Schools
SUR
Partners:
GUD
SUR
LUG
IUT
PUS
TZI
GUD
Partners:
GUD
TZI
LUG
PUS
TL
OG
SUR
Partners:
LUG
Partners:
GUD
TL
Partners:
TZI
IUT
Schools
SUR
LUG
PUS
TL
OG
Partners:
GUD
LUG
Partners:
GUD
TZI
LUG
OG
Partners:
GUD
TZI
OG
Very good
Good
Very good
Good
Very good
47
Very good Good
Very good Very good Good
because …
Deadlines were
not respected
The
Atmosphere
among the
involved
persons was
pleasend.
Information
s from
partners
about what
to do were
intime. The
explanation
s were clear
There was a
continuous
online
collaboration
between the
different
meetings. On
the on hand
all partners
wanted to
assure the
delivery of
good
products.
We communicate between
our partners
very intime
and the
different
meetings help
for a good
exchange
with the
partners
which
allowed
further work.
.
48
Good
communication and
understanding
Mainly
everybody
resonded to
emails and
questions, we
asked.
Sometimes
correspondence and
involvement of
martners from
the
management
point of view
was tricky,
deadlines were
not always
respected
Support
came
always
promptly
and
exactly
2.1. Difficulty No
Cooperation:
The
cooperation
with non of
the partners/
the following
partners was
difficult...
because …
University of
Istanbul
No
No
No
3. What do
you think of
the project
meetings?
4. What do
you think of
the project
management
?
Very
satisfied
satisfied
Very satisfie satisfied
Very satisfied Very
satisfied
Very
Satisfied
Very satisfied
Very
satisfied
satisfied
In summertime
the turkish
collegues were
not avaible
(Summerbreak
in Turkey is 3
months)
satisfied
49
Tilde
Tilde
A bit
difficult to
have some
perceptions on
software
developpment
Due to financial
matters,
respecting
working days,
we had to
clarily who
works how
much and that
needed
diplomatic
discussions
which, in the
end, were
positive.
satisfied
Satisfied
Satisfied
Very satisfied
No
Satisfied
No
No
Very
Satisfied
Very
Satisfied
Satisfied
Outlook
5. Do you
have any
suggestions
for
improvment
of the
cooperation
in the whole
team?
No
Yes, better
financial plan
(more money
for some
partners) and
some more
time for
research
(project over 3
years, not 2
years) and
better
structure
(clearly
workpackages)
No
No
Yes, Some
No
thing should
have been
decided
before
starting the
work. This
would have
saved a lot of
time and
would have
been helpful
for orienting
in the work
we had to do
(for instance:
formal
orientations
for the Basic
information
for Teacher
Education).
Partly a
better
distribution of
the different
tasks and the
responsibility
regarding the
final work of
the final
50
Yes, a better
structure for
the whole and
overall project,
especially the
responsibility
of the
workpackage
leaders must
be clearly
distributed.
Yes,
No
knowing
what each
partner is
working at
other
present
time.
What
exactly can
ordered by
“Oldenbourg
verlag”
No
product
Other
6. Do you
No
have any
important
concern you
want to let us
know?
No
No
No
Yes, the
project
should have
had a third
year.
51
No
Yes, the
project’s
lifetime should
last over a
period of three
years to be
able to work
intensively and
very
productively
and to grow as
a good team.
Yes, to
make
working
with the
cd-ROM
and
languages
and
questions
and
answers a
lot easier
for the
teachers
to use the
program
(Authoring
Tool)
Yes, I wish No
that the
MuViTSoftware
will be
adjusted-
Cooperation for each cooperation partner
Landau
Cooperation
Who cooperated with
whom?
What were the concrete aims
of the cooperation?
In what modality did your
cooperation take place far?
How often did the
cooperation take place?
How was the expenditure of
time during the cooperation
so far?
Were there any difficulties in
the cooperation?
How could you solve the
difficulties?
Contents
What are content key aspects
of your cooperation?
Satisfaction
How did your cooperation
Frankfurt
Istanbul
Barcelona
- tasks, public relation, networking
- Awareness of multilingualism
- Teacher manual
- Authoring Tool
- E-Mail
- Phone
- Meeting
- Several times a week
- Teacher Education and Manual
- Tasks for Multilingual Talking Books
- Public relation
-Teacher Education and Manual
-Tasks for Multilingual Talking Books
-Authoring Tool
- E-Mail
- Phone
- Meeting
- Several times a week
-E-Mail
-Phone
-Meeting
-Several times a week
-In my opinion high
-In my opinion high
-In my opinion high
-There were no difficulties at all
-Preparation for publication
-Financial questions
-Organizational matters
-Continuative ideas/ exchange
-Content of the project
-Preparation of presentation
- Content of the project
-Continuative ideas/ exchange
-Content of the project
-Clear, easily understandable
52
partner convey contents/
subjects to you?
With my partner was the
cooperation …
-Very good, because the
communication and cooperation
was good
-Good, because we work at all
times at the project
-Very good
-Good
-Good
- Good
No
No
No
Frankfurt
Bremen
TILDE
Development of stories and tasks
- Design of audio and illustrations for
software
-content for flyer and website
- Design of audio and illustrations for
software
- E-Mail
- Phone
- E-Mail
-E-Mail
How often did the
- Several times a month
-Several times a month
How do you assess the reach
