This activity would be most suitable for the semester before the students go on Erasmus placement, before they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement options and choose a destination that suits their interests and requirements.
Learning context
This task can be introduced in the classroom and students can work collaboratively to produce a document. Presentation and discussion of the document can take place in class time or online.
On completion of the task, students will have gathered information to help them make an informed choice regarding their stay abroad destination. They will develop their online research skills, especially relating to their stay abroad.
Procedure
This task should be assigned to students before they have been offered an Erasmus placement. It should be given one or two semesters before the students leave. This task aims to encourage online collaboration to achieve the goal of collecting information on the students’ potential Erasmus placement destinations. There are many ways that collaboration can be achieved, e.g.:
- The teacher may start a google spreadsheet document that she can share with students. The document should contain
- The names of the potential placement cities and
- Some categories of information that the students should research, e.g.
- population,
- university size,
- university courses,
- cost of living,
- proximity to transport links,
- The students should work on populating all the fields so that the cities can be compared easily.
- Using an online tool such as Padlet creates a collaborative space to list the names of the potential placement cities. Students should be linked to the online tool as collaborators, so that they can post images, notes, and links relevant to the cities. This is a freer approach which gives the students more control over the type of information they find relevant. The end product could be discussed in class to determine which cities suit which students.
- The teacher could also set up a blog (see table below for relevant links). A student or group of students could be assigned a city they should blog about in the target language. Students could post questions and comments to the forum to get more information on the cities.
- The teacher introduces the ideas of searching for relevant information on the web. Further information related to this literacy can be found in the table below.
- The language-specific sections provide some useful websites that can get the students started.
- Students should write a report assessing the information that has been collaboratively collected. They should choose their preferred destination and construct an argument on why that particular destination is the best fit for them, based on the information available. This may be a useful tool when assigning Erasmus places.
Suggestions for assessment
Students should receive a grade on their assignment. Suggestion for assessment may be:
- Participation in and contribution to the collaborative exercise including the usefulness and accuracy of information sourced (see: table below for other relevant literacies);
- Quality of the target language used to write the report;
- Quality of argumentation based on the information available.
What’s next
Once students have been assigned an Erasmus placement, they should do further and more in-depth research on their destination, prior to their departure. The table outlines other activities in this theme.
| Similar activities | Description |
|---|---|
| Explore the navigation panel for other categories within this theme (click the breadcrumb menu above to expand) | |
| Student accommodation | This activity aims to help you find suitable accommodation abroad while also consolidating your listening and viewing strategies and practicing writing hypertexts. |
| University life in the target language country | This activity introduces you to university life in your target language destination, and practice your listening and viewing strategies. You can extend this task by performing research for your mobility programme destination and sharing your findings on a class blog or forum, or practice your search, multimedia, tagging, hypertext literacies by creating your own travel page using an online tool. |
| Everyday life in the target language country | This activity allows you to practice listening to and viewing information in your target language, while exploring the practical issues and challenges of everyday life in your Mobility Programme destination |
Source/attribution: DigiLanguages Author: Emma Riordan
This activity would be most suitable for the semester before the students go on Erasmus placement, before they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement options and choose a destination which suits their interests and requirements.<br /><strong>Learning context </strong>This task can be introduced in the classroom and students can work collaboratively to produce a document. Presentation and discussion of the document can be take place in class time or online.On completion of the task, students will have gathered information to help them make an informed choice regarding their stay abroad destination. They will develop their online research skills, especially relating to their stay abroad.<br /><strong>Procedure</strong>This task should be assigned to students before they have been offered an Erasmus placement. It should be given one or two semesters before the students leave. This task aims to encourage online collaboration to achieve the goal of collecting information on the students’ potential erasmus placement destinations. There are many ways that the collaboration can be achieved, e.g.:<li>The teacher may start a google spreadsheet document that she can share with students. The document should contain<ul><li>the names of the potential placement cities and</li><li>some catergories of information that the students should research, e.g.<ul><li>population,</li><li>university size,</li><li>university courses,</li><li>cost of living,</li><li>proximity to transport links,</li>
