Mashups in EMP Final

English for Medical Purposes: Mashups in Blended Learning

Scenarios

Mag. Marion Trattner, FH JOANNEUMMag. Maria Jandl, FH JOANNEUM

“Creating a link between the past and future in FLSP”, FH Technikum Wien, 8 May, 2010

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Outline

1. Definition of terms: mashups, blendedlearning

2. Web mashups, Protopage3. Medicine in the www4. EMP and web mashups5. Web mashup scenarios6. Discussion7. Conclusion

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Introduction

The world wide web changes social lives, working environment, learning and teaching behaviours Web 2.0 technologies have changed the

nature of e-learning (dynamic, social, collaborative) New potentials for creating new learning

environments

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1. Blended learning

Involves traditional f2f learning withan element of online support Learning objectives can be achieved

by the „right“ technologies to matchthe „right“ personal learning style to transfer the „right“ skills to the„right“ individuals at the „right“ time. Singh (2001)

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1. Mashups

Shift towards an increasinglyinteractive and participatory web 2.0 „mash“+ „up“= „mashup“ mixture of

contents „mesh“ = net, web, networked

material

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1. Mashups

Popmusic: e.g. classical piece of music + hip hop beat (mood change, entirelynew))

http://www.youtube.com/watch?v=9jumopYHTTw Goldigger + Beethoven's 5th Video Mashup

http://www.youtube.com/watch?v=kfadLhw14l8&feature=relatedMashup - Queen vs. Outkast - Hey We Will Rock You

For comparison: Queen - 'We Will Rock You'http://www.youtube.com/watch?v=-tJYN-eG1zk&feature=fvst

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1. Mashups

Figure 1 Collage, study programme biomedical science, cohort 2009 FH Joanneum Graz

Arts: collages

Figure 1 Collage, study programme Biomedical Science, cohort 2009 FH JOANNEUM

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2. Web application mashups

Connects and mixes APIs -multiple applications and web services- of different websites to create a newinnovative application Integrates elements from two or

more pageshttp://news.zdnet.com/2422-13569_22-152729.html

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2. Web mashups

Internet collage Remix of existing contents Do-it-yourself sampling of sites Adding of own contents

Knowledge management WIKI

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Mashups „are like a symphony, each instrument adds a unique voice to thewhole.“http://apps.facebook.com/yoursay/?pid=722&refer=di

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2. Web mashups

iGoogle, MyYahoo,Netvibes Tweets aboundPlots locations

on Google Maps

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2. Web mashups

FurthereTweets fromtwitter turned into a weblog

http://www.programmableweb.com/mashup/furthere-your-twitter-driven-weblog?date

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2. Web mashup

Widgets – bookmarks, sticky notes, rich text notes with editor, to-do lists, calendar News feed reader RSS Drag and drop Free, password protected, easy to

handle

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2. Web mashup

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3. Medicine in the www

Data sources, expert knowledge Health care providers, patients and

families, health consumers Wealth of web pages- improve

understanding of disease or condition, signs and symptoms, diagnosis, treatment Weigh benefits of treatment options Seek further information from the library

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A few examples:

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Health topics Medical encyclopedia Dictionary News Interactive tutorials Clinical trials Videopodcasts about medical/surgical

procedures …

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4. Web mashups in ESP – EMP?

ESP = language in specific contexts EMP = language in medical contexts

Language should be presented in authentic contexts to make learnersacquainted with particular ways in which the language is used. Fiorito (2005)

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The material should be authentic, up-to-date and relevant for the students‘specializations. Bojovic (2006)

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World wide web a cornucopia forEMP practitioners. Learning content is found like on an

infinite „bazaar“. Schafferthttp://www.elearningpapers.eu/index.php?page=doc&doc_id=11938&docln

g=6

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Online availability of materials Pick and choose Construction of own course content

Teachers need no longer be “slaves”to unsuitable published textbooks. Anthony (1997)

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Allow remixing of content Create a truely authentic context

All decisions as to content can be based on the learner’s rationale for learning. Hutchinson & Waters (1987)

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Tailormake the learning environment Needs based Bookmarking websites RSS subscribing to news Adding own photos and videos Designing e-tivities

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Learner motivation? Learner autonomy? Learner language and subject matter

competence?

