University of Bremen Jürgen Friedrich University of Bremen – Bärbel Kühn Language Centre of the Universities of Bremen (FZHB) – Michael Langner Université de Fribourg – University of Luxembourg – International Conference Crossing Continents – EPOSTL around the World , ECML, Graz (Austria) Interactive Use of EPOSTL with the ePortfolio System EPOS

University of Bremen Instead of an outline: Basic EPOSTL-E mathematics 1 Newby, D.; Allan, R.; Fenner, A.-B.; Jones, B.; Komorowska, H.; Soghikyan, K. (2007): European Portfolio for Student Teachers of Languages. A reflection tool for language teacher education. Graz: ECML  EPOSTL 1  European Portfolio for Student Teachers of Languages  EPOS  European Language Portfolio – Electronic version  EPOSTL + EPOS = EPOSTL-E  European + Portfolio + Students +Teachers + Languages + Electronic = the electronic extension of EPOSTL

University of Bremen EPOS pathway  Where we come from:  European Framework of Reference  European Language Portfolio  Paper-based versions (in universities and schools)  Electronic version (since 2006)  Where we are today:  EPOS association – joint development of pedagogical scenarios (about 10 members; DE, UK, CH, IT; mostly universities, also schools)  ECML – Training and Consultancy: „ePlatform“  Where we want to go – in line with the goals and principles of the Council of Europe:  New partners, new target groups  CARAP, EPOSTL  EPOSTL !

University of Bremen EPOS principles and their relation to EPOSTL  Supporting the documentation of learning results + supporting the learning process  Learner autonomy  Competence and task orientation  Ownership: „The portfolio belongs to the learner“  Four parts:  Self-assessment  EPOSTL: 7 descriptor sets  Reflection  EPOSTL: 7 descriptor sets  Dossier  EPOSTL: Lesson plans, observations, minutes etc.  Learning process  EPOSTL: EPOSTL-E – goals, activities, “living glossary”?

University of Bremen Enhancing EPOSTL user friendliness  Learners view:  Interactivity, selectability  Development: Setting goals, making plans, performing projects/tasks  Institutional view  Flexibility, customisability/configuration  Scenario-based construction, not technology-based instruction  Multimedia (rich) content (social software, pictures, video, audio)  Communication facilities (groups, forums, feedback)  Understanding the descriptors (“the concept behind the descriptors”):  Context-sensitive EPOSTL index and glossary  Learner extended (“living”) glossary as an organisational memory of the course of study  Information about the concept of EPOSTL  Videos and text information on the dashboard

University of Bremen Let‘s have a look at the EPOSTL-E system The dashboard: Inbox (list of messages) Explanations of the background and use of EPOSTL: 2 Videos and 1 link (“EPOSTL – What is it, how to use it?”)

University of Bremen Self-evaluation Self-evaluation: EPOSTL descriptor set (here: “Context”), filled-in by student Possibility to add further (individual) competences/goals Descriptors as basis for reflection (learning journal) Possibility to compare evaluations (self/external, time-based)

University of Bremen Learning objectives, tasks and plans Plans: Developing plans and describing tasks (on the basis of my goals) Setting timelines for my work Preparing results of my learning for the dossier

University of Bremen Dossier Dossier: Self-determined structure of the dossier (by the student) Storing lesson plans, evaluations, reports, reflections, certificates etc. Uploading documents into the dossier folders

University of Bremen Learning journal Learning journal: Reflection about descriptors and self-evaluation Link to the EPOSTL glossary to support reflection Possibility to add guiding questions for reflection

University of Bremen EPOSTL glossary (main page) Glossary: EPOSTL glossary entries Possibility for glossary extensions Students’ glossary entries (“Living glossary”)

University of Bremen Glossary (detail page) Glossary: EPOSTL glossary entries Glossary extensions (here: # plus italic) Students’ glossary entries / “Living glossary” (here: italic)

University of Bremen Presentations of students teaching competences Pages/presentations: Presenting students’ outputs (evaluations, papers, videos etc.) Asking peers (and teacher educators) for feedback

University of Bremen Groups for cooperative learning Groups: Cooperative learning, e.g. tandem Forums to communicate in groups Group dossier for collecting group materials

University of Bremen Université de Fribourg: Plans to use EPOSTL Master study „Didactics of Foreign Language Teaching“ ECTS Modules de base Module 01: Acquisition et Enseignement de langue, Stage 15 Module 02: Plurilinguisme et Didactique générale de langues étrangères 15 Modules de spécialisation Module 03: Langue de spécialisation choisie – Didactique de branche I: Concepts et domaines de travail 15 Module 04: Langue de spécialisation choisie – Didactique de branche II: Sujets spéciaux et Domaines d’intérêt individuels 15 Modules 1 – 4 60 Mémoire de Master 30

University of Bremen Accompanying tool for the Master  Usual functions of the paper version of EPOSTL  Reflection of learning process  Planning of learning content  …  Easier way to use EPOSTL: The EPOS/ePortfolio extension EPOSTL-E  Same functions as paper version but more interactive  Exchange of documents (dossier, work in progress, …)  Communication and collaboration between peers  Evaluation possibilities: peer evaluation, tutor/teacher evaluation  …

University of Bremen Thank you for your attention Jürgen Friedrich Bärbel Kühn Michael Langner