The first week’s
tasks:
·
I had to introduce myself to my peer and had to
send an introductory email to my peer:
o
The first email was the most difficult one. I was
unused to writing in English. I was worried to make mistakes. But this task
forced me to overcome my shyness.
o
It was a time consuming job. I had to choose an
appropriate online dictionary and I took out an old grammar book.
o
After
about three hours of experimenting and some errors I finished the first task. I
was very surprised that my writing skills were enough to meet the requirements
The first and most important improvement was that I am able to write an English
email.
o
This business was announced as an easy task but
in my opinion it was the most difficult one. I think the teacher should deliver
more helpful data and pep talk (in written form).
·
I received a correction of my email:
o
The correction was clearly pictured (in red and
green color). But I didn’t sometimes
know the reason, the grammar background etc.
A short explanation could help to prevent to fall into the same error
traps.
·
I had to explain my expectations to this web
skill training:
o
Either I didn’t understand the instructions or
there was a lack of information. I didn’t know the next week’s tasks so I had
no idea how to solve this task. I wrote some general information. It lasted
half an hour.
o
A short overview on the planned issues makes the
solution easier.
·
It was announced that I have to reflect on how I
feel when learning English writing online. A discussion thread about web rules
and polite behavior in emailing and students’ blogs was advertised and a
deadline was given too.
·
collaboration problems:
o
I had not been aware of collaboration in a peer
group needs planning.
o
Each group member has his / her own schedule. One
participant deals with the given task on Monday the other on Tuesday etc.
o
I would propose to co-ordinate the schedules. To
know when the fellow student prepares his/her email would enable a more
efficient collaboration.
The second week’s
tasks
·
I had to have a look at the teacher’s blog, so I
knew what a blog is and what it could look like.
·
I had to read the attached blog instruction paper
very carefully:
o
The introduction “Creating a Blog at Blogger”
was a precise and clear set of instructions.
o
It lasted approximately half an hour.
·
A list with online dictionaries was in the email
(a little bit late, see above).
·
I had to create my own blog with a given blog
title:
o
Creating my first blog and the first post was no
problem. All the steps worked and brought the wanted result. The effort was almost 4 hours.
o
I wasn’t a Google+ member before and I don’t
like being a member of this huge community. I feel uncomfortable living in a
shop window. All the stored information in the system is eternally. I fear that
everybody can misuse private data.
o
The Google+ account is fortunately only a basis
for the blogger system.
·
I had to add two texts to my blog: “My
introduction” and “My expectations”.
·
I had to send my bog to the trainer and my
project peer.
·
Emailing correspondence to my fellow student
Anita:
o
Anita created her own blog, but the layout
didn’t satisfy her expectations.
o
Our coach recommended dealing with the issue
without her interference.
o
This invitation led to an intense emailing.
o
It was an ability to ask and give answers in
written form.
o
I have chosen the structure of an email by
chance.
o
A model, a pattern of a proper email would be
helpful.
The third week’s
tasks
·
I had to allow the follow / likes button in my
blog:
o
A simple demand that escalated to a 4 hours
desperate struggle. The blogger app offers a selection window with 27 gadgets,
but the wanted one was not listed. I tried to fix the problem by changing the
settings in Google+ but this attempt was wrong. A request to the peer group was
unsuccessful too. Our trainer’s hit (the “More Gadget” tab) led to a positive
result.
o
I learned to look at the offered features more
precisely. Web tools offer their features in attractive form but the user must
discover each possibility. Unfortunately is the help information sometimes a
little bit puzzling or it is difficult asking in a way that the help tool is
understood.
·
Another order was to go to each other’s blog and
click on link / follow and to appear as follower / friend by looking in blog
settings and enabling specific gadgets.
·
I was asked to add a gadget for useful links and
to insert at least 5 links I would like to share with public:
o
It was a pleasure to search for appropriate
links. In contrast to the target-oriented search this one was an independent
surfing.
o
Two hours happy web using was guaranteed.
