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
Workshop organized by LangOER network (presenter: Ioannis Lefkos) during the Scientix/EMINENT conference on science education; Barcelona, 20-21 November 2015.
Check also the blog post: http://blogs.eun.org/langoer/2015/12/02/a-langoer-workshop-at-the-eminent2015-scientix-conference-in-barcelona/
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Enhancing teaching and learning of less used languages through Open Education...Web2Learn
Presentation of LangOER project at the EUROCALL 2015 conference, Padova, Italy, 26-29 August. Joint presentation by Linda Bradley, Gosia Kurek and Katerina Zourou
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
Workshop organized by LangOER network (presenter: Ioannis Lefkos) during the Scientix/EMINENT conference on science education; Barcelona, 20-21 November 2015.
Check also the blog post: http://blogs.eun.org/langoer/2015/12/02/a-langoer-workshop-at-the-eminent2015-scientix-conference-in-barcelona/
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Enhancing teaching and learning of less used languages through Open Education...Web2Learn
Presentation of LangOER project at the EUROCALL 2015 conference, Padova, Italy, 26-29 August. Joint presentation by Linda Bradley, Gosia Kurek and Katerina Zourou
How to develop effective concordance materials using online corpusengedukamall
Chun, Sooin (2014, September). How to develop effective concordance materials using online corpus. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
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
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
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Presentation to promote the exploitation of results of EU projects to help keep Teacher Education curriculum up to date re educational technology methodology
#EU projects,#
How to develop effective concordance materials using online corpusengedukamall
Chun, Sooin (2014, September). How to develop effective concordance materials using online corpus. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
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
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
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Presentation to promote the exploitation of results of EU projects to help keep Teacher Education curriculum up to date re educational technology methodology
#EU projects,#
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
I tilt smartvet_presentation_ankara_finalTon Koenraad
Approaches & resources to promote teacher competencies development for effective interactive whiteboard use, Highlighting 2 EU projects: iTILT and SMARTVET.
Presented at ISNITE Conference 2013, Ankara
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
On behalf of TELLConsult I contributed a presentation, entitled 'Task-supported language teaching and technology-enhanced learning' to the final meeting of the EU project ETALAGE in Budapest. (more on this below)
'New developments in computer assisted language learning´ presented at the International Support & Teach 2011 Conference organised by the English for Kids Foundation,
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Presentation of Adaptive Software at CLIL 2010 Conference
1. Text corpora and web services
for automated content generation
Rintse van der Werf
Edia – Education Technology, www.edia.nl/en
Ton Koenraad www.koenraad.info
Utrecht University of Applied Sciences, TELLConsult
2. Overview
• CLIL issues and technology
• Adaptive software
– Using text corpora
– Adaptive content generation
• The smart newsreader software
• Towards CLIL applications
3. A quick scan of issues,
concerns & needs in CLIL
• Windows on CLIL (20 country profiles, Maljers et al., 2007)
• The International CLIL Research Journal (ICRJ)
• Criteria for CLIL Learning Materials
((de Graaf et al., 2009; Mehisto, forthcoming)
• Introducing the CLIL-Pyramid (Meyer, forthcoming)
• Vienna CLIL Teacher Ed. Master theses
• Google searches
4. CLIL in EU context: some findings
• Diversity: target groups, aims, programmes, ..
• Growth (numbers, sectors)
• Need for customised materials
• Emergent CLIL methodology: scaffolded, but autonomous,
student-centred learning (March et al., 2007)
• More learning skills development needed
• Teacher availability + CLIL competences
• Inadequate productive skills: writing (Vollmer, 2008)
• Increased use of Internet based resources
• Limited publications on practice & research of ICT-use
5. Documented ICT use in CLIL
• Generic tools for materials development
• Additional resources : YouTube, websites, podcasts, wiki, blog
• Tools for scaffolding webbased input:
TEXTblender (POOLS –T Project)
• Tools for consulting and annotating video interviews:
Backbone Project
• Tasks involving Internet consultation:
WebQuest (Koenraad & Westhoff, 2003; Luzon,
2009)
• CMS platforms to:
- organize blended & distance CLIL learning: VLEs, ALI-CLIL
- community building and content sharing: CCN, e-CLIL, BEP
• More…?
6. It is time for
more passion
between CLIL and CALL:
TECLIL: Technology Enhanced CLIL?
7. CLIL Materials!
• [..] the availability of materials has been an ongoing issue in
Finnish CLIL. It is clearly difficult and time-consuming for
teachers to find suitable materials for content and language
teaching that would be in accordance with the national
curriculum and suitable for the students’ language level.
