The document discusses the internationalization of education in Norway according to a 2009 government report. It outlines current efforts to internationalize primary, secondary, non-university tertiary and higher education as well as research. This includes promoting international perspectives, mobility programs, and strategic partnerships. The main measures proposed are increasing quality, attracting international students and academics, involving entire institutions, developing international campuses, and encouraging cooperation between Norwegian institutions. Financial support for students studying abroad is also addressed.
SJSU SLIS Journey to Excellence A Four-Year VisionJesus Lau
1. The document outlines a four-year vision for San Jose State University's School of Information to become the best international Library and Information Science school through strategic planning, team building, securing alternative funding, strengthening communication, and global outreach.
2. In year 1, the focus would be on planning, team building, and developing a re-accreditation plan. Year 2 would implement re-accreditation and support faculty development.
3. By year 4, the vision is for the school to have a global student presence through bilingual programs, a global alumni network, and leadership in LIS distance learning research through an online portal and continuing education programs.
This document describes Elos, a European school network and curriculum concept that aims to provide students with an international education. Elos creates a curriculum called European and International Orientation that is based on European frameworks for key competencies and language skills. The goal is to prepare students for a globalized world by developing their identity and competencies through international cooperation and mobility. Schools and teachers benefit from exchanging best practices with international partners, while students gain skills for learning, working, and living abroad. Schools can market their participation in Elos to attract students and gain international recognition for quality. The document provides information on implementing Elos in the curriculum, activities, and certification processes for schools and students.
Presentation introducing the DCLG funded "English My Way" project as a fresh approach to English language learning, focused on supporting adults with no or low levels of English to better integrate with their local communities.
Presented on 29 April 2014 by Nicola Speake, Project Delivery Manager, Tinder Foundation.at the Digital Inclusion Workshop hosted by Department for Communities and Local Government.
OER Wales Cymru Overview & Proposals to Extend ProjectDeborah Baff
This document proposes extending a project to promote open educational resources (OER) in Wales through 2017. It summarizes achievements of the initial project such as a showcase portal and student-created MOOC. The proposal requests £150k over 2 years to continue maintaining these resources, delivering workshops, and coordinating a champions network. The goal is to establish strategic guidelines and collaborative OER production to further make Wales an open education nation with openly licensed teaching materials.
Vysočina education / Teacher Training Institution Czech Republic João Paulo Proença
Vysočina Education is a teacher training institution located in Jihlava, Czech Republic. It provides various programs to support teachers, including European projects, national educational projects, courses and seminars. Its core activities include qualifying programs for various educational roles like headteachers, teaching assistants, and ICT coordinators. It also helps with the implementation of a new career system for teachers in the Czech Republic, with three career grades and an attestation process. Additionally, Vysočina Education runs national educational projects financed by the European Social Fund focused on subjects like English, German, French, ICT, and supporting small schools. It organizes seminars and workshops on topics like social responsibility, commerce,
Presentation by Darco Jansen (EADTU) on the role of quality, teacher-communities and complete courses as part of LangOER Conference "Open education: Promoting diversity for European languages" http://langoer.eun.org/conference-2016
The European Virtual Seminar on Sustainable Development (MID2017)EADTU
The European Virtual Seminar on Sustainable Development by Joop de Kraker (OUNL) presented during the Maastricht Innovation In Higher Education Days 2017
The document discusses the internationalization of education in Norway according to a 2009 government report. It outlines current efforts to internationalize primary, secondary, non-university tertiary and higher education as well as research. This includes promoting international perspectives, mobility programs, and strategic partnerships. The main measures proposed are increasing quality, attracting international students and academics, involving entire institutions, developing international campuses, and encouraging cooperation between Norwegian institutions. Financial support for students studying abroad is also addressed.
SJSU SLIS Journey to Excellence A Four-Year VisionJesus Lau
1. The document outlines a four-year vision for San Jose State University's School of Information to become the best international Library and Information Science school through strategic planning, team building, securing alternative funding, strengthening communication, and global outreach.
2. In year 1, the focus would be on planning, team building, and developing a re-accreditation plan. Year 2 would implement re-accreditation and support faculty development.
3. By year 4, the vision is for the school to have a global student presence through bilingual programs, a global alumni network, and leadership in LIS distance learning research through an online portal and continuing education programs.
This document describes Elos, a European school network and curriculum concept that aims to provide students with an international education. Elos creates a curriculum called European and International Orientation that is based on European frameworks for key competencies and language skills. The goal is to prepare students for a globalized world by developing their identity and competencies through international cooperation and mobility. Schools and teachers benefit from exchanging best practices with international partners, while students gain skills for learning, working, and living abroad. Schools can market their participation in Elos to attract students and gain international recognition for quality. The document provides information on implementing Elos in the curriculum, activities, and certification processes for schools and students.