·
I had to comment on each other’s blog:
o
Commenting other’s work is an unpleasant task. Let's take tasks seriously. I learned an advanced writing style and a
very polite way of communication.
·
I had to reflect about this week’s activities:
o
I learned in this activity:
§
Dealing with the web tool more precisely.
§
Using the “help”.
§
A polite way of communication.
o
Unfamiliar web tools become familiar, after
intense usage.
o
A misuse doesn’t damage anything. Errors are
allowed.
o
Learning English via writing online enhances and
deepens learning English in class with speaking.
The fourth week’s
tasks
·
I got some links due to “reported speech
errors”:
o
Addressing the issue lasted 2 hours and I fear
it didn’t bring out the wanted effect.
o
Grammar is a necessary evil.
·
I had to register on www.delicious.dom. Unlike the detailed manual that led me through
the blogger task, I had to become familiar with this new tool without any
support:
o
I discussed in the peer group via email the
solution of the problem. The blogger manual was my template. After a view
emails the work was done.
o
Delicious as a virtual place to save videos, pictures,
blog posts or music. The main advantages are the search functions. Tags help to
remember and find the own links and delivers links from friends and the whole
community.
o
The most pleasant part of this task was adding
links like YouTube videos, blog links etc. and watching the collected links of
the peer group.
o
Creating a manual improved the writing skills. A
“quick start” introduced the manual. I had to insert screen shoots, to
structure the article etc. I coordinated the outline and developed a final
version.
o
Collaboration was easier and teamwork became
quite natural. This way of problem solution adds the ideas of each team member
to a better outcome.
·
Netiquette in email writing and blog commenting
was the next job:
o
After an email coordination developed my peer
member Anita a netiquette document. We both discussed Anita's article.
o
I’m going to use these recommendations.
The fifth week’s
tasks
·
I had to explain the advantages / disadvantages
of Delicious:
o
See above.
·
I had to comment the issue netiquette:
o
I build relationships through language:
§
I realized that the style of English is like a business
card.
o
Addressing:
§
Emailing is public. I learned to ban confidential matters from
emails.
o
Subject:
§
The subject line decides whether an email will
be read or deleted without notice.
§
As from now I am going to indicate the content
and purpose in the subject field.
o
Message:
§
The keywords are: first of all polite than short, informative
and positive, clear but not loud-mouthed.
§
I plan to be careful with joking. A well-meant
joke can embarrass somebody.
o
Attachment:
§
I plan to use the attachment possibility
economically
Summary:
The web technology has enhanced my language learning
progress:
·
I was worried to make mistakes. But writing
emails forced me to overcome my shyness.
·
The trainer’s feedback and corrections improved
my writing skills. An advantage is the short response time. An email is only a
few seconds away.
·
I was unused to collaborate in teams. I always
worked alone. The invitation to work with partners forced me to become a team
player and I enjoyed it.
·
I enjoy working in / with a group. Each member’s
idea is an additional one. Each writing style is an offer to rethink the own
style and to adopt it.
·
Blogging and collecting links with Delicious
opened a new window to the huge power of the world wide web.
·
I lost my shyness to use these new technologies.
·
Email based learning allows the student do
prepare the tasks without stress. A rough time frame allows dealing with the
challenges.
·
This course encouraged me to use other apps to
improve the English language skills like:
o
Word of the day – spotlight
o
My wordbook – British Council
o
Gobby - most
popular words and phrases
o
Etc.
Online training allows the student to control the learning
procedure:
·
The only requirement is a pc, a tablet or a
smart phone.
·
The learner decides where, when and what part of
the tasks he / she learns.
·
My timetable and the peer member’s schedule
determine the learning procedure.
·
This learning autonomy is an essential advantage.
Web oriented English writing training versus class oriented
writing training:
·
I think the optimum is a combination of these
learning styles.
·
I am a little bit old fashioned. I like learning
and communicating face to face too.
·
But this online training has proved that online
training with emailing, blogging, collecting links and using the www etc. is
more efficient than class oriented training.
·
I would like to attend a blended learning course
with both learning styles.