Multimedia Didactics - The Art and Science of Teaching Host Country Language

People meeting and understanding each other represent a characteristic feature of Europe. Language is the key competence for this. With the TeachME project, we aimed at simplifying stays abroad fo...

The overall objective was to bring significant learning outcomes to students who want to study in the respective host-country language since it offers innovative blending of synchronous and asynchronous learning. Besides, the objective was that students learn a language in the oral and written discourse in real-life communicative contexts. In contrast to students that spend their time in countries with minor languages and study English programs, we wanted international students not only to choose countries less in demand but also to immerse into the host-country language and culture. In this way, students are more committed to their learning and integrate knowledge and skills with other areas of their lives more likely. List of objectives: • To increase the number of young adults who want to learn European languages • To establish a European role model: A set of intensive language programs tailored to the needs of youth interested in the study at a foreign university in any of the partner countries •To promote transnational cooperation and mutual learning in order to improve education systems, processes and knowledge exchange • To support good practices, dialogue among policymakers, practitioners and stakeholders

Project management and implementation were performed according as agreed while providing flexibility when it came to specific modifications and challenging situations during the project period. Respective situations were always taken up, as the implementation of project results at a high-quality level was integral regarding the partnership. Furthermore, each work package was led by a designated partner organization and the representative of the partner organization provided transparency about the internal organization. Regarding time management, the respective group leader sent monthly updates on the progress of project tasks to the national team and every three months, the international partners reported to the leader of the PR about their specific tasks for the PR they are not coordinating. The quality of project activities were monitored with the help of both quantitative and qualitative indicators. In terms of quality, each partner organization reported the status of each activity and other subjects that required all partners’ attention. When it comes to quantity, each partner organization sent a numerical and/or percentile report referring to the degree of completion. In everyday communication, the partners mainly used emails and MS Teams messaging and content organization. A cornerstone of mutual communication were regular monthly calls at which the project status was discussed and next project steps were outlined. RESULTS DEVELOPMENT: The project put forth five project results which can be used individually. However, especially PR2 (Neurodidactic Handbook), PR3 (Activities and Scripts) and PR4 (Guide for Facilitators) form one coherent unit when it comes to the basics of neurodidactics and their practical implementation with the help of our material collection teachers’ guideline. This follows the principle of information – comprehension – application. Lastly, following dissemination activities were implemented: project management manual, TeachME logo and website layout, dissemination plan, continuous updates on social media, project profiles, project leaflet, cross-linking, cooperation and networking activities, project-related publications, dissemination activity reports. In order to operate efficiently regarding project structure, we set up a steering committee, focused on time management and deadline monitoring, wrote an interim report as a reference point during the project and we organized five partners’ meeting. Aside from management and dissemination structures, other cornerstones of the project consisted of impact evaluation and sustainability.

The specific project materials developed are as follows: 1. A University Roadmap tailored for international students: This includes a user-friendly interactive map with clickable links, infographics, videos, and other resources essential for preparing to study in a foreign country. 2. A Neurodidactic Handbook designed for the intensive teaching of a host-country language as a foreign language, employing multimodal and blended learning methods: This handbook introduces an innovative neurodidactic approach aimed at intensive language education. 3. Development of methods and tools for teaching a host-country language through blended and online learning environments (Activities A1-B2 and integrated teaching strategies): These methods and tools are rooted in the principles outlined in PR2 and serve as a practical resource for educators to effectively teach in digital classrooms. 4. Workshop guideline crafted for educators and facilitators on how to effectively conceptualize and implement motivating intensive language courses 5. Introduction of the TeachME platform featuring an interactive library: This platform houses a compilation of TeachME methods and tools for teaching a host-country language in an online setting, serving as a repository of diverse resources for both language instructors and learners. Additionally, the following dissemination products were successfully realised: • promotional videos • Press Release Text • Logo & Website • Project Leaflet • Cross-Linking (exchanging of project website links with other similar projects) • Co-Operation and Networking • TeachME - national promotional events in all partner countries • Publications