(Marsh et al., 2007)
• CLIL is currently gaining considerable momentum and it is
being integrated into curricula all across Europe. However,
there is still a lack of appropriate teaching materials and a
comprehensive and integrative CLIL methodology has yet to
be developed. (Meyer, forthcoming)
8. CLIL Materials Issues:
Availability, quality, equal access (e.g. special needs), diversity
(content areas, target groups, language levels)
• Armenia, Belgium, Bulgaria, (lack)
• Czech Republic, Germany (adaptation needed)
• Estonia, (teacher made materials)
• France (localisation needed)
• Hungary (quality of translated content)
• Austria (content available locally, but copyright issues)
• Norway (lack of suitable textbooks, national curriculum)
• Poland (textbook import, translation)
• Slovakia (local adaptation & elaboration of imported textbooks)
• Spain (lack of resources, regional diversity)
9. Input Materials
• […]The (imported) textbook used was too difficult for pupils of average
and below-average ability.
“When the pupils have to tackle work on their own, they will not show any
progress unless they can fully comprehend what they are asked to do.
Also, if the pupils’ intrinsic motivation is low, providing books which have a
high level of prose difficulty is more likely to lead to non-comprehension
and frustration.” (Sollars, 1988)
• […] Words need to be understood and learned within the contextual
setting provided by the subject matter. This means that a basic level of
general English proficiency is not sufficient for successful content learning.
It seems that not enough is being done in the classroom in order to
ensure that learners grasp the relevant register.
Farrell and Ventura (1998); Farrugia (2003)
10. Adaptive personalised software
• Applications for (non CLIL)
– L1 Dutch, L2 Dutch, L2 German and L2 English
• Strongly rooted in scientific research
(vd Werf & Vermeer, 2008)
(Hootsen et al., 2007)
• Moving towards method integration
– Word lists, specific learning goals
• New possibilities for content integration
– In L1 and in L2
11. Comprehensible input
• not too difficult yet enough opportunities for
learning.
– SLA: Krashen: i+1
– Vygotsky: Zone of proximal development
• Operationalisation?
– Activate previous knowledge
– Nation, 1993: 90% of lemmas in a text known
– Textbook sequencing
12. Input for CLIL
• Linguistic and non linguistic
• Has a cognitive and language level
• Must be comprehensible, yet challenging
enough to provide opportunity for learning
• Focus on text comprehension
– Vocabulary size
– Knowledge of the ‘world’
13. Text Corpora
• As a source of textual (lesson) materials
– Representative
– Web As a Corpus
• As a source for linguistic analysis
– Frequency information
– Keyword analysis
– Part of Speech tagging
– Information analysis (clustering)
14. Adaptive personalised software
• Selection of textual materials
– Comprehensible, target word list
• Attention on relevant aspects
– Language and/or content
– Related to learning goals
• Adding help and guidance
– Web services such as TTS, online dictionaries
• Automated task generation
– Cloze tasks, dictate
15. Smart Newsreader application
• Web mining of news articles
– Dutch corpus size: 936000 texts,
– German corpus size: 235000 texts
– English corpus size: 195000 texts
• Selection
– Text coverage (% of known lemmas)
– Unknown words are learning goals
• Adding help with unknown words
– TTS, dictionary, contexts, morphology
16. Smart Newsreader application
• Generating tasks
– Cloze, drag and drop, dictate, open questions
• Monitor usage
– Words read, help asked, task results
• Give feedback
• Update model of the user
– Profficiencies, preferences, interests
17.
18.
19.
20.
21. Towards CLIL reader(s)
• Specific purpose text corpus
– Economics, history, osmosis, etc.
– Manual creations and web crawlers
• Text analysis
– Wordlists
• General vocabulary
• Subject terminology
• Academic words
• Text selection
– Comprehensible subject and language input
22. Adaptive Tools
&
CLIL materials quality criteria & methodologies
• Rich, authentic, multimodal content input at appropiate level
(i + 1)
• Scaffolded input provision (just in time help)
• Lexical approach (concepts in context)
• Academic Language Proficiency (focus on form: register features
e.g. collocations)
Reading – Writing integration (Loranc-Paszylk, 2009)
• Development of (language) learning skills (learner as researcher)
• Learner-centred, safe environment, learner autonomy
• Meaningful repetition, (immediate) feedback
23. Adaptive Tools & CLIL issues
• Assessment of learning
• Data collection for research
• Teacher education & development:
personalised, self-access training of both language & register
and content terminology