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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
3
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
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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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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3. Medicine in the www
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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4. Web mashups in ESP – EMP?
The material should be authentic, up-to-date and relevant for the students‘specializations. Bojovic (2006)
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4. Web mashups in ESP – EMP?
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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4. Web mashups in ESP – EMP?
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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4. Web mashups in ESP – EMP?
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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4. Web mashups in ESP – EMP?
Tailormake the learning environment Needs based Bookmarking websites RSS subscribing to news Adding own photos and videos Designing e-tivities
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4. Web mashups in ESP – EMP?
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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5. EMP teaching + learning scenariosScenario #1
Weblog e-tivity US, British and Austrian health care
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5. EMP teaching + learning scenariosScenario #1
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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5. EMP teaching + learning scenariosScenario #1
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
Myspa
ce
yes - active
yes - passiv
no
total
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5. EMP teaching + learning scenariosScenario #1
Experience with protopage siteExperience with protopage site "Leukocyte"
0
2
4
6
8
10
12
14
16
content structure of site usability ofvideo podcasts
administrationof links
1 - very good2 - good3 - satisfactory4- sufficient5- not sufficient
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5. EMP teaching + learning scenariosScenario #1
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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5. EMP teaching + learning scenariosScenario #3
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 #4
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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5. EMP teaching + learning scenariosScenario #6
MUPPLETarget learners: StudentsCreate their own mashed up personal
learning environmentRegister own page, create own
settings
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5. EMP teaching + learning scenariosScenario #7
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
(Dudley-Evans and St. John ,1998)
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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
(Dudley-Evans and St. John ,1998)
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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