Erasmus+ project "My Everest Your Molehill" evaluation. A selection of the students' comments on the question: Which aspects of the project/meeting were most difficult for you?
Erasmus+ project "My Everest Your Molehill" evaluation
Students answering to the question: "Which were the most positive aspects of the project / meeting for you? What did you learn?"
Erasmus+ "My Everest Your Molelhill" Evaluation
A selection of teachers’ answers to the question:
Which are the most positive impacts of the project for your school?
Erasmus+ project "My Everest Your Molehill" evaluation
Students answering to the question: "Which were the most positive aspects of the project / meeting for you? What did you learn?"
Erasmus+ "My Everest Your Molelhill" Evaluation
A selection of teachers’ answers to the question:
Which are the most positive impacts of the project for your school?
Collaborative work about how we planned the first project involved in the Comenius project about the minority languages in Europe. It also deals with the social network involved in the social part of the project.
Diversity is important. All of us are different and we live in the same world.
It is very important for children to understand we have to share lots of things with classmates, friends, different people around us…. These differences should be understood and appreciated.
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
Proyecto de Clase para Aplicar con estudiantes del grado quinto de la Institución Educativa Santa María Goretti de la Ciudad de Bucaramanga, Santander.
Bringing language learners together in Virtual Collaboration and Exchange: My presentation at the MoreDOTS workshop organised by the ECML in Graz, Austria on 30 October 2012
Collaborative work about how we planned the first project involved in the Comenius project about the minority languages in Europe. It also deals with the social network involved in the social part of the project.
Diversity is important. All of us are different and we live in the same world.
It is very important for children to understand we have to share lots of things with classmates, friends, different people around us…. These differences should be understood and appreciated.
Supporting Langua-technocultural Competence through Virtual ExchangeShannon Sauro
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
Proyecto de Clase para Aplicar con estudiantes del grado quinto de la Institución Educativa Santa María Goretti de la Ciudad de Bucaramanga, Santander.
Bringing language learners together in Virtual Collaboration and Exchange: My presentation at the MoreDOTS workshop organised by the ECML in Graz, Austria on 30 October 2012
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. My Everest Your Molehill
(meym1517)
Students final evaluation (II)
2. A selection of students’ answers to
the question:
Which aspects of the
project/meeting were most
difficult for you?
3. “Getting along with the cultural differences.” (a
student from Hungary )
“Changing myself in their culture. My house is
completely different than the house where I
could stay for a week. I needed 2 days till I felt
myself comfortable with my host and her family
but than it felt like home.” (a student from
Belgium)
4. ”The five-day period is short. It should be 2
weeks. When I started to get used to the people
and place, time was over.” (a student from
Turkey)
”The most difficult was our presentation in front
of all teachers and students because I had never
been speaking in front of so many people before
the project. But now I can speak in front of many
people and it is no problem for me..” (a student
from Germany)
5. “I had some difficulty in communication as my
English is not so good, neither was my host’s.
But we overcame that small problem by other
communication tools such as body language or
we used our mobile phones dictionaries..” (A
student from Turkey)
“It was difficult to say goodbye to my host and
the friends I made..” (A student from Belgium)
6. “Getting involved my host's everyday routine.”
(A student from Hungary)
“Working with the other countries. It was
difficult to say things. Sometimes you didn't
understand them and sometimes it was the
opposite.” (A student from Belgium)
“There is no so much difficulty except missing
my family.” (A student from Turkey)
7. “The most difficult was to speak for one week
only in English, because we sometimes didn’t
understand each other so well.” (A student
from Spain)
“None :D, I hope I can do this again one time.
It was so much fun!!.” (A student from
Belgium)