5.00 credits
15.0 h
Q1
This biannual learning unit is being organized in 2023-2024
Teacher(s)
Meunier Fanny; Van de Vyver Julie (compensates Meunier Fanny);
Language
English
Main themes
The seminar aims to explore digital literacy and the impact of this new literacy on EFL learning and teaching.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 | detail the various contributions of digital literacy in a foreign language course and to use a range of these tools in a very practical way; |
| 2 | to develop learning sequences which integrate digital tools bringing a real didactic added value to the language course; |
| 3 | critically analyse sequences developed by others. |
Content
This seminar addresses the place of digital technologies in language teaching/learning.
A Theoretical Introduction frames the field by referring to the conceptual models/reference frames generally used in the field [e.g. the TPACK model – Technological, Pedagogical and Content Knowledge – aiming at optimising coherence between technology, pedagogy and disciplinary content in instructed contexts; the SAMR model - Substitution, Augmentation, Modification, Redefinition – a theoretical model describing the different levels of integration of technologies in instructed contexts including several levels of pedagogical design]. These models are illustrated through the presentation of a series of digital technologies.
The principles are then applied during group work sessions aiming at the collaborative creation of learning/teaching sequences which also include a critical and reflective pedagogical discussion.
A Theoretical Introduction frames the field by referring to the conceptual models/reference frames generally used in the field [e.g. the TPACK model – Technological, Pedagogical and Content Knowledge – aiming at optimising coherence between technology, pedagogy and disciplinary content in instructed contexts; the SAMR model - Substitution, Augmentation, Modification, Redefinition – a theoretical model describing the different levels of integration of technologies in instructed contexts including several levels of pedagogical design]. These models are illustrated through the presentation of a series of digital technologies.
The principles are then applied during group work sessions aiming at the collaborative creation of learning/teaching sequences which also include a critical and reflective pedagogical discussion.
Teaching methods
Number of seminar sessions split between (a) presentations by the course holder and/or researchers active in the field (3 to 4 sessions of 2 hours) and (b) supervised group work sessions (3 to 4 sessions of 2 hours).
Evaluation methods
Presence and active participation in the seminars.
Exam : group preparation of a written commented lesson.
Course attendance is required. In accordance with article 72 of the General Regulations for Studies and Examinations, the course holder may propose to the jury to oppose exam registration of a student who has not attended at least 75% of the courses (be it for the January, June or September session).
Exam : group preparation of a written commented lesson.
Course attendance is required. In accordance with article 72 of the General Regulations for Studies and Examinations, the course holder may propose to the jury to oppose exam registration of a student who has not attended at least 75% of the courses (be it for the January, June or September session).
Other information
All documents and resources will be made available on the Moodle course platform.
Faculty or entity
ELAL