Presentation introducing the DCLG funded "English My Way" project as a fresh approach to English language learning, focused on supporting adults with no or low levels of English to better integrate with their local communities.
Presented on 29 April 2014 by Nicola Speake, Project Delivery Manager, Tinder Foundation.at the Digital Inclusion Workshop hosted by Department for Communities and Local Government.
OER Wales Cymru Overview & Proposals to Extend ProjectDeborah Baff
This document proposes extending a project to promote open educational resources (OER) in Wales through 2017. It summarizes achievements of the initial project such as a showcase portal and student-created MOOC. The proposal requests £150k over 2 years to continue maintaining these resources, delivering workshops, and coordinating a champions network. The goal is to establish strategic guidelines and collaborative OER production to further make Wales an open education nation with openly licensed teaching materials.
Vysočina education / Teacher Training Institution Czech Republic João Paulo Proença
Vysočina Education is a teacher training institution located in Jihlava, Czech Republic. It provides various programs to support teachers, including European projects, national educational projects, courses and seminars. Its core activities include qualifying programs for various educational roles like headteachers, teaching assistants, and ICT coordinators. It also helps with the implementation of a new career system for teachers in the Czech Republic, with three career grades and an attestation process. Additionally, Vysočina Education runs national educational projects financed by the European Social Fund focused on subjects like English, German, French, ICT, and supporting small schools. It organizes seminars and workshops on topics like social responsibility, commerce,
Presentation by Darco Jansen (EADTU) on the role of quality, teacher-communities and complete courses as part of LangOER Conference "Open education: Promoting diversity for European languages" http://langoer.eun.org/conference-2016
The European Virtual Seminar on Sustainable Development (MID2017)EADTU
The European Virtual Seminar on Sustainable Development by Joop de Kraker (OUNL) presented during the Maastricht Innovation In Higher Education Days 2017
The Mammaforum project is a collaboration between Mammaforum (an NGO), student-teachers at the University of Gothenburg, and the Department of Swedish as a Second Language. The project aims to enhance the Swedish language skills of newly arrived mothers not eligible for Swedish for Immigrants (SFI) classes and provide experience for student-teachers. Student-teachers lead twice-weekly Swedish classes for mothers from diverse backgrounds. The project benefits both the mothers and student-teachers, giving the mothers language practice and the students experience teaching adults in a collaborative setting under faculty supervision. The project has expanded with interest from other NGOs and universities.
This document discusses the current state of language education in the UK and recommendations for improvement. It notes that while Spanish is growing in popularity, overall language learning is declining, with few students continuing beyond GCSE level. Reasons cited include inconsistent teaching quality and negative student attitudes. Recommendations include starting language education earlier, using enriching materials to broaden students' cultural knowledge, and providing opportunities to interact with native speakers through partnerships and exchanges.
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
Dave Allan, Helmut Renner: Briniging LOLA to lifeeaquals
The document discusses the development of a national language assessment in Austria called LOLA (Learning Oriented Language Assessment). It was created by CEBS at the request of the Austrian Ministry of Education to assess language skills of 14-16 year olds entering vocational education. LOLA is an online test that takes 45 minutes to complete and provides diagnostic feedback on students' language strengths and weaknesses linked to the CEFR. It has been administered to over 150,000 students since its creation. The summaries provide diagnostic feedback to support teachers in helping students improve.
Is there value of learning analytics in MOOCs?EUmoocs
This document discusses the value and challenges of learning analytics in MOOCs. It notes that while learning analytics can provide useful insights if implemented carefully and ethically, there are also risks of drawing incorrect correlations without context or participant consent. The document advocates defining goals and metrics upfront to ensure privacy and addresses stakeholders' objectives of reflection and prediction. It provides examples of indicators and dashboards that could help optimize learning for both teachers and learners.
Future Directions is a Wales-wide higher education enhancement programme funded by HEFCW that aims to improve learning and teaching. It has three work strands: Distinctive Graduates, Inspiring Teaching, and Learner Journeys. Run by volunteers, it is guided by Welsh Government HE policy and advises UnisWales. Future Directions also holds biennial conferences, funds projects, and collaborates with sector bodies to enhance the student experience and employability in Welsh universities.
Penfield Library at SUNY Oswego provides various services and resources to students and the community. It has regular library hours, reference services available both in-person and online, a variety of study spaces including individual and group rooms, and a 24-hour study room. The library also has a café, ongoing improvements to create collaborative learning spaces, and partnerships for resource sharing. Subject librarians work closely with academic departments to support research and teaching. Special collections include local history materials and the papers of President Fillmore. The library hosts events, supports campus partners, and has innovative technologies available for students and faculty.
This document discusses the progress and challenges of multi-lingual digital libraries. The European Library provides access to over 200 million bibliographic records and 19 million digitized objects from national libraries across Europe in over 400 languages. However, there are still issues with supporting users through multi-lingual interfaces, search and browsing capabilities, and full-text indexing across languages. Future developments aim to improve machine translation, linking of multilingual materials on the web, analyzing user interactions, and enabling collaborative translation and sharing of translations.
