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This article explores the utilization of interactive tools in the creation of interactive exercises for German language lessons and the assessment of learners' performance. The concept of didacticization, which involves adapting educational materials and authentic texts, is examined in detail. The article outlines the essential steps for didacticiz...
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Este artigo propõe-se a analisar experiências docentes no processo de isolamento social causado pela pandemia do Covid-19, no ano de 2020. Ancorados em construtos da história pública e digital, buscamos fazer uso de tecnologias digitais para produzir narrativas e memórias, documentar o cotidiano e histórias pessoais. As fontes documentais produzida...
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... Interactive learning involves active student participation and engagement with course material and activities [4]. Integrating interactive tools can increase motivation, promote a more profound understanding of concepts, provide personalised feedback, and develop problemsolving skills [11,24]. Using simulations, games, visualisation exercises, and other multimedia activities can help concretise abstract theories and models for economic courses. ...
This paper explores the use of interactive learning tools in economic education. Specifically, it examines how the LearningApps.org platform can be integrated into the Moodle learning management system to create engaging and effective learning activities for economic courses. The paper outlines the benefits of interactive learning, reviews relevant literature on using technology in economic education, and provides examples of interactive LearningApps.org exercises for topics in economics. The results indicate increased student motivation and improved learning outcomes when using LearningApps.org in Moodle. The paper concludes that combining interactive tools like LearningApps.org with a system like Moodle can enhance economic instruction and recommends further research into instructional design strategies for integrating educational technologies.
... The use of such material is especially effective when design work is being done. For example, within the framework of the project "Deutsche Spuren in der Ukraine" [45] students were asked to do a number of tasks using the YouTube resource, the fragment of one of them is offered below. The third group includes popular science, documentary short or full-length films that are not designed for a specific target group and contain general information. ...
The integration of information and communication technologies (ICT) in education has increased the possibilities and expanded the boundaries of the learning process. It is also a prerequisite for implementing distance learning. Various online resources, such as e-mail, blogs, forums, online applications, and video hosting sites, can be used to create open learning and education environments. This study focuses on the use of informational educational technologies for learning foreign languages, especially German. The article presents the results of a theoretical analysis of the content of YouTube video materials in terms of their personal and didactic relevance for teaching German as a first or second foreign language in higher education, specifically at a pedagogical university. Based on the practical experience of using several popular thematic YouTube channels with a large and stable audience, a brief didactic analysis of their products is provided and suggestions are made on how to transform video content into methodological material for the practical course of German language for future teachers. The article also explores the potential of using alternative YouTube resources for distance learning with regard to the development of mediation skills as defined by the authors of the CEFR Companion Volume with New Descriptors. Four types of resources that can serve as teaching materials are identified and analyzed; some examples of their preparation and use for the training of future foreign language teachers are given. The article also discusses the open resources ONCOO and TWINE, which can be used to foster the autonomy of future foreign language teachers, and describes their features. The proposed recommendations can help to achieve the following objectives: enriching vocabulary; semanticizing phraseological units, fixed expressions, clichés; developing pronunciation skills; enhancing linguistic and ICT competencies; improving listening and speaking skills; increasing motivation to learn, etc.
The paper presents the content, structure and approaches to using the author's electronic educational methodical complex (EEMC) "Construction of car" in vocational training of future professional education teachers in the transport field. The EEMC combines electronic educational resources - electronic textbooks, laboratories, tests, guidelines, reference books, etc. This allows students to organise various learning activities - studying theoretical material, performing lab experiments, knowledge assessment, and independent work. The quality of the EEMC was evaluated by 12 experts in the field using a competent estimation method. The high concordance index confirmed the good quality of the EEMC. Using the EEMC in vocational training increased students' learning motivation, developed representational thinking, shaped informational culture, and prepared them to apply ICT in future professional work. Prospects for further improvement of the EEMC are outlined.
