aiMOOC

E10 E - Create and audit an English 10 aiMOOC

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E10 E - Create and audit an English 10 aiMOOC

Einleitung

Mini description: Build your own E10 aiMOOC and audit it for target group, language level, listening/viewing, reading, speaking, writing, mediation, grammar, media diversity, source quality, copyright, privacy and feedback.

Target group: Grade 10, English as a first foreign language, Baden-Württemberg, E level. The language is mainly English and is designed for independent work around the B1/B1+ range, with authentic sources and E-level analysis. The common Sekundarstufe I curriculum for English in Grade 10 includes listening/viewing, reading, spoken interaction, speaking, writing, mediation, vocabulary, grammar, pronunciation/intonation and text/media competence. The E-level tasks expect a high degree of independence, including analysis of media and source reliability. Official curriculum: Grade 10 English

Course route: English first → understand → respond → analyse → communicate → feedback → revise → transfer.

The course must work without any external AI service. If AI-generated claims are already part of a draft, treat them as unverified until you have checked reliable sources. Keep your own wording and decisions.

Media entry: What makes a learning page trustworthy?

Watch the video once for the main idea. Then watch again and note three criteria you can use when choosing information for your own aiMOOC.

Quick response: Write one sentence: A trustworthy learning page should ... because ...

The TED-Ed video is useful for stable media-literacy ideas. Do not use an older video as evidence for current statistics without checking a current source.

I-can goals

By the end of this aiMOOC, you can say:

I can design an E10 learning path that moves from understanding to transfer.
I can use listening/viewing, reading, speaking, writing and mediation for a clear purpose.
I can analyse media choices and compare perspectives instead of only collecting information.
I can check source quality, copyright and privacy before publishing.
I can give useful feedback, revise my own work and explain what changed.
I can use functional grammar accurately enough to make meaning clear.

Activate your prior knowledge

Before you build anything, answer in English:

What makes an online source reliable?
What makes a learning task suitable for Grade 10?
Which skill is easiest for you: listening, reading, speaking or writing? Why?
What is the difference between translating everything and mediating the information another person actually needs?

Create your E10 aiMOOC

Step 1: Define target group, purpose and outcome

Your course needs one clear outcome. Avoid a page that only presents information.

E10-E design brief: Learners should work largely independently, use age-appropriate authentic input, consider more than one perspective, discuss claims with evidence, compare texts or media, question sources, write coherently and revise their own work. Difficulty should come from thinking and communication, not from rare vocabulary for its own sake.

Use this planning line:

At the end, learners will be able to ... by using ... and then transfer this to ...

Step 2: Listening and viewing

Use an authentic clip with a clear reason for watching. The first task should focus on gist. Later tasks may ask for detail, attitude, evidence, framing or omissions.

Listening/viewing task:

First viewing: state the main message in no more than 20 words.
Second viewing: note two examples and one question you still have.
Critical viewing: identify one choice of image, wording, editing or sound that shapes the message.
Transfer: decide which of these task types fits your own aiMOOC.

Access note: An embedded player connects to an external service. Do not require a student account. If school policy blocks the service, provide an approved transcript or another licensed alternative.

Step 3: Reading and source comparison

Mini reading: Source quality is more than appearance

A polished page can still be weak. Check who is responsible for the information, what evidence is offered, whether the date and context fit your question, and whether independent sources support the key claim. A current statistic needs current evidence; a historical explanation may not. For videos and images, also analyse framing, editing, selection and omissions. If a factual statement came from AI, treat it as a lead, not as a source. If you cannot verify an important claim, label the uncertainty or leave the claim out.

Reading response:

Summarise the text in one sentence.
Identify four checks that can be applied to a source.
Explain why attractive design is not evidence.
Compare this text with one source you plan to use. What does the source do well, and what still needs checking?

Step 4: Context vocabulary

Use precise, frequent words before specialised terms.

Word or phrase	Useful meaning in this course
claim	a statement that needs support
evidence	information that supports or challenges a claim
source	where information or media comes from
bias	a tendency that can influence selection or judgement
reliable	dependable for the purpose and claim
context	the situation around a text, claim or media item
audience	the people a text or task is made for
purpose	the reason for communicating
attribution	credit given to a creator and source
privacy	control and protection of personal information
feedback	information that helps improve work
revision	a meaningful improvement of a draft

Step 5: Pronunciation and intelligibility

Goal: Be easy to understand. Accent-free speech is not the target. Clear stress, useful pauses and understandable key words matter more than copying one accent.