The Carnegie Library Lab aims to promote innovation and leadership in libraries across the UK and Ireland. It provides funding, training, mentorship and evaluation support to early to mid-career library professionals to develop and implement innovative projects. The two-year program has supported two cohorts of 5-7 innovators each, providing £5,000-£15,000 per project. Participants receive online learning modules, build professional networks, and work with mentors and advisors to reflect on outcomes. The goal is to cultivate a new generation of library innovators and leaders, pilot innovative services, and share learning to advance the field.
The POERUP project aims to develop policies to promote the uptake of Open Educational Resources (OER) in order to provide wider access to education, higher quality teaching, and lower costs. The project is studying OER initiatives in universities, schools, and post-secondary colleges in selected countries. Initial country studies were conducted in 17 countries, and 7 case studies of OER communities were selected for further examination. The project is focusing on developing policies for educational institutions and consortia, and has already begun policy work in collaboration with international organizations. Dissemination of the project's findings has included presentations at several international conferences between 2012-2013.
Sheffield Hallam University is leading a regional conference project with several partner organizations in South Yorkshire including schools, educational organizations, and technology companies. The project aims to explore digital futures in teacher education through conferences and online resources. Participants can join online conversations using the listed social media platforms and websites with the provided password.
“In Pursuit of Excellence: Creating a Global University” Professor Andrew DeeksAsia Matters
This document summarizes a presentation about creating a global university. It discusses how society is becoming more globalized and connected, and how graduates need intercultural competence to work in this environment. A global university is characterized by international students and faculty, overseas partnerships for student and faculty exchange, and research on global issues. These features provide experiences for developing intercultural skills. The presentation focuses on University College Dublin, which has many international students, programs abroad, and partnerships in Asia that help make it a global university and provide opportunities for intercultural learning.
educational program of the European Community
SAPIENZA - University of Rome
International training:
PEDAGOGICAL USE OF INTERNET AND MULTIMEDIA TOOLS
ROME
18-22. 03. 2013 r.
An academic liaison librarian describes their role at a university library that was facing budget cuts and staff losses. The arrival of a new principal and library director led to the creation of two new liaison librarian positions to develop information literacy programs, act as contacts between schools and the library, and help reprofessionalize the library. As liaison librarians, their responsibilities included collaborating with colleagues, delivering instruction, developing outreach strategies, and providing subject support across many disciplines, despite being only two people. They worked to raise the library's profile through teaching, communication, and new technologies. However, issues remained regarding their role within the changing library structure and landscape.
The document summarizes the CENTRES project, an EU-funded initiative to promote creative entrepreneurship education in schools across Europe. It involved pilot programs testing new teaching methods in 8 countries. These methods included mentoring, competitions, and summer camps. The project also created an online knowledge bank of resources for teachers and entrepreneurs. It has reached over 780 teachers, 2,220 students, and 130 entrepreneurs across 264 schools so far.
The document discusses services and support for international students at UK universities and libraries. It provides statistics on the rising numbers of international students globally and in the UK. It also outlines strategies libraries are using to support international students, such as dedicated staff, adapted resources and materials in other languages, information literacy instruction considering different learning styles, and guidelines for clear communication. Barriers include a lack of university-wide international strategies and limited library staff time dedicated to international students. The document advocates for a more inclusive approach based on the SCONUL guidelines.
Marissa Johnson is a recent graduate with a B.A. in French and International Studies from Hollins University. She has advanced French language proficiency as well as strong communication, interpersonal, and analytical skills. Her experience includes working as a bilingual account representative for The Hershey Company and as a French tutor. She has also held internships in human resources and claims processing. While in school, Johnson was president of the French House and presented at the Hollins Student Conference on challenging social inequality through hip hop music.
Geoffrey Crossick is Director of the AHRC's Cultural Value Project and Distinguished Professor of Humanities in the School of Advanced Study at the University of London.
Geoffrey's presentation will focus on the project that he led for HEFCE (and supported by AHRC and ESRC) on the implications of open access for monographs and other long-form research publications.
The Middlebury Institute was founded in 1955 to promote international understanding through language and culture education. It has since expanded to include 800 students from over 80 countries studying across 14 master's degrees focused on international policy, management, translation, and language education. The immersive learning environment integrates language learning and real-world experience abroad. Graduates have high rates of employment and alumni support current students through networking and career opportunities.
Redis is the answer, what's the question - Tech NottinghamGarry Shutler
The document discusses how Redis can be used for caching, storing time-series data, queuing, and other use cases. Redis has a simple string-based protocol that is fast and human-readable. It supports common data structures like strings, lists, and sets. Redis can be used to cache expensive function results, count page views over time, track unique visitors, and maintain queues.
