aiMOOC

E9 E - Create and audit an English 9 aiMOOC

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Einleitung

Mini-description: Create your own E9 aiMOOC and audit it for target group, CEFR-appropriate language, media, listening, reading, speaking, writing, mediation, grammar, feedback, source quality, copyright and privacy. Target group: Klasse 9, E-Niveau, Englisch als erste Fremdsprache, Baden-Württemberg.

Working rule: English first → understand → respond → ask → hint → improve → use again. German is only a short support when it helps you move on. There is no full translation.

An E9 aiMOOC should feel like real English learning, not like a long digital worksheet. You work with short input, useful media, clear tasks and enough challenge to think, discuss, write, revise and transfer ideas.

This course helps you build one learning sequence and then audit it. You will check whether the language, media and tasks really fit a Year 9 E-level group. You will also check sources, copyright, privacy and AI-supported feedback.

The competence focus follows the Baden-Württemberg framework for English as a first foreign language in classes 7/8/9: listening/viewing, reading, spoken interaction, connected speaking, writing, mediation, vocabulary, grammar, pronunciation/intonation and text/media competence.

Official Bildungsplan Baden-Württemberg: English as a first foreign language, classes 7/8/9

Your mission

Create a compact E9 learning sequence with a strong media entry, at least one receptive skill, at least one productive skill, functional language support, feedback and a final transfer task. Then audit it with evidence.

Build	Audit
Design for one clear E9 target group.	Can a Year 9 E-level learner work independently with the amount, speed and language?
Use media for a real learning purpose.	Does each medium help learners understand, notice, compare, practise or produce?
Plan a skill sequence.	Do learners move from input to response, revision and reuse?
Add feedback.	Does feedback help learners improve their own text or speech instead of replacing it?

I-can goals

By the end, I can ...	Evidence
identify what makes an E9-E task demanding but manageable.	I can justify language length, vocabulary, speed, speaker number and support.
use listening/viewing and reading as input for speaking or writing.	I can show a clear input-to-output path.
plan discussion, presentation, writing and mediation for a purpose and audience.	I can explain what learners must actually do with English.
use grammar as a tool for meaning.	I can connect grammar to a communicative task.
check media, sources, copyright and privacy.	I can document source, author, licence and data risks.
give and use feedback.	I can revise without losing the learner's own voice.

Before you start: quick knowledge check

Think of one digital English lesson you liked. Write three notes: What did you understand quickly? What did you have to do actively? What helped you improve?

Then ask: Was the lesson good because it looked attractive, or because the media and tasks made you use English?

The E9-E design loop

Step	Learner action	Audit question
English first	Meet meaningful English in a text, clip, image, audio or task.	Is the input authentic or realistic without becoming unnecessarily difficult?
Understand	Get the main idea, then relevant detail.	Are gist and detail tasks clearly separated?
Respond	Give a short reaction, choice, note or explanation.	Does the learner have something worth saying?
Ask	Ask a follow-up question or request clarification.	Is spontaneous interaction possible?
Hint	Use a word bank, model, prompt or strategy only when needed.	Can support be reduced for stronger learners?
Improve	Revise language, content or organisation after feedback.	Does the learner remain the author?
Use again	Reuse language or ideas in a new context.	Is there real transfer, not simple repetition?

Target group and language mode

For E9-E, learners should work with increasing independence. Input may be longer and information-dense, but it still needs a clear purpose, accessible structure and age-appropriate content. Difficulty should come from thinking, comparing, selecting evidence and responding, not from artificial “adult” language.

Use authentic or near-authentic texts when the task and support make them usable. Watch sentence length, low-frequency vocabulary, cultural references, speech rate, number of speakers and background noise. Compare perspectives without reducing countries, communities or people to cultural clichés.

Audit rule: If learners need a dictionary for every second sentence, the text is not automatically “advanced”; it may simply be badly matched.

Media entry: listening and viewing

Watch the clip once without stopping. Your first task is only: What is the speaker trying to help you do?

On the second viewing, note two phrases that make an opinion sound less direct. Then use one phrase in your own sentence about a learning task.

Listening audit: Check topic familiarity, visual support, speech speed, speaker number, unknown vocabulary and task demand. Do not make “understanding every word” the goal.

Listening/Viewing task: two-pass method

Pass	Focus	Your note
First	gist: purpose and main idea	Write one sentence only.
Second	detail: useful phrases and speaker attitude	Note three details.
Transfer	use	Give one polite piece of feedback on a fictional aiMOOC.

Reading: what makes an aiMOOC strong?

Read for the main idea first. Then mark one sentence about language, one about media and one about feedback.