Listen to this short US-English sample of the word pronunciation. It is one example, not a norm you must imitate.

Practise this sentence in thought groups:

A reliable source / names its author / supports its claims / and fits the context.

Record yourself only if you want to. Keep recordings private unless you have actively chosen to share them in a school-approved setting.

Step 6: Speaking and evidence-based discussion

Use discussion language to react, question and build on ideas.

Function	Useful language
agree with a limit	I see your point, but the source does not show ...
ask for support	What evidence supports that claim?
compare	Both sources suggest ..., whereas only one ...
qualify a claim	This may be true in this context, but ...
give feedback	The task is clear because ...; the next step could be ...

Speaking task: In pairs, discuss one media item for two minutes. Each person must make one claim, give one piece of evidence, ask one follow-up question and respond to the other person.

Step 7: Writing and self-revision

Write a 180–250 word rationale for one section of your aiMOOC. Explain the learning goal, why the media or text fits the target group, how learners respond, and how they receive feedback.

Revise in three passes:

Meaning: Is the claim clear and supported?
Organisation: Does each paragraph have a clear job and logical links?
Language: Are grammar, vocabulary and punctuation accurate enough for easy understanding?

Do not replace your whole draft with someone else's version. Keep your own ideas and voice; use feedback to make deliberate changes.

Step 8: Mediation by purpose and audience

Mediation is not sentence-by-sentence translation. Select what the other person needs and adapt it to the situation.

German source note for a fictional school project:

Für das Projekt werden nur fiktive Profile verwendet. Ton- und Videoaufnahmen sind freiwillig und bleiben privat, wenn die Lernenden keine ausdrückliche Freigabe erteilen. Persönliche Kontaktdaten, Klarnamen und private Fotos gehören nicht in den Kurs. Externe KI-Dienste sind für die Bearbeitung nicht erforderlich.

Task: Your fictional exchange partner Alex wants to help with the project. Write 70–100 words in English. Explain only the information Alex needs before contributing. Do not translate every sentence.

Step 9: Functional grammar

Use grammar to communicate more precisely. Do not add complex forms just to sound academic.

Function	E10-E grammar	Example
reflect on a missed check	conditional III	If the author had checked the date, the outdated statistic would not have been used.
focus on process or result	passive voice	The source should be checked before it is embedded.
plan a finished outcome	future perfect	By the end of the project, you will have revised the course twice.
speak about abstract ideas	zero article	Media literacy matters when information is shared quickly.

In authentic texts, you may also meet shortened infinitive or participle structures. Recognise them when reading; do not force them into your own writing if a clearer sentence works better.

Audit your E10 aiMOOC

Source quality, AI checks and media analysis

For every factual claim, ask:

Responsibility: Who created or published it?
Evidence: What supports the claim?
Context: Is the date, place and situation relevant?
Cross-check: Does another reliable source confirm the key point?

If an AI system supplied a statement, citation or quotation, verify the original source yourself. Do not invent missing references. No learner is required to send text, images, recordings or personal data to an external AI service.

For media analysis, go beyond What is shown? Ask How is it framed, what is selected, what is missing, and what effect could that have on an audience? Avoid cultural stereotypes and do not treat one accent, country or viewpoint as the default.

Copyright and reusable media

Before reusing media, open the original file page and check creator, source, licence and attribution requirements. Wikimedia Commons is a strong starting point, but you still need to read the individual file information.

Rule for video: Embedding a video is not the same as permission to download, cut up or re-upload it. Use the official embed where appropriate; reuse clips only when the licence or permission allows it.

Useful reference: Wikimedia Commons licensing.

Privacy and safe participation

Use fictional profiles and fictional application materials only. Audio or video recording is voluntary. Do not require public uploads, real names, private contact details, exact locations or personal photos.

Peer feedback should use the school-approved channel. If a task can be completed without collecting personal data, choose that version.

E10-E audit grid

This grid is for your own course. The model course above includes every domain; external links and licences still need to be rechecked before classroom use.