Silabus mata pelajaran Bahasa Inggris untuk kelas X semester 1-2 SMK Alhusna Cisalak mencakup 5 kompetensi dasar yang meliputi materi, kegiatan pembelajaran, dan penilaian. Kompetensi dasar tersebut adalah berkomunikasi dalam interaksi sosial, menyebutkan benda dan orang, menghasilkan tuturan sederhana, menjelaskan kegiatan yang sedang terjadi, dan memahami memo serta jadwal.
The Mammaforum project is a collaboration between Mammaforum (an NGO), student-teachers at the University of Gothenburg, and the Department of Swedish as a Second Language. The project aims to enhance the Swedish language skills of newly arrived mothers not eligible for Swedish for Immigrants (SFI) classes and provide experience for student-teachers. Student-teachers lead twice-weekly Swedish classes for mothers from diverse backgrounds. The project benefits both the mothers and student-teachers, giving the mothers language practice and the students experience teaching adults in a collaborative setting under faculty supervision. The project has expanded with interest from other NGOs and universities.
This document discusses the current state of language education in the UK and recommendations for improvement. It notes that while Spanish is growing in popularity, overall language learning is declining, with few students continuing beyond GCSE level. Reasons cited include inconsistent teaching quality and negative student attitudes. Recommendations include starting language education earlier, using enriching materials to broaden students' cultural knowledge, and providing opportunities to interact with native speakers through partnerships and exchanges.
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
Dave Allan, Helmut Renner: Briniging LOLA to lifeeaquals
The document discusses the development of a national language assessment in Austria called LOLA (Learning Oriented Language Assessment). It was created by CEBS at the request of the Austrian Ministry of Education to assess language skills of 14-16 year olds entering vocational education. LOLA is an online test that takes 45 minutes to complete and provides diagnostic feedback on students' language strengths and weaknesses linked to the CEFR. It has been administered to over 150,000 students since its creation. The summaries provide diagnostic feedback to support teachers in helping students improve.
Is there value of learning analytics in MOOCs?EUmoocs
This document discusses the value and challenges of learning analytics in MOOCs. It notes that while learning analytics can provide useful insights if implemented carefully and ethically, there are also risks of drawing incorrect correlations without context or participant consent. The document advocates defining goals and metrics upfront to ensure privacy and addresses stakeholders' objectives of reflection and prediction. It provides examples of indicators and dashboards that could help optimize learning for both teachers and learners.
Future Directions is a Wales-wide higher education enhancement programme funded by HEFCW that aims to improve learning and teaching. It has three work strands: Distinctive Graduates, Inspiring Teaching, and Learner Journeys. Run by volunteers, it is guided by Welsh Government HE policy and advises UnisWales. Future Directions also holds biennial conferences, funds projects, and collaborates with sector bodies to enhance the student experience and employability in Welsh universities.
Penfield Library at SUNY Oswego provides various services and resources to students and the community. It has regular library hours, reference services available both in-person and online, a variety of study spaces including individual and group rooms, and a 24-hour study room. The library also has a café, ongoing improvements to create collaborative learning spaces, and partnerships for resource sharing. Subject librarians work closely with academic departments to support research and teaching. Special collections include local history materials and the papers of President Fillmore. The library hosts events, supports campus partners, and has innovative technologies available for students and faculty.
This document discusses the progress and challenges of multi-lingual digital libraries. The European Library provides access to over 200 million bibliographic records and 19 million digitized objects from national libraries across Europe in over 400 languages. However, there are still issues with supporting users through multi-lingual interfaces, search and browsing capabilities, and full-text indexing across languages. Future developments aim to improve machine translation, linking of multilingual materials on the web, analyzing user interactions, and enabling collaborative translation and sharing of translations.
The Carnegie Library Lab aims to promote innovation and leadership in libraries across the UK and Ireland. It provides funding, training, mentorship and evaluation support to early to mid-career library professionals to develop and implement innovative projects. The two-year program has supported two cohorts of 5-7 innovators each, providing £5,000-£15,000 per project. Participants receive online learning modules, build professional networks, and work with mentors and advisors to reflect on outcomes. The goal is to cultivate a new generation of library innovators and leaders, pilot innovative services, and share learning to advance the field.
The POERUP project aims to develop policies to promote the uptake of Open Educational Resources (OER) in order to provide wider access to education, higher quality teaching, and lower costs. The project is studying OER initiatives in universities, schools, and post-secondary colleges in selected countries. Initial country studies were conducted in 17 countries, and 7 case studies of OER communities were selected for further examination. The project is focusing on developing policies for educational institutions and consortia, and has already begun policy work in collaboration with international organizations. Dissemination of the project's findings has included presentations at several international conferences between 2012-2013.
Sheffield Hallam University is leading a regional conference project with several partner organizations in South Yorkshire including schools, educational organizations, and technology companies. The project aims to explore digital futures in teacher education through conferences and online resources. Participants can join online conversations using the listed social media platforms and websites with the provided password.