ability
of your aims in the
cooperation?
Outlook
Do you have any suggesstions
for improvment oft he team
work with your
communication partner?
Which contents or steps on
cooperation are planned
next?
Oldenbourg
Cooperation
Who cooperated with
whom?
of the cooperation?
- Progress Report (Quality
Assurance)
- Tasks
53
so far?
the cooperation?
difficulties?
Contents
Satisfaction
subjects to you?
cooperation …
ability
of your aims in the
cooperation?
Outlook
work with your
next?
Cooperation took place regularly
Cooperation took place unregularly
54
TiLDE
Cooperation
Who cooperated with
whom?
of the cooperation?
Frankfurt
Bremen
Oldenbourg
Administrative and financial issues
of the project
- Preparation of software specification
- Content of audiobook
- IPR
- E-Mail
- E-Mail
-E-Mail
How often did the
so far?
the cooperation?
difficulties?
Contents
- Cooperation took place unregularly
- We have regularly email communication
In my opinion low
Continuative ideas/ Exchange
Financial questions
Organizational matters
Content of the project
Continuative ideas/ Exchange
- understandable
- understandable
Satisfaction
subjects to you?
Very good
55
cooperation …
ability
of your aims in the
cooperation?
Outlook
work with your
next?
Barcelona
Cooperation
Who cooperated with whom?
of the cooperation?
How often did the cooperation
take place?
time during the cooperation so
Good
Good
Good
No
No
No
Project Organization
Financial Administration
Reporting
Techincal discussions about Authoring
Tool
Communication about audio books
Discussions about IPR agreement
Frankfurt
Tasks for Multilingual Talking Books
MuViT Player and web community
Flyer, Public relations
Teacher Manual
Curriculum for initial teacher training
Curriculum for advanced teacher training
E-Mail
Meeting
Several times a week
In my opinion high
Landau
Tasks for Multilingual Talking Books
MuViT Player and web community
Flyer, Public relations
Teacher Manual
Curriculum for initial teacher training
Curriculum for advanced teacher training
E-Mail
Meeting
In my opinion high
56
far?
the cooperation?
difficulties?
Contents
Satisfaction
subjects to you?
cooperation …
ability
of your aims in the
cooperation?
Outlook
work with your
cooperation are planned next?
There were no difficulties at all
Personal meeting
Personal meeting
Continuative ideas/ exchange
Clear, easily understandable
Very good, because all the questions are answered
Good, because of preparation
Very good, because all the questions are answered and
planning next steps
Good, because of preparation
No
No
57
TZI Bremen
Cooperation
of the cooperation?
take place?
far?
the cooperation?
difficulties?
Contents
Satisfaction
subjects to you?
cooperation …
ability
of your aims in the
Frankfurt
- Producing text for website and flyer
- financial administration
- specification for software development
E-Mail
TILDE
-Software development
-Software specification
Several times a month
E-Mail
Meeting
In my opinion appropriate
More communication
More communication
Precise agreement
Financial questions
Very good, because of quick response
Very good, because good communication
Good
Good
58
cooperation?
Outlook
work with your
Istanbul
Cooperation
of the cooperation?
111111 In what modality did
your cooperation take place
far?
take place?
far?
the cooperation?
difficulties?
Contents
No
No
-Progress Report
-Specification for web community
development
Precise agreement
Frankfurt
inter- and multicultural aspects
E-Mail
In my opinion high
More communication
Personal meeting
Preparation for publication
59
Satisfaction
subjects to you?
cooperation …
ability
of your aims in the
cooperation?
Outlook
work with your
Shuya
Cooperation
of the cooperation?
take place?
Very good
No
Developing tasks for stories and translate
them
Frankfurt
Translation of stories, tasks etc.
E-Mail
Meeting
Workshop
60
far?
the cooperation?
difficulties?
Contents
Satisfaction
subjects to you?
cooperation …
ability
of your aims in the
cooperation?
Outlook
work with your
Translation of stories, tasks etc.
understandable
Good
No
tasks, stories
61
4. External Evaluation
In the second year of the project an external Expert evalutated the MuViT-Project.
4.1 External Experts
Hanns Petillon is a Research Professor of Teaching and Learning in primary
schools at the University of Koblenz-Landau. His main research areas are:
evaluation of projects in primary schools, teacher education, learning
research, media and social learning and interaction of teachers and
students. He is also a co-editor of the peer-reviewed journal “Zeitschrift für
Grundschulforschung (ZFG)”.
4.2. External Evaluation (see annex)
From:
Date:
Place: Landau
In this paper, five products of the MuViT– Multiliteracy Virtual L510277-LLP-1-2010-1-DE-COMENIUSCMP– project are evaluated. The evaluation includes the website, flyer and computer software as
well as the basic information for teacher education and university qualification. The evaluation is
based on a self-made set of criteria; each product will be assessed with the help of an evaluation
grid.
MuViT – Website (www.mu-vit.eu)
Assessment
Legend
Criteria
