Criterion	Pass question	Evidence you should be able to show
Target group	Is this clearly for Grade 10, E level, first foreign language?	goals, task demand and independence fit the group
Language level	Is the English clear, natural and challenging without rare-word overload?	B1/B1+ core language with supported authentic input
Listening/viewing	Do learners listen or watch for gist, detail and/or effect?	at least one purposeful listening/viewing sequence
Reading	Do learners identify main ideas, details, intention or implications?	at least one age-appropriate text with a real response task
Speaking	Do learners react to others and support ideas with evidence?	interaction, follow-up questions and discussion language
Writing	Do learners plan, write coherently and revise?	a meaningful draft plus revision step
Mediation	Is information selected for a purpose and audience rather than fully translated?	a clear bilingual scenario and adapted output
Grammar	Does grammar serve communication?	useful forms linked to meaning and self-correction
Media diversity	Is there more than one useful media type?	image, video, audio and interactive elements where they add learning value
Source quality	Are important claims traceable and cross-checked?	named sources, dates where relevant and evidence
Copyright	Is reuse allowed and attribution clear?	licence/source checks for each reused item
Privacy	Can the task be done without unnecessary personal data?	fictional data, voluntary recordings and no forced public upload
Feedback	Do learners use feedback to revise?	clear criteria, peer/self-feedback and visible changes

Draft audit result: The required E10-E domains are represented in this aiMOOC. The remaining live check is operational: before teaching, confirm that external media still loads, its licence information is unchanged and your school's privacy settings allow the embed.

Feedback, error analysis and revision

Use feedback that a writer can act on:

Evidence → Effect → Next step

Example: Your source is named and dated. That makes the claim easier to verify. Add one independent source before publishing.

For error analysis, look for patterns before isolated slips. Prioritise errors that block meaning, weaken evidence or repeat across the text. The writer decides what to revise.

Revision order:

content and evidence
structure and coherence
language accuracy and range
copyright, attribution and privacy
final usability check

Transfer and Can-do check

Apply the audit to a new topic that is not about media literacy. Keep the same learning route: understand → respond → analyse → communicate → feedback → revise → transfer.

Mark each statement for yourself: not yet / partly / yes.

I can choose media for a learning purpose, not just decoration.
I can compare sources and explain why one claim is better supported.
I can discuss a media text with evidence.
I can write and revise a coherent rationale.
I can mediate relevant information for an audience.
I can check licence, attribution and privacy before publishing.
I can explain how feedback changed my work.

Follow-up course: E10 E - Publish, present and improve an English aiMOOC

Source base

The course design is anchored in reliable education and licensing sources:

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the strongest first step when you check a factual source? (Check who is responsible and what evidence supports the claim) (!Count how many colours the page uses) (!Choose the shortest source) (!Trust it because it appears in English)

What is mediation in this course? (Selecting and adapting relevant information for a purpose and audience) (!Translating every sentence word for word) (!Replacing a source with your own opinion) (!Reading the same text aloud twice)

What is the best privacy choice for a student recording? (Keep recording voluntary and private unless sharing is actively chosen) (!Require every learner to publish it) (!Add full names so the file is easier to find) (!Upload it to any public platform without asking)

What should you do before reusing an image? (Check its source, creator, licence and attribution requirements) (!Assume school use removes copyright) (!Copy it because it appears in a search result) (!Remove the creator's name)

What makes peer feedback useful? (It gives evidence, explains the effect and suggests a next step) (!It rewrites the whole text for the writer) (!It only says good or bad) (!It focuses on accent instead of meaning)

What is the pronunciation goal in this course? (Be understandable to listeners) (!Copy one single native accent perfectly) (!Avoid speaking until every sound is perfect) (!Use rare words to sound advanced)

Which sentence uses conditional III correctly? (If the author had checked the source, the error would have been avoided.) (!If the author checks the source, the error avoided.) (!If the author had checked the source, the error will avoid.) (!If the author checked the source yesterday, the error is avoid.)