“In Pursuit of Excellence: Creating a Global University” Professor Andrew DeeksAsia Matters
This document summarizes a presentation about creating a global university. It discusses how society is becoming more globalized and connected, and how graduates need intercultural competence to work in this environment. A global university is characterized by international students and faculty, overseas partnerships for student and faculty exchange, and research on global issues. These features provide experiences for developing intercultural skills. The presentation focuses on University College Dublin, which has many international students, programs abroad, and partnerships in Asia that help make it a global university and provide opportunities for intercultural learning.
educational program of the European Community
SAPIENZA - University of Rome
International training:
PEDAGOGICAL USE OF INTERNET AND MULTIMEDIA TOOLS
ROME
18-22. 03. 2013 r.
An academic liaison librarian describes their role at a university library that was facing budget cuts and staff losses. The arrival of a new principal and library director led to the creation of two new liaison librarian positions to develop information literacy programs, act as contacts between schools and the library, and help reprofessionalize the library. As liaison librarians, their responsibilities included collaborating with colleagues, delivering instruction, developing outreach strategies, and providing subject support across many disciplines, despite being only two people. They worked to raise the library's profile through teaching, communication, and new technologies. However, issues remained regarding their role within the changing library structure and landscape.
The document summarizes the CENTRES project, an EU-funded initiative to promote creative entrepreneurship education in schools across Europe. It involved pilot programs testing new teaching methods in 8 countries. These methods included mentoring, competitions, and summer camps. The project also created an online knowledge bank of resources for teachers and entrepreneurs. It has reached over 780 teachers, 2,220 students, and 130 entrepreneurs across 264 schools so far.
The document discusses services and support for international students at UK universities and libraries. It provides statistics on the rising numbers of international students globally and in the UK. It also outlines strategies libraries are using to support international students, such as dedicated staff, adapted resources and materials in other languages, information literacy instruction considering different learning styles, and guidelines for clear communication. Barriers include a lack of university-wide international strategies and limited library staff time dedicated to international students. The document advocates for a more inclusive approach based on the SCONUL guidelines.
Marissa Johnson is a recent graduate with a B.A. in French and International Studies from Hollins University. She has advanced French language proficiency as well as strong communication, interpersonal, and analytical skills. Her experience includes working as a bilingual account representative for The Hershey Company and as a French tutor. She has also held internships in human resources and claims processing. While in school, Johnson was president of the French House and presented at the Hollins Student Conference on challenging social inequality through hip hop music.
Geoffrey Crossick is Director of the AHRC's Cultural Value Project and Distinguished Professor of Humanities in the School of Advanced Study at the University of London.
Geoffrey's presentation will focus on the project that he led for HEFCE (and supported by AHRC and ESRC) on the implications of open access for monographs and other long-form research publications.
The Middlebury Institute was founded in 1955 to promote international understanding through language and culture education. It has since expanded to include 800 students from over 80 countries studying across 14 master's degrees focused on international policy, management, translation, and language education. The immersive learning environment integrates language learning and real-world experience abroad. Graduates have high rates of employment and alumni support current students through networking and career opportunities.
Redis is the answer, what's the question - Tech NottinghamGarry Shutler
The document discusses how Redis can be used for caching, storing time-series data, queuing, and other use cases. Redis has a simple string-based protocol that is fast and human-readable. It supports common data structures like strings, lists, and sets. Redis can be used to cache expensive function results, count page views over time, track unique visitors, and maintain queues.
Silabus mata pelajaran Bahasa Inggris untuk kelas X semester 1-2 SMK Alhusna Cisalak mencakup 5 kompetensi dasar yang meliputi materi, kegiatan pembelajaran, dan penilaian. Kompetensi dasar tersebut adalah berkomunikasi dalam interaksi sosial, menyebutkan benda dan orang, menghasilkan tuturan sederhana, menjelaskan kegiatan yang sedang terjadi, dan memahami memo serta jadwal.
Bài trình bày tại Trung tâm Phát triển Hạ tầng thuộc Sở Thông tin và Truyền thông Đà Nẵng tại khóa học 'Huấn luyện huấn luyện viên nguồn mở, ngày 2, 13/09/2016.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Bài trình bày tại trường Đại học Kinh tế Quốc dân ngày 14/10/2016, Đại học Tiền Giang ngày 27/10/2016, ITLC HCMC ngày 29/10/2016, Đại học Kinh tế Luật ngày 12/11/2016..
Refless labour market survey open space eventREFLESS Project
An opinion poll was conducted among students and lecturers of philology programs concerning how well program contents align with the labor market. 827 students and 66 lecturers from several universities participated. The majority of students were in their 3rd or 4th year of study and most lecturers had 6-15 years of experience. Students expressed interest in languages but also in becoming translators or teachers. While most students and lecturers were satisfied, some views suggested intensifying practical translation training and connecting course content more directly to careers.
