Biblioteca Digital de VanguardiaAutonomy and external parameters: incompatible? Replacing the question within the Moodle workshop, in the company of Wittgenstein
I retake here the later philosophy of Wittgenstein and his conception of language to reflect on some central concepts and roles in language teaching, which are often treated dichotomously: autonomy vs. external parameters, focus on student vs. teacher, classroom learning vs. virtual learning centers...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista
2015
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| Acceso en línea: | https://periodicos.fclar.unesp.br/entrelinguas/article/view/8054 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/64509 |
| Sumario: | I retake here the later philosophy of Wittgenstein and his conception of language to reflect on some central concepts and roles in language teaching, which are often treated dichotomously: autonomy vs. external parameters, focus on student vs. teacher, classroom learning vs. virtual learning centers, subjectivism vs. transparency/objectivity in evaluation. As an antidote to eventual generalizing excesses of methodological approaches or explanatory models, I propose that we assume a concrete perspective of the teacher in finding effective solutions to intervene in the learning process. I then give examples of how this attitude shows itself in the promotion of writing skills in basic German courses with the courseware Blaue Blume, using the Moodle Workshop for this purpose. I also discuss some technical details in the use of this tool and its tweaking options. |
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