Self-assessment for collaborative digital text mediation projects Compte-rendu de pratiques

Abstract : Self-assessment, text mediation, electronic books, creativity, collaboration This contribution reports on the experimental use of an innovative pedagogical tool in English for Specific Purposes classes. One of the outcomes of the experiment was the development of a self-assessment method. The participants, first year students of French language and literature, were asked to work on their reading-in-English skills, mediated writing skills, (e.g. expressing a personal response to creative texts, analysis and criticism of artistic texts. See the CEFR Companion Volume (2017) for more examples of mediated writing skills). Students also worked on digital editing skills using a new tool called eZoomBook (eZB). An eZB is a multi-level electronic book incorporating different layers of content accessible by tabs in a menu. eZoomBooks include a zooming in and out function allowing writers to link content across layers and enabling readers to navigate between the different layers, much as one navigates between different pages of a website. The teacher was given the opportunity to experiment with course content and pedagogical approach. She used this opportunity to develop a creative project-based programme which included digital skills and to test it within an action research framework. She started out with the following set of objectives: to provide students with an opportunity to simultaneously develop several skills related to their speciality (modern literature), their future professional trajectories (teachers, librarians, publishers), their English language skills, technical skills related to electronic book production, and in addition "soft skills" such as autonomy, self-awareness, collaboration, and creativity. The students were required to work in groups to produce an electronic book to be used in the classroom. Out of 24 hours of total class time, 9 hours were dedicated to group project work, with 4 hours devoted to oral presentations of the finished eZoomBooks. The remaining 11 hours were used to present the author, the field of children's literature studies, electronic books, an example of an eZB for the classroom, and technical aspects of eZB editing. Resources and finished products were shared online (on a padlet). The teacher was able to adapt the assessment system used in the department and replaced the mid-semester written test with a group mark for the finished eZB (25% of the final mark). The oral presentation of the eZBs, while being carried out as a group exercise, was assessed individually and counted for 25% of the final grade. The remaining 50% of the final mark was allocated to the end of semester written exam comprising a question about the book they had read, a question about their reading experience, and a question about their project
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Submitted on : Friday, September 6, 2019 - 4:14:45 PM
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Catrin Bellay, Christine Evain. Self-assessment for collaborative digital text mediation projects Compte-rendu de pratiques. 26e Congrès RANACLES : Évaluation(s) et autonomisation dans les centres de langues : pratiques et enjeux, Université de Strasbourg, Nov 2018, Strasbourg, France. ⟨hal-02280827⟩

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