0
1
2
3
4
5
No evidence
Very weak
Weak
Acceptable
Good
Very good







Clear structure
Attractively designed
Various categories sufficient
Animations helpful and
appropriate
Pictures helpful and appropriate
Easy handing
Download and logins functioning
well
Transparent content
Helpful and informative
Other useful information
Written in a comprehensible
language
Product
Criteria
Website



Clear structure
Various categories sufficient
Establishment


The embedded pictures and the colours make the design attractive.
Titles and links ensure a clear structure; topics consist of different focal
points that are also clearly structured. This allows the reader to find
information quickly.
The teacher material link serves as an example for the focal points. This
link is especially interesting for teachers as it offers a wide range of
additional material. A prototype of the talking book is also available as a
free download.
Information concerning the project theme, goals and project partners
(including brief biographies and pictures) are supplemented by additional
information about conferences and training. Particularly noteworthy is the
category “Dissemination Activities” which provides information about
conferences and meetings in which the MuViT project is presented.
The blog contains pictures of project meetingsevoking a personal
atmosphere.
In the internal website area, all documents are dated. This illustrates the
steady process of all working areas.
Lists of publications, presentations, lectures and seminars show the
commitment of all project partners.
5 5





Points
0
Product
Website
1
2
3
4
5
Criteria
 Animations are helpful and appropriate
 Pictures are helpful and appropriate
 Easy handling
 Download and logins function well

Establishment
The amount of animations is appropriate. Nevertheless, the type size
could be enlarged and the font colour on the background could be a bit
darker.
With just a few clicks, all information is accessible.
There are two login areas - „Internal“ and „Teacher Material“. Logins are
functioning well and all documents are clearly entiteld which enables to
find required information easily.
In the internal area, a documentation of all goals and agreements can be
found.



Points
5 5
0
1
2
3
4
63
5
Product
Criteria
Website




Transparent content
Helpful and informative
Other useful information
Written in a comprehensible language
Establishment


Information concerning the different areas is sufficient.
The complete website is written in English and is therefore internationally
understandable. It is questionable, whether all teachers and parents have
sufficient English language skills in order to get informed.
In order to get to know and understand the talking book product, a demo
version is available.
Information concerning upcoming conferences are usefull as there is a
direct link to the conference websites.


Points
4 5
0
1
2
3
4
5
Points
Absolut
14
15
MuViT – Flyer
Assessment
 0
 1
 2
 3
 4
 5
Legend
 No evidence
 Very weak
 Weak
 Acceptable
 Good
 Very good
Product
Criteria
Criteria
 Attractively designed
 Print quality
 Type size and written form
 Arouse interest
 Sufficient pictures
 Language
 Terms comprehensible
 Clear structure
 Contactdetails exists
Flyer





Type size and written form
Language
Terms comprehensible
Clear structure
Contact details exist
Establishment


The whole text is comprehensible adressing a wide range of readers
The combination of continual text and general notes prevent the flyer from
giving too much information.
Font and type size are well chosen. Pictures and text harmonize in the
layout.
The flyer is available in all five MuViT languages which emphasizes the
project’s aspect of multilingualism. Additionally, an international audience
can be addressed and informed.