Which competences does the market demand an analysis of job advertisements wi...REFLESS Project
This document analyzes job advertisements for translators and interpreters from 2009 to 2011 in Serbia. It found an increase in the number of ads and employers over this period. Most employers were located in Belgrade and Novi Sad, and sought translations primarily between English, German, Russian, Italian, and French. In-demand skills included translation, interpreting, writing and proofreading abilities. Advertisements also emphasized characteristics like organization, precision, willingness to learn, and being a team player. Common tools listed included MS Office, CAT tools like Trados and Wordfast, and subtitling software.
This document discusses the difference between using "who" and "which" in sentences. "Who" is used for people, such as referring to someone who wanted to go skydiving or identifying the teacher who gives homework. "Which" is used for things, like something which is disliked or distinguishing between activities which are or aren't sports.
Presentation of the work of the LLAS Centre for Languages, Linguistics and Area Studies which provides support and training for teachers in higher education and schools. It provides links to a range of resources developed by the Centre which can be freely accessed and used by teachers.
The fourteenth Cambridge International Conference on Open, Distance and E-Learning 2011: Internationalisation and social justice: the role of open, distance and e-learing
Bridging language acquision and language policyLangOER
Presentation by Sylvi Vigmo at the Centre for Languages and Literature, Lund University, 17-18 June, 2015
Open Educational Resources (OER) for Less Used Languages – Calling for Policy Collaboration
Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
Open Educational Resources for less used languages in an increasingly digital...LangOER
Open Educational Resources for less used languages in an increasingly digital everyday culture: What are the challenges and how do we tackle them?
Presentation by Sylvi Vigmo, University of Gothenburg
#LangOER project: http://langoer.eun.org
Storify of the webinar: http://bit.ly/1ysnIZy
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Framing quality indicators for multilingual repositories of Open Educational ...LangOER
Presented at: EFQUEL Innovation Forum and International LINQ Conference, 9 May, Crete
By Sylvi Vigmo, Linda Bradley, Anne-Christin Tannhäuser, Katerina Zourou
Framing quality indicators for multilingual repositories of Open Educational ...Web2Learn
The document discusses a European project called LangOER that aims to enhance open educational resources (OER) for less commonly used languages. The project involves 9 partners across Europe and focuses on several key areas: analyzing the current state of OER for minority languages, building capacity for policymakers, teacher training, and addressing challenges for language learning. It also outlines 10 quality indicators for OER repositories, including multilingual support, social media integration, and peer review processes. Results so far indicate that the landscape of OER for less used languages is diverse, with some languages having many active resources while others have few. Ensuring quality and inclusion of minority languages in OER remains an ongoing challenge.
Framing quality indicators for multilingual repositories of Open Educational ...LangOER
Presented at: EFQUEL Innovation Forum and International LINQ Conference, 9 May, Crete
By Sylvi Vigmo, Linda Bradley, Anne-Christin Tannhäuser, Katerina Zourou
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Julia Zabala & Cristina Perez-Guillot: Designing a Language Programme Based o...eaquals
The document discusses designing an English language program for Administrative and Service Staff (ASS) at the Universitat Politècnica de València based on a needs analysis. Focus groups with ASS identified needs for speaking skills for interacting with international visitors, writing emails and documents, and telephone support. A proposed framework includes classroom instruction, online modules focusing on formulaic language and task-based activities, and a shared terminology resource. The tailored program aims to be motivational, time and cost effective, and practical for improving ASS English skills and the internationalization of the university.
This project was funded by the European Commission to promote the use of open educational resources (OER) for less commonly taught languages. The LangOER network involved 9 partners across Europe working from 2014-2016 to enhance language teaching and learning through OER. The project developed an inventory of OER for 22 languages, conducted policy workshops, produced recommendations to encourage government support for OER in lesser-used languages, and provided teacher training on finding, using, and creating OER. While some national initiatives were identified, challenges remained in developing sustained OER programs and incentivizing teachers due to issues regarding resource sharing and copyright.
This webinar provided information to mentor teachers about getting the most from a Foreign Language Assistant (FLA) experience. It covered the role of the mentor teacher in supporting the FLA, both before and after their arrival. Suggestions were given for integrating the FLA into the classroom and school community. Using the FLA for longer term projects was recommended to have greater impact. Examples of successful projects involving subtitling, radio, and multilingual magazines were described. Finally, other British Council opportunities like eTwinning and Connecting Classrooms were mentioned.
Sarah Breslin: Languages at the heart of learning (ECML)eaquals
The European Centre for Modern Languages promotes innovation in language learning and teaching across 33 member states of the Council of Europe. Its mission is to implement effective language education policies through 4-year programs of international projects, training, and consultancy. Current priorities among member states include language teacher education, content and language integrated learning, using ICT to support language teaching, plurilingual and intercultural learning through mobility, and quality education in Romani. The Center aims to recognize the key role of quality language education in achieving intercultural dialogue, democratic citizenship, and social cohesion across Europe.
