Ton Koenraad

HU
Projectleider, TELLConsult
ICT-Coordinator Consultant / Trainer
TalenCluster
 Op weg naar een ICT-rijke
Lerarenopleiding

2009: De Kennisbasis ICT

2005
 Intercultural Communication

Byram’s 5 savoirs (1997: 50-4) :

1. Attitudes: curiosity and openness, readiness to suspend disbelief about other
cultures and belief about one’s own.
2. Knowledge of social groups and their products and practices in one’s own and
one’s interlocutor’s country, and of the general processes of societal and
individual interaction.
3. Skills of interpreting and relating: ability to interpret a document or event from
another culture, to explain it and relate it to documents from one’s own.
4. Skills of discovery and interaction: ability to acquire new knowledge of a
culture and cultural practices and the ability to operate knowledge, attitudes and
skills under the constraints of real-time communication and interaction.
5. Critical cultural awareness/ political education: an ability to evaluate critically
and on the basis of explicit criteria perspectives, practices and products in one’s
own and other cultures and countries.
 Intercultural Communication

Byram’s 5 savoirs (1997: 50-4) :

1. Attitudes: curiosity and openness, readiness to suspend disbelief about other
cultures and belief about one’s own.
2. Knowledge of social groups and their products and practices in one’s own and
one’s interlocutor’s country, and of the general processes of societal and
individual interaction.
3. Skills of interpreting and relating: ability to interpret a document or event from
another culture, to explain it and relate it to documents from one’s own.
4. Skills of discovery and interaction: ability to acquire new knowledge of a
culture and cultural practices and the ability to operate knowledge, attitudes and
skills under the constraints of real-time communication and interaction.
5. Critical cultural awareness/ political education: an ability to evaluate critically
and on the basis of explicit criteria perspectives, practices and products in one’s
own and other cultures and countries.
De Leeromgeving toen, nu
,morgen…
LINK
 Van Grommen, naar Gebaren, naar
Praten, naar Schrijven, naar Drukken,
naar Posten, naar Telegraferen, naar
Opbellen, naar Faxen, naar Emailen, naar
Surfen, naar Chatten, Facebooken,
Skypen, Webconferencen,
Blogggen,Twitteren, Mobiel, 3D….
CMC ---- TeleCollaboration
 Welke technologie voor welke taak?
Instant messenger SYNCHRONOUS
Community platforms
VoIP
Conference rooms
webcam
MUVE 3D Worlds

PEER TO PEER WEBCAST

email folksonomies Mailing lists PLE

foaf forums
vlogs CMS

photoblogs blogs wikis

podcasts

ASYNCHRONOUS Credits: B.Dieu

EXPLORING IDENTITY:
Customization of avatars – Second Life ‘residents’
can create highly detailed 'virtual selves'
SL AVATARS CAN
HAVE…

Credit: J.Cooke
Wat kunnen 3D Werelden
bijdragen aan het MVTO?

Het project ViTAAL

Ton Koenraad / www.koenraad.info
Hogeschool Utrecht, The Netherlands
The ViTAAL Project (4)

• R & D for 3 Activity Formats:

1. Language Village:
training & testing

2. Interactive narrative
LanguageQuest

3. Events and
Fun Activities
Format 1: Virtual Language
Village

•Teachers
• Student
Teachers &
Trainers
•Fellow pupils

Filmpje
Pupils
Taskdesign for 3D
environments
Kennisbasis ICT
 Knoppenvaardigheid:
ICT in lessituaties én de onderwijsorganisatie

Instrumentele Vaardigheden
Informatie vaardigheden
• Presenteren

• Samenwerken en
communiceren

• Individueel werken

• Begeleiden en evalueren

• Toetsen

• Arrangeren en ontwikkelen

Algemene Didactiek
Arrangeren en Ontwikkelen
Frans Schouwenburg
LevenLangLeren / CoPs
Com
Leergemeenschappen,
Interessegroepen
Meer info…
• Mijn online ‘white paper’ over de potentiële
meerwaarde van 3D voor het talenonderwijs.

• Meer informatie over de opzet van en publicaties

over het ViTAAL project op de site van het CPS,
een van de partners in het project.