What does listening for gist mean? (Listening for the main message) (!Writing down every word) (!Checking only the speaker's accent) (!Ignoring the purpose of the text)

How should an AI-generated factual claim be treated? (As unverified until reliable sources support it) (!As true because a system produced it) (!As a source that never needs checking) (!As private information that must be uploaded)

What should usually come first in revision? (Content and evidence) (!Changing every short word to a rare synonym) (!Adding more media without a purpose) (!Publishing before checking sources)

Memory

Source quality	author, evidence, date and cross-check
Mediation	purpose-based transfer of relevant information
Gist	main message
Intelligibility	speech that listeners can understand
Attribution	credit for creator and source
Privacy	protection of personal information
Revision	meaningful improvement of a draft
Conditional III	reflection on an unreal past alternative

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Gist	main message
Evidence	support for a claim
Attribution	credit for reused media
Mediation	relevant information adapted for an audience
Revision	improvement after feedback

Kreuzworträtsel

Evidence	What supports or challenges a claim?
Mediation	What skill adapts information for a purpose and audience?
Privacy	What protects personal information?
Revision	What improves a draft after feedback?
Context	What surrounding situation helps you judge a source?
Licence	What tells you how a work may be reused?

LearningApps

Lückentext

An E10 aiMOOC should have a clear

and learning purpose. A first viewing can focus on

before learners analyse details. A strong reading task asks learners to check

instead of trusting appearance. Speaking should aim at

rather than accent-free performance. In mediation, information is selected for a specific

. Functional grammar helps learners express precise

. Reused media need a checked

before publication. Personal data should be protected through good

choices. Feedback becomes useful when it leads to

. Important AI-generated claims need independent

.

Offene Aufgaben

Leicht

I-can target: Write one precise I-can statement for an E10 lesson and remove any wording that cannot be observed.
Source snapshot: Choose one factual source and record author or organisation, date, evidence and one cross-check.
Media purpose: Pick one image from Wikimedia Commons and explain in three sentences what learners should do with it.
Feedback card: Create four English phrases for evidence-based peer feedback.

Standard

Listening task: Build a two-stage viewing task for one verified educational video: gist first, then detail or effect.
Source comparison: Compare two sources on the same topic. Identify one shared claim, one difference and one reason for trusting or questioning each source.
Mediation task: Create a short German source note and an English output task for a fictional partner. Make the output purpose-driven, not a full translation.
Grammar for meaning: Write four course sentences that use conditional III, passive voice, future perfect and zero article for a real communicative function.

Schwer

Perspective analysis: Analyse one media item from three perspectives: creator, target audience and critical viewer. Support each point with evidence.
Prototype section: Create one complete E10-E aiMOOC section with input, response, analysis, communication and revision.
Peer audit: Exchange drafts, apply the audit grid and keep a revision log that explains at least five deliberate changes.
Full transfer: Create a mini aiMOOC on a new topic, then justify how target group, skills, media, source quality, copyright, privacy and feedback work together.

Lernkontrolle

Redesign a weak course: You receive a page with difficult vocabulary, no listening task and an attractive but unsourced image. Explain the three biggest learning problems and redesign the page for E10-E.
Evaluate evidence: Two sources make the same claim but use different evidence. Decide what you would need to check before using either one and explain why.
Choose media responsibly: A video is linguistically suitable but requires a public account and offers no clear reuse rights. Propose a safer learning design that keeps the skill goal.
Adapt for an audience: Turn a short German school notice into an English message for a fictional exchange student. Select only relevant information and justify one omission.
Explain a past consequence: Use conditional III to explain how one missed source check could have changed the quality of a finished aiMOOC.
Revision plan: Given mixed peer feedback, decide which comments you would act on first. Explain how your order protects meaning, evidence, your own voice and accuracy.

Lernnachweis

For a successful learning record, show:

a clear E10-E target group and observable learning outcome
at least one listening/viewing task and one reading task with analysis
evidence-based speaking and coherent writing with revision
one purpose-driven mediation task
functional grammar used for meaning
a source log with checks for reliability, date and evidence
a media log with licence and attribution information
a privacy check with fictional data and voluntary/private recording rules
a feedback record that shows what you changed and why
a final self-audit with the E10-E grid

OERs zum Thema

The German Wikipedia article on Medienkompetenz gives background for source and media work.

Verknüpfte Lernbereiche

Englisch Klasse 10 E-Niveau

aiMOOC-Projekte

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