Opportunities and Challenges in the Multilingual and Multicultural Learning S...mlang-events
1. The University of Groningen in the Netherlands has over 5,000 international students from over 120 nationalities, with 35% of academic staff coming from abroad. It offers many programs taught in English and ranks highly in international rankings.
2. The university conducted an International Classroom project to improve its internationalization, obtain an European quality label, and enhance education quality. Through case studies and a survey, it found opportunities to strengthen internationalization vision and leverage diversity, while providing more language and intercultural support.
3. Based on its findings, the university developed principles for internationalization and a language and culture policy to guide teaching, learning, and student/staff integration in its multilingual and multicultural
The British Council document outlines several English language projects and professional development opportunities, including the Global English for Europe project which targets leaders, teachers, and learners. It also describes upcoming online courses on the TeachingEnglish portal for learning technologies and primary English, as well as an INSETT certificate program for secondary teachers. Professional development workshops on learning technologies and a trainer development course are also mentioned.
ICT Supported Teacher Training in Ireland: the SPÉIS projectAlan Bruce
The Spéis project aims to provide an e-supported teacher placement and portfolio system for College of Ireland Education (CICE) in Ireland. It developed an online Context Learning Environment (CLE) platform to facilitate supervision of student teachers on remote placements through digital tools for communication, administration, and evaluation. A pilot program tested the CLE platform, collecting feedback to improve the system before full implementation. The Spéis portfolio supports the teaching of Irish by integrating the language and allowing communication/engagement in Irish. It also links to related EU projects like LANGO and NELLIP concerning language learning technologies and quality initiatives. The digital portfolio aims to help student teachers begin the reflective practice necessary for their development by gathering evidence of growth over
The REFLESS TEMPUS project aims to reform foreign language studies in Serbia according to European standards. Led by Prof. Julijana Vučo, the consortium of 18 Serbian and European institutions works on harmonizing language curricula, developing new master's programs in translation/interpretation and Serbian as a foreign language, and implementing reforms. The project aims to position Serbia to have qualified linguistic professionals and help integration with the EU. It has support from Serbian and European policymakers and universities. Risks include insufficient university cooperation and lack of political support.
The document summarizes the topics and discussions from a working group meeting on March 1st, 2013 for a Master's program in conference interpreting and translation (MCIT). Key points included: equipment procurement for the program; proposed training seminars in Brussels, Graz and Strasbourg; proposed expert visitors from Slovenia and Turkey; plans for an entrance exam and practice simulation; a review of completed and upcoming tasks; and proposed course descriptions. Other topics were conference opportunities, cooperation with another university, and inter-project support.
The document summarizes Serbia's system of quality assurance in higher education. It describes the internal mechanism of self-assessment conducted by higher education institutions every 3 years and the external mechanisms of accreditation by the Commission for Accreditation and Quality Assurance every 5 years and external quality assessment every 5-8 years. Standards for these processes are based on the European Standards and Guidelines. Results are presented for accreditation from 2007-2011 and external assessments from 2011-2013. Specific data is also given on accreditation of language education programs and institutions, including student numbers.
This document discusses the employability of language professionals in Serbia. It examines who language professionals are, where they seek employment, the types of employment offered, how they are assessed in job interviews, and whether university studies should aim to increase employability. The document uses data from a REFLESS Project study of over 1,800 respondents, including students, unemployed and employed graduates, and companies, to analyze topics like satisfaction levels, reasons for choosing certain fields of study, and qualifications.
Bratislava comenius university chair of roman languages and literaturesREFLESS Project
The document summarizes the study programs available at the Chair of Roman Languages and Literatures at Comenius University in Bratislava. Students can pursue combined studies with Roman languages plus another subject or specialized studies focusing solely on French or Spanish languages. The programs include language courses, literature, culture, translation, and teaching methodology. Students have opportunities for study abroad and can obtain a bachelor's, master's, PhD or "little doctorate" degree. Admission requires proficiency in the target language and an undergraduate degree for graduate programs.