Points
5
64
5
0
Product
1
2
3
4
5
Criteria
Flyer




Attractively designd
General impression of flyer
Print quality
Sufficient picture
Establishment

The flyer contains website elements (=high recognition value). The choice
of colour and text layout arouse the readers’ interest and make the flyer
attractive.
The MuViT logo, which can be found on all MuViT products, has turned out
well.
The flyer is printed in high print quality and fits the hand well.
In order to underline and support the content, pictures of the digital media
and the talking book would be helpful.



Points
0
1
2
3
4
4
5
9
10
5
Points
Absolut
MuViT – Basic Information for Teacher Education
Assessment
 0
 1
 2
 3
 4
 5
Product
Teacher
Education
Legend
 No evidence
 Very weak
 Weak
 Acceptable
 Good
 Very good
Criteria
 Clear structure
 Structure explained and
comprehensible
 Text lengh
 Comprehensible content
 Applicable and useful
theories for the practice
 Reader-based written
didactical practice
 Language
 Useful glossary
 Other helpful information
Criteria






Clear structure
Structure explained and comprehensible
Text lengh
Languages
65



Establishment
Cover and table of contents make the document attractive.
The whole document is formatted consistently.
The neat arranged table of contents (modules, page numbers, precise
titles) allows the reader to comprehend the structure/ topics and to
perform specific searches.
Initially, the project (theoretical foundation and principles) is introduced.
Remarks on the current academic discourse (including representative
studies and their results) follow. The authors consistently refer to
everyday school life (theory-praxis transfer), especially in their
argumentation concerning media competence, multiliteracy and lingualism.
The document offers important basic information that can be used by
multipliers for teacher education.
The text length of the individual chapters is sufficient.
Font and type size are well chosen.
The document is available in all five MuViT languages and is therefore
internationally understandable.





Points
5
0
Product
1
2
3
4
5
5
Criteria
Teacher
Education







Comprehensible content
Applicable and useful theories for the practice
Reader-based written
Applicable and useful didactical practice
Language
Useful glossary
Other helpful information
Establishment

Scientific terms, which might not be known by teachers, are explained in a
glossary. This ensures successful work with the document. Other helpful
material are the portfolio and the further reading information.
The teacher portfolio allows the documentation of and continual reflection
on the use of the MuViT software in class.
The document contains a good link to other MuViT products: additional
material for teacher education can be downloaded from the website.
Single modules (in form of PowerPoint slides) can be downloaded.
Multipliers for teacher education can use these modules, which include
stimuli and didactic implementations for teacher training, as a guideline.



Points
0
1
2
3
4
Points
Absolut
66
5
5
10
10
5
MuViT – Basic Information for University Qualification
Assessment
 0
 1
 2
 3
 4
 5
Legend
 No evidence
 Very weak
 Weak
 Acceptable
 Good
 Very good
Product
Criteria
Criteria
 Clear structure
 Structure explained and
comprehensible
 Text lengh
 Comprehensible content
theories for the practice
 Reader-based written
didactical practice
 Language
 Useful glossary
 Other helpful information
Teacher
Education






Clear structure
Structure explained and comprehensible
Text lengh
Languages
Establishment

The basic information for university qualification and teacher education
share the same clear structure and are both theoretically well embedded
in the academic discourse. The remarks emphasize the topicality of the
MuViT issue (e.g. promotion of media competence).
Design, font and type size are well chosen; the text length is sufficient.
The document exists in all five MuViT languages and is therefore
internationally understandable.
5 5


Points
0
Product
1
2
3
4
5
Criteria
Teacher
Education







Comprehensible content
Applicable and useful theories for the practice
Reader-based written
Applicable and useful didactical practice
Language
Useful glossary
Other helpful information
Establishment

For dealing with scientific texts, the glossary (including explanations) is
helpful.
A seminar concept, including topic proposals and didactic
implementations, is offered (theory-praxis transfer is considered).

67

The seminar concept contains modules with different focal points;
lecturers can choose and combine these modules individually for their
seminars.
As an example, two ways of combining the modules are presented.
Especially for lecturers, who would like to try out the MuViT software in
their seminars, examples are useful.
Students can find methods for using the software in class in the basic
information for university qualification.
With the help of the portfolio, students can document and reflect on their
experiences.




