Our article about “Teaching German as a Foreign Language with Open Educational Resources (OER)” got published in the International Journal of Emerging Technologies:
The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefits for lecturers and students, including the variety of materials, the forms, and the economic aspect. However, the existing OER still have some downsides, like their suitability to the needs of lecturers and students, in terms of their themes, the technical requirements and levels of difficulty.
[full article @ ResearchGate]
[full article @ Journal’s Homepage]
Reference: Wijayati, P. H., Kharis, M., Hidayat, E., Ardiyani, D. K., Ebner, M., & Schön, S. (2022). Teaching German as a Foreign Language with Open Educational Resources (OER): Implementation in and Experiences from an Indonesian University. International Journal of Emerging Technologies in Learning (iJET), 17(04), pp. 225–238. https://doi.org/10.3991/ijet.v17i04.23225
We did a small contribution to this year Language Learning conference, which happened as onlince conference, titled: “BY PUPILS FOR STUDENTS: EXPERIENCE WITH THE MOOC “TENSES EXPLAINED””
Usually, it is the university teachers who develop educational resources for their students. The development procedure presented in this article differs significantly from common processes: Students aged about 15 years (9th grade) were actively involved in the production of videos for a language learning MOOC, which is primarily aimed at university students. The article pursues the question of how and with what effects students were involved in the video production for a language MOOC. We systematically describe the background and processes of the development of the MOOC “Tenses Explained” and the final result. The paper gives insights into the processes and activities of more than 600 participants so far through data from the MOOC platform MooX.at. In addition, the aim is to share the experience in the form of insights in processes as well lessons learned.
[full article @ HAL-archive]
[full article @ ResearchGate]
Reference: Thomas Murr, Sandra Schön, Martin Ebner. BY PUPILS FOR STUDENTS: EXPERIENCE WITH THE MOOC “TENSES EXPLAINED”. MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online Conference, Italy. ⟨hal-03225981⟩
Michael did his masterthesis about “Development of a mobile French language learning platform”. You can find here his slides of the final defense:
Klicken Sie auf den unteren Button, um den Inhalt von www.slideshare.net zu laden.
Our publication about “Development of an English Vocabulary Trainer for German Speaking Pupils and other Beginners of English with Focus on Learning Analytics” in the International Journal of Computer and Information Technology got published.
Neuhold  developed a software for children to practice additions and subtractions, including tools to analyze the learner produced data to better understand this learning process and help teachers in finding appropriate measures to eliminate mistakes. Following this example we investigated in second language vocabulary acquisition (cf. [2, 3, 4]) and developed a functional prototype of an English vocabulary trainer in the field of learning analytics (LA), which aims at assessing learners’ vocabulary competence to support teachers in decisions on appropriate interventions. The software prototype is mainly based on the lexical approach to language teaching (cf. [2, 5, 3]), our own teaching experiences and especially theories on the mental lexicon (cf. [2, 6]) were used for the realization of various analysis tools. Our working prototype points out how learning analytics can help to improve language learning in future classrooms.
[Link to full paper]
Reference: Gröbel, R., Ebner, M., Ebner, M. (2015) Development of an English Vocabulary Trainer for German Speaking Pupils and other Beginners of English with Focus on Learning Analytics, International Journal of Computer and Information Technology, 4(5), pp. 836-842