Reading text

A strong E9 aiMOOC is selective. It does not use every tool simply because the tool exists. A short video can create a question, a text can provide evidence, and a discussion can force learners to compare viewpoints. The important point is the learning path between them. Learners should understand enough input to respond, but they should also meet language that stretches them.

Support should be available in levels. A first hint might give a strategy, a second might offer useful language, and a final hint might show a model. Stronger learners should not have to use all support.

Feedback should lead to revision. It can point out unclear ideas, weak evidence, grammar patterns or missing links, but it should not silently rewrite the whole text. The learner's own voice should remain visible. A final task should ask learners to reuse ideas or language in a new situation.

Reading response

Write a four-sentence audit comment: one strength, one weakness, one piece of evidence and one concrete improvement. Use at least one connector such as however, because, therefore or although.

Context vocabulary

Word	Meaning in this course	Useful phrase
target group	the learners the course is designed for	fit the target group
evidence	information that supports a judgement	give evidence for
scaffold	support that helps without doing the task for you	reduce the scaffold
source	where information or media comes from	check the source
licence	rules that state how a work may be used	read the licence
attribution	credit given to the creator	add attribution
mediation	passing on relevant meaning for a purpose and audience	mediate key information
revision	improving your own work after feedback	revise a draft
bias	a tendency that may shape selection or judgement	check for bias
privacy	control and protection of personal information	protect privacy

Pronunciation and fluency

Clear communication matters more than accent-free speech. Practise thought groups, sentence stress and short follow-up questions.

Say this in three thought groups: The source looks reliable / because the author is named / but I would still check the date.

Then ask one spontaneous follow-up question: What makes you trust this source? or Which detail would you verify first?

Recordings are optional. Keep them private unless you have clearly agreed to another use. Do not upload classmates' voices without permission.

Speaking: audit meeting

Work with a partner. Student A is the course designer. Student B is the auditor. Discuss one section of a fictional E9 aiMOOC for three minutes, then swap roles.

Use evidence, not just preference. Ask at least two spontaneous follow-up questions.

Useful language: I can see why you chose ..., However, I think ... because ..., Could you explain how ...?, What evidence do you have that ...?, I would keep ... but change ...

Presentation boost: Give a 90-second summary of your audit without reading a full script. Your partner asks one unplanned follow-up question.

Writing: an evidence-based audit note

Write 180–220 words about one part of your aiMOOC. State a judgement, support it with evidence, consider another perspective and propose one improvement.

Suggested structure: claim → evidence → alternative view → improvement → final judgement.

Revision rule: Keep your first draft. Mark your changes. Your improved version should still sound like you.

For a B1-oriented model of clear paragraphing and opinion language, compare the British Council resource: British Council LearnEnglish Teens: An opinion essay

Mediation: purpose before translation

You are helping an English-speaking exchange student understand a short German school note about using a digital learning platform. Do not translate every line. Select only what the student needs to act correctly.

Task: In 80–100 English words, explain the relevant rules: use a fictional account name, do not publish private contact details, keep recordings private unless permission is clear, and ask the teacher before using an external AI service with school material.

Audit question: Did you adapt the information to the person and purpose, or did you simply translate sentence by sentence?

Functional grammar

Grammar should solve communication problems inside the task.

Function	Grammar tool	Example
state a recommendation	modal verbs	The source should be checked before use.
describe a rule	modal verbs	Private data must not be uploaded.
predict a result	first conditional	If the clip is too fast, learners will miss key details.
compare viewpoints	contrast clauses	Although the video is authentic, the task is well scaffolded.
focus on process	passive voice	The first draft is revised after peer feedback.

Mini-task: Write one audit sentence with a modal verb and one with an if-clause. Use them in your next spoken or written review.

Help levels

Level	Help	Use it when ...
Hint 1	strategy: reread the criterion and find evidence	you know the topic but cannot start
Hint 2	language frame: The task works well because ... However ...	you have ideas but need wording
Hint 3	model move: claim → evidence → improvement	you need a structure to imitate

Use the lowest level that helps. Then try the next task with less support.

Feedback and error analysis

Good feedback is specific, usable and limited. It should help you notice a pattern and make the next decision yourself.

Use this loop: notice → name → fix → explain → reuse.

Error type	Feedback question	Revision action
unclear idea	What exactly do you mean?	add one precise sentence
weak evidence	Which source, line, example or task feature supports this?	add verifiable evidence
grammar pattern	Is this a one-off slip or a repeated pattern?	correct the pattern, then write a new example
organisation	Can the reader follow the claim and reason?	add or change a connector
register	Is the wording right for a Year 9 audience?	replace adult or over-formal wording

Source quality, copyright and media use

A strong source check asks who created the material, where it was published, when it was updated, what evidence it uses and whether another reliable source supports important claims.