</ul>
</li><li>The students should work on populating all the fields so that the cities can be compared easily.</li>
</ul>
</li><li>Using an online tool such as <a href=”http://www.padlet.com” target=”_blank” rel=”noopener” data-mce-href=”http://www.padlet.com”>Padlet</a> create a collaborative space to list the names of the potential placement cities. Students should be linked to the online tool as collaborators, so that they can post images, notes and links relevant to the cities. This is a freer approach which gives the students more control over the type of <a href=”https://www.digilanguages.ie/information-literacy-what-is-it/” data-mce-href=”https://www.digilanguages.ie/information-literacy-what-is-it/”>information</a> they find relevant. The end product could be discussed in class to determine which cities suit which students.</li><li>The teacher could also set up a blog (see table below for relevant links). A student or group of students could be assigned a city they should blog about in the target language. Students could post questions and comments to the forum to get more information on the cities.</li><li>The teacher introduces the ideas of searching for relevant information on the web. Further information related to this literacy can be found in the table below.</li><li>The language specific sections provide some useful websites that can get the students started.</li><li>Students should write a report assessing the information that has been collaboratively collected. They should choose their preferred destination and construct an argument why that particular destination is the best fit for them, based on the information available. This may be a useful tool when assigning Erasmus places.</li>
<br /><strong>Suggestions for assessment </strong>Students should receive a grade on their assignment. Suggestion for assessment may be:<li>Participation in and contribution to the collaborative exercise including the usefulness and accuracy of information sourced (see: table below for other relevant literacies);</li><li>Quality of the target language used to write the report;</li><li>Quality of argumentation based on the information available.</li>
<br /><strong>What’s next </strong>Once students have been assigned an Erasmus placement, they should do further and more in-depth research on their destination, prior to their departure. The table outlines other activities in this theme.<br />
| Similar activities | Description |
|---|---|
| Explore the navigation panel for other categories within this theme (click the breadcrumb menu above to expand) | |
| Student accommodation | This activity aims to help you find suitable accommodation abroad while also consolidating your listening and viewing strategies and practicing writing hypertexts. |
| University life in the target language country | This activity introduces you to university life in your target language destination, and practice your listening and viewing strategies. You can extend this task by performing research for your mobility programme destination and sharing your findings on a class blog or forum, or practice your search, multimedia, tagging, hypertext literacies by creating your own travel page using an online tool. |
| Everyday life in the target language country | This activity allows you to practice listening to and viewing information in your target language, while exploring the practical issues and challenges of everyday life in your Mobility Programme destination |
This activity would be most suitable for the semester before the students go on Erasmus placement, before they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement options and choose a destination which suits their interests and requirements.<br /><strong>Learning context </strong>This task can be introduced in the classroom and students can work collaboratively to produce a document. Presentation and discussion of the document can be take place in class time or online.On completion of the task, students will have gathered information to help them make an informed choice regarding their stay abroad destination. They will develop their online research skills, especially relating to their stay abroad.<br /><strong>Procedure</strong>This task should be assigned to students before they have been offered an Erasmus placement. It should be given one or two semesters before the students leave. This task aims to encourage online collaboration to achieve the goal of collecting information on the students’ potential erasmus placement destinations. There are many ways that the collaboration can be achieved, e.g.:<li>The teacher may start a google spreadsheet document that she can share with students. The document should contain<ul><li>the names of the potential placement cities and</li><li>some catergories of information that the students should research, e.g.<ul><li>population,</li><li>university size,</li><li>university courses,</li><li>cost of living,</li><li>proximity to transport links,</li>
</ul>
</li><li>The students should work on populating all the fields so that the cities can be compared easily.</li>
</ul>
