Task 2: E-Learning - Learning in a New Era
While the usage of new media in the English classroom is growing more and more common in today's education the concept of e-learning is growing broader with each method and medium integrated in the English classroom. When people talk about e-learning they usually think about computer-based learning programs, mostly supported by audio-visual data. It is not uncommon to find CD-ROMs with such supporting data in new versions of English textbooks. These CD-ROMs usually contain a number of audio data that students can use at home to practice their oral language and vocabulary pronunciation skills. It is also possible to look important grammar rules up in the CD-data and learn these cognitively. Another mode of learning via textbook CD-ROM is the possibility to work through diverse tasks related to the book's content, depending on the grade for which the textbook is made. These options of learning in English lessons have become quite usual in the last years due to the fact that textbook publishers have been adding CD-ROM with these features to their products. As we already discovered in the "Selbstlernzentrum" there are several other methods of e-learning that are also suited for different agr groups and school grades. For example specific programs that focus on training chosen language skills. In combination with a microphone it is also possible to practice pronunciation. In addition these programs contain memory tasks to practice vocabulary, gap filling tasks, rephrasing tasks and many more. If a school has a multi-media learning room equipped with computers, loudspeakers, microphones etc. these programs can increase the positive effects of the learning environment provided by the media in this room. A good example for this was already shown to our group in our first field trip to the Alfred-Wegener Gymnasium in Kirchhain. Another type of e-learning we noticed in the "Selbstlernzentrum" was the interactive online classroom. This system can be very interesting for single learners, not necessarily bound to a class curriculum, but more based on personal needs in language learning. The learners can "hire" personal teachers who can give them tips or they can join a virtual classroom that includes different numbers of language learners that are coached by a single teacher. Usually every learner has to pay a small fee to participate in this vitual learning environment but can also choose what to learn. These classrooms have the advantage that authentic language is used and the learner can therefore try to acquire the language rules naturally. Slower learners can take beginner's courses, faster learners can take courses that support more proficient learner languages. In real classrooms it is uncommon to use these virtual classrooms and it is unlikely that a class of adolescent learners can use these programs in their English lessons. But schools should try to use this feature for extracurricular activities in a media library or computer rooms so that students have the chance to improve their language further outside of the regular classroom.