Watch this short Creative Commons example and focus on one question: What does a licence make clearer for creators and users?

For images, Wikimedia Commons is useful because each file page gives source and licence information. For YouTube, do not assume that every video is openly licensed. An embed can point learners to a video, but copying, editing or reusing the video requires the relevant rights. Check the video description and licence information.

YouTube Help: licence types Creative Commons: A Shared Culture Wikimedia Commons

Source-quality viewing task

Watch the opening of this BBC Learning English video. Note one claim, one example and one question you would still verify.

Then compare the video's purpose with a neutral reference source. Do not treat popularity, confident delivery or a large number of views as proof.

Privacy and safe production

Use fictional profiles for sample applications, CVs, emails, names, addresses and social-media-style tasks. Do not copy real private profiles into the course.

Audio and video recordings are voluntary and should stay private unless everyone involved has clearly agreed to another use. Do not require learners to publish faces, voices or private accounts. No task should require an unannounced upload or external AI access.

Do not send personal school data, private drafts or classmates' work to an external AI service without an approved purpose and clear permission. When AI is used for facts, sources or feedback, check the output and keep the learner's own text.

AI audit

Check	Question	Action
factual accuracy	Can I verify the claim in a reliable source?	verify before publishing
source quality	Does the source actually support the claim?	open and read the source
feedback quality	Does the feedback explain, or just rewrite?	keep useful comments, reject replacement text
learner voice	Is the final text still mine?	compare first and final draft
privacy	Did I remove personal or sensitive data?	use fictional data or approved school systems

Create your own E9 aiMOOC sequence

Build one compact sequence on a Year 9 topic. You may choose media literacy, future plans, travel, school life, environment, technology, culture, sport or another age-appropriate theme.

Your sequence should include a media entry, I-can goals, prior knowledge, listening/viewing or reading, contextual vocabulary, speaking or writing, functional grammar, help levels, feedback, a transfer task and a Can-do check. Add mediation when it fits the communicative situation.

E9-E challenge: Include at least two perspectives and require learners to ask a spontaneous follow-up question or make an evidence-based response.

Audit your aiMOOC

Criterion	Strong evidence	Red flag
target group	age, class, E-level and prior knowledge are clear	tasks could fit almost any age
language	manageable density with stretch and support	long adult-style explanations
media	each medium has a task before, during or after use	decorative media only
listening/viewing	gist before detail; speed and speaker number considered	test every word
reading	purpose, strategy and response are clear	text wall without task
speaking	longer turns, discussion and follow-up questions	only read-aloud answers
writing	coherent, evidence-based text plus revision	one draft with no feedback
mediation	selection for purpose and audience	full line-by-line translation
grammar	supports a communicative function	isolated rule practice only
feedback	specific and revision-oriented	full replacement of learner text
sources	creator, date, evidence and source fit checked	source chosen because it looks professional
copyright	licence and attribution checked	“found online” treated as free to reuse
privacy	fictional data and voluntary private recording	real profiles or compulsory public uploads
AI	claims and feedback checked; learner voice preserved	unverified facts or copied AI rewrite

Can-do check

Mark each statement: yes / partly / not yet.

I can explain why my materials fit a Year 9 E-level group.
I can connect input to a meaningful response and transfer task.
I can make media do learning work instead of decoration.
I can plan longer speaking or writing with evidence and perspectives.
I can use mediation for purpose and audience instead of full translation.
I can use grammar, hints and feedback to support independence.
I can check sources, licences, copyright and privacy.
I can verify AI-supported facts and keep my own voice.

If you mark partly or not yet, return to one audit criterion, improve the sequence and test it again.

Follow-up course

Continue with E9 E - Publish and improve an English 9 aiMOOC. Focus next on classroom testing, learner feedback, revision history and a stronger transfer task.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the best first listening goal for an E9 viewing task? (Understand the main idea and purpose) (!Write down every word) (!Translate the whole clip) (!Memorise the transcript)

What makes media useful in an aiMOOC? (It supports a clear learning action) (!It makes the page look busy) (!It replaces all learner output) (!It is always longer than the text)

What is good mediation? (Selecting relevant meaning for a purpose and audience) (!Translating every sentence word for word) (!Replacing the source with personal opinions) (!Ignoring the audience)

What should feedback mainly lead to? (Learner revision) (!A completely rewritten text) (!A public grade only) (!More difficult vocabulary)

Which source check is most useful? (Check creator, date, evidence and support) (!Trust the first search result) (!Trust a professional-looking layout) (!Trust a large view count)