</li><li>Using an online tool such as <a href=”http://www.padlet.com” target=”_blank” rel=”noopener” data-mce-href=”http://www.padlet.com”>Padlet</a> create a collaborative space to list the names of the potential placement cities. Students should be linked to the online tool as collaborators, so that they can post images, notes and links relevant to the cities. This is a freer approach which gives the students more control over the type of <a href=”https://www.digilanguages.ie/information-literacy-what-is-it/” data-mce-href=”https://www.digilanguages.ie/information-literacy-what-is-it/”>information</a> they find relevant. The end product could be discussed in class to determine which cities suit which students.</li><li>The teacher could also set up a blog (see table below for relevant links). A student or group of students could be assigned a city they should blog about in the target language. Students could post questions and comments to the forum to get more information on the cities.</li><li>The teacher introduces the ideas of searching for relevant information on the web. Further information related to this literacy can be found in the table below.</li><li>The language specific sections provide some useful websites that can get the students started.</li><li>Students should write a report assessing the information that has been collaboratively collected. They should choose their preferred destination and construct an argument why that particular destination is the best fit for them, based on the information available. This may be a useful tool when assigning Erasmus places.</li>
<br /><strong>Suggestions for assessment </strong>Students should receive a grade on their assignment. Suggestion for assessment may be:<li>Participation in and contribution to the collaborative exercise including the usefulness and accuracy of information sourced (see: table below for other relevant literacies);</li><li>Quality of the target language used to write the report;</li><li>Quality of argumentation based on the information available.</li>
<br /><strong>What’s next </strong>Once students have been assigned an Erasmus placement, they should do further and more in-depth research on their destination, prior to their departure. The table outlines other activities in this theme.<br />
| Similar activities | Description |
|---|---|
| Explore the navigation panel for other categories within this theme (click the breadcrumb menu above to expand) | |
| Student accommodation | This activity aims to help you find suitable accommodation abroad while also consolidating your listening and viewing strategies and practicing writing hypertexts. |
| University life in the target language country | This activity introduces you to university life in your target language destination, and practice your listening and viewing strategies. You can extend this task by performing research for your mobility programme destination and sharing your findings on a class blog or forum, or practice your search, multimedia, tagging, hypertext literacies by creating your own travel page using an online tool. |
| Everyday life in the target language country | This activity allows you to practice listening to and viewing information in your target language, while exploring the practical issues and challenges of everyday life in your Mobility Programme destination |
This activity would be most suitable for the semester before the students go on Erasmus placement, before they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement options and choose a destination which suits their interests and requirements.<br /><strong>Learning context </strong>This task can be introduced in the classroom and students can work collaboratively to produce a document. Presentation and discussion of the document can be take place in class time or online.On completion of the task, students will have gathered information to help them make an informed choice regarding their stay abroad destination. They will develop their online research skills, especially relating to their stay abroad.<br /><strong>Procedure</strong>This task should be assigned to students before they have been offered an Erasmus placement. It should be given one or two semesters before the students leave. This task aims to encourage online collaboration to achieve the goal of collecting information on the students’ potential erasmus placement destinations. There are many ways that the collaboration can be achieved, e.g.:<li>The teacher may start a google spreadsheet document that she can share with students. The document should contain<ul><li>the names of the potential placement cities and</li><li>some catergories of information that the students should research, e.g.<ul><li>population,</li><li>university size,</li><li>university courses,</li><li>cost of living,</li><li>proximity to transport links,</li>
</ul>
</li><li>The students should work on populating all the fields so that the cities can be compared easily.</li>
</ul>
</li><li>Using an online tool such as <a href=”http://www.padlet.com” target=”_blank” rel=”noopener” data-mce-href=”http://www.padlet.com”>Padlet</a> create a collaborative space to list the names of the potential placement cities. Students should be linked to the online tool as collaborators, so that they can post images, notes and links relevant to the cities. This is a freer approach which gives the students more control over the type of <a href=”https://www.digilanguages.ie/information-literacy-what-is-it/” data-mce-href=”https://www.digilanguages.ie/information-literacy-what-is-it/”>information</a> they find relevant. The end product could be discussed in class to determine which cities suit which students.</li><li>The teacher could also set up a blog (see table below for relevant links). A student or group of students could be assigned a city they should blog about in the target language. Students could post questions and comments to the forum to get more information on the cities.</li><li>The teacher introduces the ideas of searching for relevant information on the web. Further information related to this literacy can be found in the table below.</li><li>The language specific sections provide some useful websites that can get the students started.</li><li>Students should write a report assessing the information that has been collaboratively collected. They should choose their preferred destination and construct an argument why that particular destination is the best fit for them, based on the information available. This may be a useful tool when assigning Erasmus places.</li>
