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Retrieval and Use of Erasmus+-based Documents
Figure 4.1 An Example of Activity Categorization Form Used for Preparing an
Advanced Level User (Student) Exercise
For the purpose of exercise compilation, a special Activity Categorisation
Form (see Figure 4.1) was used, produced in accordance with the LanGuide
Methodology. Since the aim of this article is to describe the steps taken in
the preparation of academic mobility exercises alone, the general theoret-
ical issues of the LanGuide methodology will not be tackled here.
Besides the textual and instructional parts of exercises, various other
information is provided in it, e.g. the identification index of the task (e.g.
i f-001 for Ivo Fabijanić, exercise number 1), source and authenticity of the
text (original, adopted and adapted), the intended levels the activity was
prepared for (basic, intermediate, advanced), skill type (reading, listening,
writing, speaking, and vocabulary), activity type (e.g. matching, spelling,
cloze test, etc.), a learning person (student, academic staff, administrative
staff), the field (academic, administrative, mobility, and i t), cognitive skill
type (remembering, understanding, applying, analysing, evaluating, creat-
ing). The part dealing with the actual activity/exercise being prepared con-
95
Figure 4.1 An Example of Activity Categorization Form Used for Preparing an
Advanced Level User (Student) Exercise
For the purpose of exercise compilation, a special Activity Categorisation
Form (see Figure 4.1) was used, produced in accordance with the LanGuide
Methodology. Since the aim of this article is to describe the steps taken in
the preparation of academic mobility exercises alone, the general theoret-
ical issues of the LanGuide methodology will not be tackled here.
Besides the textual and instructional parts of exercises, various other
information is provided in it, e.g. the identification index of the task (e.g.
i f-001 for Ivo Fabijanić, exercise number 1), source and authenticity of the
text (original, adopted and adapted), the intended levels the activity was
prepared for (basic, intermediate, advanced), skill type (reading, listening,
writing, speaking, and vocabulary), activity type (e.g. matching, spelling,
cloze test, etc.), a learning person (student, academic staff, administrative
staff), the field (academic, administrative, mobility, and i t), cognitive skill
type (remembering, understanding, applying, analysing, evaluating, creat-
ing). The part dealing with the actual activity/exercise being prepared con-
95