Employment and Economic Development - Michael Kelly REFLESS Project
The document discusses how learning languages can benefit employment and economic development. It outlines how languages can increase an individual's range of job opportunities and career prospects by improving their cognitive skills, communication abilities, and intercultural competence. Additionally, it explains how languages benefit countries and businesses by allowing them to better access international markets, partners, suppliers, and customers. The document concludes by noting language educators need to improve public understanding of these economic benefits and ensure language courses equip students with the wider skills needed to realize these benefits.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
SWOT analysis in the project Keeping the Memory @live.pptx
REFLESS project - About LLAS
1. LLAS: Centre for languages,
linguistics and area studies
Professor Mike Kelly
Director LLAS
2. LLAS: background and core activities
● Part of the Higher Education Academy
○ support for academics: professional development, advice,
professional recognition
○ support for insitutions: research (evidence-informed
practice), change management, PVC network
○ funded by HE funding councils for 4 UK nations
○ network of 24 Subject Centres (including LLAS): discipline-
based professional development, project funding,
networking opportunities, advice, advocacy
www.heacademy.ac.uk
3. LLAS: background and core activities
● Key areas of our work to support HE teachers
○ workshops, seminars, conferences
○ information gathering and research
○ project funding
○ resources for teaching and promoting LLAS subjects
○ networking opportunities
○ publications written for and by practitioners
○ working with and supporting professional bodies
www.llas.ac.uk
4. LLAS: background and core activities
● Other areas
○ cross-sector collaboration www.routesintolanguages.ac.uk
○ support and training for the schools sector www.llas.ac.
uk/southeast
○ promoting languages to young learners www.
whystudylanguages.ac.uk
○ community engagement http://languagebox.ac.uk/1842/
○ e-tools and online resources www.humbox.ac.uk , www.
languagebox.ac.uk , http://loc.llas.ac.uk
○ EU projects www.languagecafe.eu & www.lanqua.eu
○ resources for students www.studyinglanguages.ac.uk
www.llas.ac.uk
5. Languages: the policy context in England
● National Languages Strategy (2002)
● An option in schools at age 14 (2004)
● Primary languages (entitlement, not yet statutory)
● Strategic and vulnerable subject (since 2004)
● English baccalaureate in schools (2011)
● Introduction of new fees structure for higher
education (2012)
● Higher Education White Paper (forthcoming)
6. Languages: policy in Scotland, Wales,
Northern Ireland
● Education devolved
● Different fees arrangements at universities
● Different language contexts in schools ( esp.
Gaelic/Irish/Welsh)
● Low take-up of Modern languages at 14-16 and 16-
19
● Languages have come under threat in universities
● Significant investment in Gaelic
8. Working together for languages
● Networking and bringing people together
● Sharing good practice and resources
● Fostering collaboration
● Working with partners
● Regional consortia
● Promotional resources for languages
10. About
● Network: 61 partners from 29 countries
● Duration: 3 years (Oct 2008 – Sept 2010)
● 5 themes: language learning, intercultural
communication, literature and culture, CLIL, Teacher
Education
● Outcome: LanQua Toolkit – Quality model for
languages, practice examples, frame of reference for
languages
12. Promoting languages and
supporting learners
Heather McGuinness
Programme Manager Routes into
Languages
Dr Angela Gallagher-Brett
Senior Academic Coordinator LLAS
13. Routes into Languages 2007-11
● £10 million Government funding to increase uptake
of languages from 14-18
● Regional Consortia in England and Wales
● National Network for Translation; National Network
for Interpreting
● Research Projects
○ Enterprise;
○ Community languages;
○ International events
14. Routes England and Wales
● Universities work together
● Collaborate with schools and colleges in the same
region
● Share resources, ideas, expertise
● Current university students work with teaching staff
as student ambassadors
● Business involvement and partnership
15.
16. National Networks
● Interpreting based at Leeds University
● Translation based at Salford University
● Shortage of first-language English translators and
interpreters
● Careers events to engage with students
● Trial modules of cognate language in Masters in
Translation
● Work placements
17. 2 new websites
Why Study Languages
Aimed at 11-18 years
www.whystudylanguages.ac.uk
Studying Languages
Aimed at 18-25 years
www.studyinglanguages.ac.uk
21. Employability
● Widespread anxiety about the relationship between
the subject studied at university and getting a good
job on graduation
● Mixed messages: languages as skills vs. Modern
Languages as a humanities discipline
● LLAS research on employability and
entrepreneurship (A wider perspective and more
options)
www.llas.ac.uk/publications/employability.html
23. Resources
● Fostering good practice within the community
○ Good Practice Guide http://www.llas.ac.
uk/resources/guidecontents.html
○ Materials bank http://www.llas.ac.
uk/resources/bankcontents.html
○ 700 reasons to study languages… http://www.llas.ac.
uk/700Reasons
24. Projects
● Collaborative projects with a community focus
○ Language Box – an online space for storing and sharing
language learning resources www.languagebox.ac.uk/
○ Language Café – community-based language groups
www.languagecafe.eu
○ Community café – co-creation of content with a group of
local teachers www.communitylanguages.wordpress.com
○ Humbox – working with 3 subject centres and 11
universities to promote open education resources www.
humbox.ac.uk/
25. Our website
● The LLAS website is an important communication
tool for us – to publicise our events, resources and
projects and also to offer materials and information
of benefit to our community
● It receives an average of 20,000 unique visitors per
month with around 48,000 page views
● Our top viewed items are our homepage but also
articles in the good practice guide, events and news
http://www.llas.ac.uk