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5. EMP teaching + learning scenariosScenario #1

Target learners:Students of the bachelor degree programme Nursing and Health Sciences at the Medical University of Graz, semester 1, course English 1 (2 ECTS credits, 1 weekly hour per semester) E-tivity: Knowledge building human body

Comparing health care systems

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Bookmarked websites health care systems

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Weblog e-tivity US, British and Austrian health care

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Forum e-tivity health care systems

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Bookmarked human body information websites

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Evaluation questionnaireGender Age

Age distribution

0

5

10

15

20

25

30

35

18 years 19 years 20 years 21 years 22 years 23 years 25 years total

Gender of students

0

5

10

15

20

25

30

35

male female

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Use of web 2.0 toolsUse of Web 2.0 tools

0

5

10

15

20

25

30

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Wikipe

diaFlick

rFac

ebook

Studi VZ

Podca

stsWeblo

gsYou

t TubeWiki

sProt

opage

Twitter

Myspa

ce

yes - active

yes - passiv

no

total

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Experience with protopage siteExperience with protopage site "Leukocyte"

0

2

4

6

8

10

12

14

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content structure of site usability ofvideo podcasts

administrationof links

1 - very good2 - good3 - satisfactory4- sufficient5- not sufficient

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Appreciate new medium Satisfied with the overall

availability of the learning materials Enjoy ease to acquire relevant

information quickly Like to share information with the

community

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5. EMP teaching + learning scenariosScenario #2Welcome Forum Target learners:12 biomedical scientists from BIOMED

Austria. Some of them have been away from an academic setting for quite some time. They are in a professional work situation, hold a responsible job, course attendance takes place in their spare time and is entirely voluntary.

E-tivity: arrivals conferenceEach student accesses the platform and gives a brief introduction. They are invited to visit the site a couple of times to see which people have arrived in the course.Steps 1 and 2 , access and motivation, G. Salmon ( 2002)

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Arrivals conference

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News forum Target learners: 12 biomedical scientists from

BIOMED Austria. E-tivity: news summary and news conference

The learners read, listen to and watch RSS subscribed news stories, and post one brief news summary in a text widget. They are asked to comment on postings by their peers= Information exchange .Step 3, G. Salmon (2002)

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5. EMP teaching +learning scenariosScenario #3

News forum

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Social bookmarking Target learners: Students of the bachelor

degree programme Nursing and Health Sciences at the Medical University of Graz, semester 2, course English 2 (2 ECTS credits, 1 weekly hour per semester) E-tivity: Contributing and sharing

bookmarks for creating a web based activity (WBT):

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5. EMP teaching + learning scenariosScenario #5Paper writing WIKITarget learners: Students of the bachelor degree programme

Biomedical Science at the University of Applied Sciences FH JOANNEUM, semester 4, course English 4 (1 ECTS credit, 1 weekly hour per semester)

Collaboration on the platform when writing a paper (cf Wild et al. p. 10)

E-tivities: Identifiying and sharing literature (social bookmarking) summarizing state of the art, distributing chapter assignments, elaborating the text.