<br /><strong>Suggestions for assessment </strong>Students should receive a grade on their assignment. Suggestion for assessment may be:<li>Participation in and contribution to the collaborative exercise including the usefulness and accuracy of information sourced (see: table below for other relevant literacies);</li><li>Quality of the target language used to write the report;</li><li>Quality of argumentation based on the information available.</li>
<br /><strong>What’s next </strong>Once students have been assigned an Erasmus placement, they should do further and more in-depth research on their destination, prior to their departure. The table outlines other activities in this theme.<br />
| Similar activities | Description |
|---|---|
| Explore the navigation panel for other categories within this theme (click the breadcrumb menu above to expand) | |
| Student accommodation | This activity aims to help you find suitable accommodation abroad while also consolidating your listening and viewing strategies and practicing writing hypertexts. |
| University life in the target language country | This activity introduces you to university life in your target language destination, and practice your listening and viewing strategies. You can extend this task by performing research for your mobility programme destination and sharing your findings on a class blog or forum, or practice your search, multimedia, tagging, hypertext literacies by creating your own travel page using an online tool. |
| Everyday life in the target language country | This activity allows you to practice listening to and viewing information in your target language, while exploring the practical issues and challenges of everyday life in your Mobility Programme destination |
This activity would be most suitable for the semester before the students go on Erasmus placement, before they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement options and choose a destination which suits their interests and requirements.<br /><strong>Learning context </strong>This task can be introduced in the classroom and students can work collaboratively to produce a document. Presentation and discussion of the document can be take place in class time or online.On completion of the task, students will have gathered information to help them make an informed choice regarding their stay abroad destination. They will develop their online research skills, especially relating to their stay abroad.<br /><strong>Procedure</strong>This task should be assigned to students before they have been offered an Erasmus placement. It should be given one or two semesters before the students leave. This task aims to encourage online collaboration to achieve the goal of collecting information on the students’ potential erasmus placement destinations. There are many ways that the collaboration can be achieved, e.g.:<li>The teacher may start a google spreadsheet document that she can share with students. The document should contain<ul><li>the names of the potential placement cities and</li><li>some catergories of information that the students should research, e.g.<ul><li>population,</li><li>university size,</li><li>university courses,</li><li>cost of living,</li><li>proximity to transport links,</li>
</ul>
</li><li>The students should work on populating all the fields so that the cities can be compared easily.</li>
</ul>
</li><li>Using an online tool such as <a href=”http://www.padlet.com” target=”_blank” rel=”noopener” data-mce-href=”http://www.padlet.com”>Padlet</a> create a collaborative space to list the names of the potential placement cities. Students should be linked to the online tool as collaborators, so that they can post images, notes and links relevant to the cities. This is a freer approach which gives the students more control over the type of <a href=”https://www.digilanguages.ie/information-literacy-what-is-it/” data-mce-href=”https://www.digilanguages.ie/information-literacy-what-is-it/”>information</a> they find relevant. The end product could be discussed in class to determine which cities suit which students.</li><li>The teacher could also set up a blog (see table below for relevant links). A student or group of students could be assigned a city they should blog about in the target language. Students could post questions and comments to the forum to get more information on the cities.</li><li>The teacher introduces the ideas of searching for relevant information on the web. Further information related to this literacy can be found in the table below.</li><li>The language specific sections provide some useful websites that can get the students started.</li><li>Students should write a report assessing the information that has been collaboratively collected. They should choose their preferred destination and construct an argument why that particular destination is the best fit for them, based on the information available. This may be a useful tool when assigning Erasmus places.</li>
<br /><strong>Suggestions for assessment </strong>Students should receive a grade on their assignment. Suggestion for assessment may be:<li>Participation in and contribution to the collaborative exercise including the usefulness and accuracy of information sourced (see: table below for other relevant literacies);</li><li>Quality of the target language used to write the report;</li><li>Quality of argumentation based on the information available.</li>
<br /><strong>What’s next </strong>Once students have been assigned an Erasmus placement, they should do further and more in-depth research on their destination, prior to their departure. The table outlines other activities in this theme.<br />
| Similar activities | Description |
|---|---|
| Explore the navigation panel for other categories within this theme (click the breadcrumb menu above to expand) | |