What is a good copyright habit? (Check the licence and give required attribution) (!Assume all online images are free) (!Remove the creator name) (!Copy a video before checking rights)

What is a safe privacy choice for a sample application? (Use fictional personal data) (!Use a classmate's real address) (!Copy a private social profile) (!Publish a real phone number)

What should functional grammar do? (Help learners communicate meaning) (!Add isolated rules without a task) (!Make every sentence longer) (!Replace speaking and writing)

How should AI-supported feedback be used? (Check it and keep the learner's own voice) (!Accept every suggestion automatically) (!Delete the first draft) (!Upload private data for better feedback)

What shows strong E9-E speaking? (Giving reasons and answering spontaneous follow-up questions) (!Reading single words from a list) (!Avoiding all disagreement) (!Repeating a model without change)

Memory

Gist	Main idea
Scaffold	Temporary support
Mediation	Purpose-based transfer of meaning
Attribution	Credit to a creator
Revision	Improvement of your own draft
Privacy	Protection of personal information
Evidence	Support for a judgement
Licence	Rules for reuse

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Target group	age level and prior knowledge
Media purpose	understanding noticing practice or production
Feedback	revision of learner work
Copyright	licence and attribution
Privacy	fictional data and voluntary private recording

Kreuzworträtsel

Audience	Who should the task be designed for?
Source	Where does information come from?
Privacy	What protects personal information?
Feedback	What should help a learner revise?
Mediation	What transfers relevant meaning for a purpose?
Licence	What states conditions for reuse?

LearningApps

Lückentext

An E9 aiMOOC should match its

before extra media are added.

For listening, learners should first listen for

before they focus on detail.

A useful hint is a

that supports the learner without doing the task.

In mediation, learners select information for a purpose and an

.

Good feedback should lead to

of the learner's own work.

Before reusing media, check the

and required attribution.

Sample profiles should use

data instead of real private information.

AI-supported facts should be

before they are published.

Offene Aufgaben

Leicht

Target group check: Choose a Year 9 topic and write a five-line learner profile with age, prior knowledge, interests, likely language strengths and one support need.
Media purpose: Find one freely usable Wikimedia Commons image and explain in English what learners should do with it.
Listening scaffold: Take a short English clip and write one gist question, two detail questions and one transfer question.
Privacy rewrite: Turn a real-looking sample profile into a fully fictional one without changing the learning goal.

Standard

Reading to speaking: Build a short reading task that ends in a two-minute discussion with spontaneous follow-up questions.
Evidence-based feedback: Review a fictional learner paragraph and give three comments that help revision without rewriting the paragraph.
Mediation for purpose: Create a short German school notice and a realistic English mediation task for an exchange student.
Grammar in action: Design a task in which modal verbs or conditionals are needed to make recommendations or predict consequences.

Schwer

Perspective audit: Build a mini-sequence using two credible sources with different perspectives and require learners to compare evidence.
E9 writing task: Design a 180–220-word argument task with planning, source use, peer feedback and individual revision.
Media and rights audit: Audit five media items for source quality, licence, attribution, privacy risk and learning purpose.
aiMOOC prototype: Create a complete one-lesson E9 aiMOOC, test it with a peer, record the feedback and revise at least three design decisions.

Lernkontrolle

Task redesign: You receive an aiMOOC with a 900-word text, no media task and one final vocabulary quiz. Redesign the learning path for E9-E and justify each change.
Listening judgement: Compare two clips with different speech rates and speaker numbers. Explain which support you would add to each and why.
Source comparison: Evaluate two sources that disagree on one claim. Show how you would help learners separate evidence, interpretation and opinion.
Feedback transfer: Improve a feedback comment that says only “good” or “wrong”. Turn it into a comment that leads to learner revision and reuse.
Privacy scenario: A speaking task asks learners to upload a public video with real names. Redesign the task so the speaking goal remains but privacy is protected.
AI check: An AI tool gives a polished rewrite and two factual claims. Explain how a learner should verify the claims, preserve the first draft and decide which feedback to use.

Lernnachweis

For a strong learning record, show your design process as well as the final product.

One compact E9 aiMOOC sequence with a clear target group.
A short explanation of why language, length, media and task demand fit E9-E.
Evidence of listening/viewing, reading, speaking, writing and, where useful, mediation.
One functional grammar link and at least two help levels.
First draft, feedback notes and revised learner text.
A source list with creator, title, source, date where relevant and licence information.
A privacy check confirming fictional data and voluntary/private recording.
A short AI check showing which claims or feedback were verified.
A final self-assessment using the Can-do check.

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