5 5
0
1
2
3
4
5
Points
Absolut
10
10
MuViT – Talking Book
Assessment
 0
 1
 2
 3
 4
 5
Legend
 No evidence
 Very weak
 Weak
 Acceptable
 Good
 Very good
Categories
 Clear structure
 Easy handing
 Animation helpful and
appropriate
 Picture helpful and
appropriate
Product
Talking Book
Criteria
Establishment
 The talking book prototype with its colour selection, pictures, stories, font and
type and symbol size is age-appropriate.
 Elements from other MuViT products recur (e.g. the MuViT logo).
 Slides are clearly structured by the arrangements of symbols (flags, arrows
etc.) and their highlighting function.
 The stories are followed by an area containing specific tasks (e.g. grammar,
text comprehension). This area is well structured and pupils get motivated to
deal with the different tasks. To solve the tasks, pupils may use the
“backwards” button which is very helpful for it allows rereading the text.





Clear structure
Easy handing
Animation helpful and appropriate
Picture helpful and appropriate
Points
5
0
1
2
3
4
68
5
5
Product
Talking Book
Criteria
Establishmen
t
 The product is functioning well and is available in all five MuViT languages.
 Pupils can read the texts and listen to the voices. This motivates to deal with
the talking book.
 The shortage of the stories encourages reading the texts in the foreign
languages.
 The narrators pronounce clearly and distinctly as the pupils are easily able to
join in or repeat. This is supported by the highlighting function.
 Both, pictures and voice recordings, are of outstanding quality.
 Drawings and photographs alternate.
 Fictional and non-fictional texts are included.




