2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. +
Tips for EVERY question can be found
here
Our blogs:
http://fordmedia1112.blogspot.co.uk/
http://smithlcmedia.blogspot.com/
This is the chief examiners blog:
http://petesmediablog.blogspot.co.uk/
3. +
Question 1a
Will be a combination of:
Creativity
Research and Planning
Real Media Conventions
Digital Technology
Post production
4. +
Past Questions
Describe how you developed research and planning skills for
media production and evaluate how these skills contributed to
creative decision making. Refer to a range of examples in your
answer to show how these skills developed over time.
Describe the ways in which your production work was informed by
research into real media texts and how your ability to use such
research for production developed over time.
Describe how you developed your skills in the use of digital
technology for media production and evaluate how these skills
contributed to your creative decision making. Refer to a range of
examples in your answer to show how these skills developed over
time.
5. +
Top Tip – From the examiner
You only have half an hour for the question and you really need
to make the most of that time by quickly moving from
description (so the reader knows what you did) to
analysis/evaluation/reflection, so he/she starts to understand
what you learnt from it.
Final tips: you need some practice- this is very hard to do
without it! Try to write an essay on each of the areas, or at the
very least doing a detailed plan with lots of examples. The fact
that it is a 30 minute essay makes it very unusual, so you need
to be able to tailor your writing to that length- a tough task!
6. +
Creativity – matching the debate to
an area
"A process needed for problem solving...not a special gift enjoyed by a few
but a common ability possessed by most people" (Jones 1993)
post production research and planning
"The making of the new and the re arranging of the old" (Bentley 1997)
media conventions, post production, digital technology
"Creativity results from the interaction of a system composed of three
elements: a culture that contains symbolic rules, a person who brings novelty
into the symbolic domain, and a field of experts who recognise and validate
the innovation." (Csikszentmihalyi 1996)
"There is no absolute judgement [on creativity] All judgements are
comparisons of one thing with another." (Donald Larning)
media conventions
7. +
Real Media Conventions
Knowing what ‘real’ texts include and knowing why you used
them. For this, it is worth making a list for each project you
have worked on and categorising them by medium so that
you don’t repeat yourself
Prelim Mag – Music Mag – Music Video – Digipak – Magazine
Advert
Or
Continuity exercise – film opening – Music Video – Digipak –
Magazine Advert
8. +
Key basic terminology – magazines
(useful for poster)
Masthead: The title of the magazine or newspaper. It is usually
placed at the top of the front cover for display purposes
Cover lines : Information about major articles given on the front
page of a magazine
Plug: Information about the contents of a magazine or
newspaper given on the front cover
Left-side third: A lot of important information designed to attract
potential readers is placed in the left-hand side vertical third of
the front cover page. This is in case the magazine is displayed in
a horizontal shelving system rather than a vertical one.
9. +
Section 1b – analyzing your text
against theory
Make sure you have a line of argument and plenty of examples to
back them up.
Audience
Genre
Narrative
Representation
Media Language
10. +
Past Questions
Analyse media representation in one of your coursework
productions.
Analyse one of your coursework productions in relation to genre.
Apply theories of narrative to one of your coursework
productions.
12. +
Audience
Who was your product aimed at?
(revise using your blog and UK Tribes)
How did you target this audience?
(think uses and gratifications, what did you include to appeal to
them?)
What was their reaction?
(preferred, oppositional and negotiated)
13. +
Media Language
Difficult as it’s a bit catch all BUT focus on technical features
Editing
Camera work
Page layouts (magazine or poster)
Fonts (magazine or poster)
These elements are used to tell a ‘story’. You’ll need to revise
Music Video theory.
14. +
Media Language - Basic Music Video stuff
Tempo of music drives the editing.
Genre might be reflected in types of mise-en-scene, themes, performance,
camera and editing styles.
Camerawork impacts meaning. Movement, angle and shot distance all
play a part in the representation of the artist/band (close-ups dominate).
Editing is done in fast cuts, rendering many of the images impossible to
grasp on first viewing, so ensuring multiple viewing (repeatability).
Digital effects often enhance editing, which manipulates the the original
images to offer different kinds of pleasure for the audience.
15. +
Media Language
Slightly more advanced – Andrew Goodwin
Illustrate: Images used to represent the meanings of the lyrics
and genre (this is the most common feature of a music video) this
is very often literal.
Disjuncture: When the meaning of the song is completely
ignored
Amplify: Meanings and effects are manipulated and constantly
shown throughout the video and shown to the audience (basically
repetition).
You MUST link these elements to the basic technical elements.
16. +
All previous questions
Jan 2010
1 (a) Describe how you developed research and planning skills for media production and evaluate how
these skills contributed to creative decision making. Refer to a range of examples in your answer to show
how these skills developed over time. [25]
In question 1(b) you need to choose one of your media productions to write about.
(b) Analyse media representation in one of your coursework productions. [25]
Section A Total [50]
(a) Describe the ways in which your production work was informed by research into real media texts and
how your ability to use such research for production developed over time. [25]
In question 1(b)you need to choose one of your media productions to write about.
(b) Analyse one of your coursework productions in relation to genre. [25]
Section A Total [50]
17. +
Jan 2011
1 (a) Describe how you developed your skills in the use of digital technology for media production and
evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your
answer to show how these skills developed over time. [25]
In question 1(b) you must write about one of your media productions.
(b) Apply theories of narrative to one of your coursework productions. [25]
June 2011
1 (a) Explain how far your understanding of the conventions of existing media influenced the way you
created your own media products. Refer to a range of examples in your answer to show how this
understanding developed over time. [25]
Question 1(b) you must write about one of your media productions only.
(b) Analyse one of your coursework productions in relation to the concept of audience. [25]
18. +
Jan 2012
1 (a) Describe how your analysis of the conventions of real media texts informed your own creative media
practice. Refer to a range of examples in your answer to show how these skills developed over time. [25]
In question 1(b) you must write about one of your media productions.
(b) Analyse media representation in one of your coursework productions. [25]
June 2012
1 (a) Describe a range of creative decisions that you made in post-production and how these decisions
made a difference to the final outcomes. Refer to a range of examples in your answer to show how these
skills developed over time. [25]
In question 1(b) you must write about one of your media productions.
(b) Explain how meaning is constructed by the use of media language in one of your coursework
productions. [25]
19. +
Jan 2013
1 (a) Explain how your research and planning skills developed over time and contributed to your media
production outcomes. Refer to a range of examples in your answer. [25]
In question 1(b) you must write about One of your media productions.
(b) Analyse one of your coursework productions in relation to the concept of narrative. [25]
June 2013
1 (a) Explain how your skills in the creative use of digital technology developed over time. Refer to a range
of examples from your media productions in your answer. [25]
In question 1(b) you must write about one of your media productions.
(b) Apply the concept of representation to one of your coursework productions. [25]
20. +
June 2014
1 (a).Describe the most important post-production decisions you made to your different media productions
and explain why these decisions were significant. Refer to a range of examples in your answer to show how
your skills in post-production developed over time. [25]
In question 1(b) you must write about one of your media productions.
(b) Apply the concept of genre to one of your coursework productions. [25]