English for Medical Purposes: Mashups in Blended Learning Scenarios

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

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

Outline
1. Definition of terms: mashups, blended 2. 3. 4. 5. 6. 7.
learning Web mashups, Protopage Medicine in the www EMP and web mashups Web mashup scenarios Discussion Conclusion

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 with

an element of online support Learning objectives can be achieved by the right technologies to match the 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 increasingly

interactive 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, entirely
new))

http://www.youtube.com/watch?v=9jumopYHTTw Goldigger +
Beethoven's 5th Video Mashup http://www.youtube.com/watch?v=kfadLhw14l8&feature=related Mashup - 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

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

Arts: collages

2. Web application mashups

Connects and mixes APIs -multiple

applications and web services- of different websites to create a new innovative application Integrates elements from two or more pages
http://news.zdnet.com/2422-13569_22-152729.html

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 the whole.http://apps.facebook.com/yoursay/?pid=722&refer=di

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2. Web mashups

iGoogle, MyYahoo,Netvibes Tweets abound

Plots locations on Google Maps

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2. Web mashups
Furthere
Tweets from twitter 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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3. Medicine in the www

A few examples:

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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 learners acquainted 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, upto-date and relevant for the students specializations. Bojovic (2006)

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4. Web mashups in ESP EMP?

World wide web a cornucopia for

EMP practitioners. Learning content is found like on an infinite bazaar. Schaffert
http://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 learners 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 scenarios Scenario #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 scenarios Scenario #1

Bookmarked websites health care systems

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5. EMP teaching + learning scenarios Scenario #1

Weblog e-tivity US, British and Austrian health care

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5. EMP teaching + learning scenarios Scenario #1

Forum e-tivity health care systems

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5. EMP teaching + learning scenarios Scenario #1

Bookmarked human body information websites

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5. EMP teaching + learning scenarios Scenario #1

Evaluation questionnaire Gender Age
Gender of students
35 30 25 20 15 10 5 0 male female
35 30 25 20 15 10 5 0 18 years 19 years 20 years 21 years 22 years 23 years 25 years total

Age distribution

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5. EMP teaching + learning scenarios Scenario #1 Use of web 2.0 tools

Use of W eb 2.0 tools
35 30 25 20 15 10 5 0 yes - active yes - passiv no total

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5. EMP teaching + learning scenarios Scenario #1 Experience with protopage site

Experience with protopage site "Leukocyte"
16 14 12 10 8 6 4 2 0 content structure of site usability of video podcasts administration of links 1 - very good 2 - good 3 - satisfactory 4- sufficient 5- not sufficient

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5. EMP teaching + learning scenarios Scenario #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 scenarios Scenario #2

Welcome 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 conference Each 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 scenarios Scenario #2

Arrivals conference
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5. EMP teaching + learning scenarios Scenario #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 scenarios Scenario #3

News forum

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5. EMP teaching + learning scenarios Scenario #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 scenarios Scenario #5

Paper writing WIKI Target 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 scenarios Scenario #6 MUPPLE Target learners: Students Create their own mashed up personal learning environment Register own page, create own settings
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5. EMP teaching + learning scenarios Scenario #7

Target group: Teachers Create their own mashed up personal teaching environment Function: online desk, library Rapid access from any computer in any classroom Replaces 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, fun Harding (2007)
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6. Discussion
3 key characteristics to ESP courses: Authentic materials Purpose-related orientation Self-direction
Carver (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 suitability and 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 achievementproviding 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 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 blended and virtual learning scenarios helps learners 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.pdf last 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.html last 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.rwthaachen.de/Publications/CEUR-WS/Vol-506/taraghi.pdf last visited 4 May 2010 Renzel D., C. Hbelt, D. Dahrendorf, M. Friedrich, F. Mdritscher, K. Verbert, S. Govaerts, Matthias Palmr 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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 marion.trattner@fh-joanneum.at
http://twitter.com/daniao

maria.jandl@fh-joanneum.at
http://twitter.com/fotolady

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