| Student accommodation | This activity aims to help you find suitable accommodation abroad while also consolidating your listening and viewing strategies and practicing writing hypertexts. |
| University life in the target language country | This activity introduces you to university life in your target language destination, and practice your listening and viewing strategies. You can extend this task by performing research for your mobility programme destination and sharing your findings on a class blog or forum, or practice your search, multimedia, tagging, hypertext literacies by creating your own travel page using an online tool. |
| Everyday life in the target language country | This activity allows you to practice listening to and viewing information in your target language, while exploring the practical issues and challenges of everyday life in your Mobility Programme destination |
This activity would be most suitable for the semester before the students go on Erasmus placement, before they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement options and choose a destination which suits their interests and requirements.<br /><strong>Learning context </strong>This task can be introduced in the classroom and students can work collaboratively to produce a document. Presentation and discussion of the document can be take place in class time or online.On completion of the task, students will have gathered information to help them make an informed choice regarding their stay abroad destination. They will develop their online research skills, especially relating to their stay abroad.<br /><strong>Procedure</strong>This task should be assigned to students before they have been offered an Erasmus placement. It should be given one or two semesters before the students leave. This task aims to encourage online collaboration to achieve the goal of collecting information on the students’ potential erasmus placement destinations. There are many ways that the collaboration can be achieved, e.g.:<li>The teacher may start a google spreadsheet document that she can share with students. The document should contain<ul><li>the names of the potential placement cities and</li><li>some catergories of information that the students should research, e.g.<ul><li>population,</li><li>university size,</li><li>university courses,</li><li>cost of living,</li><li>proximity to transport links,</li>
</ul>
</li><li>The students should work on populating all the fields so that the cities can be compared easily.</li>
</ul>
</li><li>Using an online tool such as <a href=”http://www.padlet.com” target=”_blank” rel=”noopener” data-mce-href=”http://www.padlet.com”>Padlet</a> create a collaborative space to list the names of the potential placement cities. Students should be linked to the online tool as collaborators, so that they can post images, notes and links relevant to the cities. This is a freer approach which gives the students more control over the type of <a href=”https://www.digilanguages.ie/information-literacy-what-is-it/” data-mce-href=”https://www.digilanguages.ie/information-literacy-what-is-it/”>information</a> they find relevant. The end product could be discussed in class to determine which cities suit which students.</li><li>The teacher could also set up a blog (see table below for relevant links). A student or group of students could be assigned a city they should blog about in the target language. Students could post questions and comments to the forum to get more information on the cities.</li><li>The teacher introduces the ideas of searching for relevant information on the web. Further information related to this literacy can be found in the table below.</li><li>The language specific sections provide some useful websites that can get the students started.</li><li>Students should write a report assessing the information that has been collaboratively collected. They should choose their preferred destination and construct an argument why that particular destination is the best fit for them, based on the information available. This may be a useful tool when assigning Erasmus places.</li>
<br /><strong>Suggestions for assessment </strong>Students should receive a grade on their assignment. Suggestion for assessment may be:<li>Participation in and contribution to the collaborative exercise including the usefulness and accuracy of information sourced (see: table below for other relevant literacies);</li><li>Quality of the target language used to write the report;</li><li>Quality of argumentation based on the information available.</li>
<br /><strong>What’s next </strong>Once students have been assigned an Erasmus placement, they should do further and more in-depth research on their destination, prior to their departure. The table outlines other activities in this theme.<br />
| Similar activities | Description |
|---|---|
| Explore the navigation panel for other categories within this theme (click the breadcrumb menu above to expand) | |
| Student accommodation | This activity aims to help you find suitable accommodation abroad while also consolidating your listening and viewing strategies and practicing writing hypertexts. |
| University life in the target language country | This activity introduces you to university life in your target language destination, and practice your listening and viewing strategies. You can extend this task by performing research for your mobility programme destination and sharing your findings on a class blog or forum, or practice your search, multimedia, tagging, hypertext literacies by creating your own travel page using an online tool. |
| Everyday life in the target language country | This activity allows you to practice listening to and viewing information in your target language, while exploring the practical issues and challenges of everyday life in your Mobility Programme destination |