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MUPPLETarget learners: StudentsCreate their own mashed up personal

learning environmentRegister own page, create own

settings

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Target group: TeachersCreate their own mashed up personal

teaching environmentFunction: online desk, libraryRapid access from any computer in any

classroomReplaces word processed link collection

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6. Discussion

Rationale behind mashup scenarios Portal into the real world Authentic learning materials, multidemensional character of

web based texts Authentic tasks Knowledge construction not knowledge reproduction Learner-learner interaction, collaborative learning EMP practitioner = facilitator Motivation: variety, relevance, funHarding (2007)

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6. Discussion

3 key characteristics to ESP courses: Authentic materials Purpose-related orientation Self-directionCarver (1983), Bojovic (2006)

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6. Discussion

3/5 key roles of ESP practitioner: ESP practitioner as a teacher –

facilitator: guide by the side, consultant, learning team member

(Dudley-Evans and St. John ,1998)

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6. Discussion

3/5 key roles of ESP practitioner: ESP practitioner as a course

designer and materials provider: selecting and assessing suitabilityand effectiveness of web resources


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6. Discussion

3/5 key roles of ESP practitioner: ESP practitioner as evaluator of web

resources and student achievement-providing positive and genuine reinforcement


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6. Discussion

Restrictive aspects, shortcomings and criticism No comparison with other available mashup sites Correct widget type Confusion created if high number of people work

on one page ¾ skills : No speaking Protopage suitable for new widget-based PLE?

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7. Conclusion

Web Mashups A miraculously useful adjunct to teaching Help create a P and group LE Contribute to the individualism of learning Promote a constructivist approach Learner centered and learning centered

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7. Conclusion

Web Mashups Efficiently complement traditional f2f

classroom teaching Are a useful tool in blended and virtual

learning scenarios

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7. Conclusion

Web 2.0 Has been influencing

the way special language is taught the way learners acquire a foreign language

Learning with web mashups in blendedand virtual learning scenarios helpslearners of medical English to succeed in the global 21st century.

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Sources

Anthony, L. (1997). English for Specific Purposes: What does it mean? Why is it different? http://www.antlab.sci.waseda.ac.jp/abstracts/ESParticle.html last visited 5 May 2010

Auinger, A, M. Ebner, D. Nedbal, A. Holzinger (2009). Mixing Content and Endless Collaboration – MashUps:Towards Future Personal Learning Environments. Lecture notes in Computer Science Volume 5616/2009. Universal Accesss in Human Computer Interaction. Applications and Services. pp 14 – 23. Springer: Berlin / Heidelberg.

Bojovic, M. (2006). Teaching Foreign Language for Specific Purposes: Teacher Development. The proceedings of the 31st Annual Association of Teacher Education in Europe. (pp. 4877 – 493) http://www.pef.uni-lj.si/atee/978-961-6637-06-0/487-493.pdflast visited 5 May 2010

Dudley-Evans, T. and M. St. John (1998). Developments in ESP: A multi-disciplinary approach. Cambridge:CUP

Fiorito, L. (2005). Teaching English for Specific Purposes (ESP). http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.htmllast visited 5 May 2010

Harding, K. (2007). English for Specific Purposes. OUP

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Sources

Hargadon, S. (2008). Web 2.0 is the future of education. http://www.stevehargadon.com/2008/03/web-20-is-future-of-education last visited 4 May 2010

Hutchinson, T. and A. Waters (1987). English for Specific Purposes. A Learning Centered Approach. Cambridge: CUP

Salmon, G. ( 2002). E-tivities: The Key to Active Online Learning. London: Kogan Page Ltd.

Singh, H. and C. Reed (20019). A White Paper: Achieving Success with Blended Learning. www.centra.com/download/whitepapers/blendedlearning.pdf last visited 5 May 2010

Taraghi B., M. Ebner, S. Schaffert(). Personal Learning Environments for Higher Education: A Mashup Based Widget Concept. http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-506/taraghi.pdf last visited 4 May 2010

Renzel D., C. Höbelt, D. Dahrendorf, M. Friedrich, F. Mödritscher, K. Verbert, S. Govaerts, Matthias Palmér and Evgeny Bogdanov (2010). Collaborative Development of a PLE for Language Learning. International Journal of Emerging Technologies in Learning (iJET), Vol. 5 (2010), Special Issue: ICL2009 – MashUps for Learning

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Thank you for your attention

http://www.netlingo.com/word/internet.php

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Mashups in EMP Final

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