Written in a comprehensible language
Terms comprehensible
Voice and picture quality
Points
5
Points
Absolut
5
10
0
1
2
3
4
10
5
At the present moment, the MuViT team can present five outstanding products. These products differ
with regard to their functions: on the one hand, they are used to publicize the project and its goals
(flyer and website); on the other hand, the products serve as a basis for promoting competencies and
developing language awareness (talking book). Furthermore, they offer didactic implementations
(basic information for university qualification and teacher education).
_______________________________
PLACE AND DATE OF ISSUE
_______________________________
SIGNATURE
69
5. Outlook
Design and experimentation of a pedagogical model for the promotion of a plurinlingual
competence in the teaching and learning of foreign languages
Design and experimentation of a pedagogical model for the promotion of a plurinlingual competence
in the teaching and learning of foreign languages. The modern societies requests to the school, in
respect of their citizens‟ linguistic upbringing, have changed dramatically in the last decades, as a
result of recent developments such as the world economy globalization, the European Union‟s
steady consolidation or the migratory movements in Europe. More languages need to be taught at
school, and new language usages need to be paid attention to, in response to the pervasive presence
of the communication and information technologies in the citizens‟ everyday life. We are facing,
therefore, a sociocultural context that demands new approaches to the scholars language education.
The Council of Europe‟s Common European Frame of Reference takes into account all these
considerations and favors a teaching of second and foreign languages which fosters the development
of the plurilingual competence as one of the pillars of a communicative competence in several
languages, as well as of a long life language learning. Thus, numerous research studies have been so
far published in different countries focusing on the components of the plurilingual competence and
the plausible ways to treat them in the language classroom. However, in spite of the light those
studies shed on the appropriate procedures for new ways of language teaching and learning, the fact
is that the schools in our country have not yet taken advantage of the possibilities this new approach
can afford to an effective foreign language learning (or for language learning in general). In that
respect, there is a lack of validated pedagogical models embodying this methodological approach, as
it has been pointed out to by many researchers. With this aim in mind, the present project seeks to
design, experiment, asses and validate a pedagogical model for the promotion of the plurilinglual
competence and an integrated treatment of languages, eventually to be adopted by teaching
institutions at various levels: primary, secondary and adult education. To this end, it will explore the
possibilities of using (a) pedagogical sequences that, in order to attain a communicative objective,
encompass and integrate different activities of contrastive analysis and interlinguistic reflection both
on the pragmatics and discourse level and on the level of morphology, syntax, lexis and phonology;
and (b) an integrated approach to the syllabus across languages through interlinguistic projects.The
research group relies on the empirical evidence and the theoretical insights brought forward by the
research circles that are concerned with the study of the plural competence bilingual or trilingual
speakers posses and activate when faced with a new linguistic system. Methodogically we adopt an
educational cooperative research.
70
6. Annex
Evaluation Co-operation (whole team)
Name of your institution: ________________________________________
Your e-mail address: ____________________________________________
Involved persons: ______________________________________________
Cooperation
1. With which partner/s did you cooperate directly throughout the project?
Goethe University Frankfurt
University of Bremen (TZI)
Shuya State Pedagogical University
Pompeu University
University of Istanbul
TILDE
Schools
Oldenbourg
Satisfaction
2. The cooperation with all the partners of the project was
Very good
Good
Not so good
Bad
Because
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________________
2.1. The cooperation with none of the partners/ the following partners was difficult.
Name: ________________________________________________________________________
______________________________________________________________________________
Because_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
71
3. What do you think of the project-meetings?
Very satisfied
Satisfied
Not satisfied
Dissatisfied
Not satisfied
Dissatisfied
4. What do you think of the project management
Very satisfied
Satisfied
Outlook
5.
Do you have any suggestions for improvement of the cooperation in the whole team (all
project partners)? No
Yes
, namely
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Other
6. Do you have any important concern you want to let us know?
No
Yes, namely ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
72
Evaluation Co-operation
– Please complete one form for each cooperation partner –
Name of your institution: ________________________________________
Your e-mail address: ____________________________________________
Involved persons: ______________________________________________
Cooperation
1. Who cooperated with whom?
__________________________________________________________________________________
__________________________________________________________________________________
2.
What were the concrete aims of the cooperation?
(please answer in note form)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. In what modality did your cooperation take place so far?
(multiple answers possible)
E-mail
Skype
Phone
Audio conference
Workshop
Meeting
Fax
Other:
__________________________________________________________________________________
__________________________________________________________________________________
4. How often did the cooperation take place?
A.
Several times a day
B.
Other notes: ________________________________________________________________________
__________________________________________________________________________________
73
5. How was the expenditure of time during the cooperation so far?
In my opinion:
too high
high
appropriate
low
6. Were there any difficulties in the cooperation?
-
-
There were some difficulties in the following fields of cooperation (multiple answers
possible):
Communication
Availability
Unreliability
Tardiness
Inexplicit aim
Other: __________________________________________________________________________
________________________________________________________________________________
7.
How could you solve the difficulties (e.g. solution ideas)?
Precise agreement
More communication
Personal meeting
External advice
Other supporting factors: ____________________________________________________________
__________________________________________________________________________________
Contents
8. What are content key aspects of your cooperation?
Financial questions
Preparation of presentation
Other key aspects: ___________________________________________________________________
__________________________________________________________________________________
Satisfaction
9. How did your cooperation partner convey contents/subjects to you?
Understandable
Confusing
Incomplete
74
Unstructured
10. With ____________________________________________ (name of partner) was the
cooperation
Very good
Good
Not so good
bad
Because ___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
11.
How do you assess the reachability of your aims in the cooperation?
(On which criteria do you constitute you answer?)
Good
, because
__________________________________________________________________________________
__________________________________________________________________________________
Bad
, because ___________________________________________________________________
_________________________________________________________________________________
Outlook
12. Do you have any suggestions for improvement of the team work with your
No
Yes
, namely ___________________________________________________________
__________________________________________________________________________________
13. Which contents or steps in cooperation are planned next? (please answer in note form)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
75
Evaluation Meetings (example)
MuVit –Final meeting in Frankfurt, Germany (October, 21-23, 2012)
Evaluation: Exploitation and Evaluation
A. Preparation and Organisation
1.
Are you satisfied with the preparation of the meeting?
excellent
good
5
4
2.
3.
sufficient
moderate
insufficient
3
2
1
sufficient
moderate
insufficient
3
2
1
B. Contents
4.
Are you satisfied with the realisation and results of the meeting?
excellent
good
5
4
5.
6.
7.
8.
C. Special Content
9.
What are the most important results of the Exploitation?
10. What are the most important results of the Evaluation?
76
MuViT – Multiliteracy virtual (510277-LLP-1-2010-1-DE-COMENIUS-CMP)
Quality assurance: University of Koblenz-Landau
Documentation of working process (example)
B. Evaluation: Working Process / Software
Name of institute:
_____________________________________________________________________________________________________
Members:
_____________________________________________________________________________________________________
Documentation of working process
Time
Working content
Results
Comment
(problems, outcomes, next steps, etc.)

Workpackage 7: Quality assurance Plan Deliverable number - mu-vit

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