This document describes the creation of a Business English Self-Access Center at a university in Ecuador. It aimed to develop students' communicative competencies through an online learning environment. Research identified weaknesses in students' business communication skills and lack of strategy use. The pedagogical proposal was a blog-based virtual center providing thematic units, technological tools, and resources to support autonomous learning. An interdisciplinary team implemented the center in stages from 2016-2017, and evaluations assessed its functionality and ability to maximize learning. The center was found to effectively develop students' digital and lifelong learning skills.
"NH Focus on ePortfolio Day" will take place October 4th at Plymouth State University. We hope you will join us, as educators from across the state gather for a day of in-depth discussions and presentations on ePortfolios. These discussions will include current ePortfolio uses, as well as future trends for NH's schools. Live stream at http://plymouth.edu/online/events/nhfocus_2010.html
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Slides for start-up meeting of the HEA projects funded under 'Digital Literacy in the Disciplines' programme, largely reporting on findings from the Jisc Developing Digital Literacies programme.
"NH Focus on ePortfolio Day" will take place October 4th at Plymouth State University. We hope you will join us, as educators from across the state gather for a day of in-depth discussions and presentations on ePortfolios. These discussions will include current ePortfolio uses, as well as future trends for NH's schools. Live stream at http://plymouth.edu/online/events/nhfocus_2010.html
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Slides for start-up meeting of the HEA projects funded under 'Digital Literacy in the Disciplines' programme, largely reporting on findings from the Jisc Developing Digital Literacies programme.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
Global Outcomes - An Overview for New and Returning Faculty at LWITSally Heilstedt
LWIT identifies five Global Outcomes - institution wide student learning outcomes - that help students to prepare for today's careers and tomorrow's opportunities. This presentation was developed for Fall In-Service 2013.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
Citizen Maths is a free online maths course, aimed at adults in or out of work, who want to brush up their maths. The presentation covers some of the thinking behind the course and how employers, further education colleges and other adult education organisations can get involved.
An action research study of students' perceptions of EFL e-activities /Nicene...María del Carmen Boloña
It reports on an action research study in the field of EFLT providing a framework for further research projects. It highlights the most important aspects of e-english teaching/learning through Classroom Management Systems. It summarizes information presented in the EFLT Master's Program thesis at ESPOL.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
Global Outcomes - An Overview for New and Returning Faculty at LWITSally Heilstedt
LWIT identifies five Global Outcomes - institution wide student learning outcomes - that help students to prepare for today's careers and tomorrow's opportunities. This presentation was developed for Fall In-Service 2013.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
Citizen Maths is a free online maths course, aimed at adults in or out of work, who want to brush up their maths. The presentation covers some of the thinking behind the course and how employers, further education colleges and other adult education organisations can get involved.
An action research study of students' perceptions of EFL e-activities /Nicene...María del Carmen Boloña
It reports on an action research study in the field of EFLT providing a framework for further research projects. It highlights the most important aspects of e-english teaching/learning through Classroom Management Systems. It summarizes information presented in the EFLT Master's Program thesis at ESPOL.
Workshop: Design approaches to prototyping.
Prepared by Matthijs Bouw, One Architecture & PennDesign, Alexandros Washburn, Stevens Institute of Technology, and Thad Pawslowski, Columbia GSAPP. Cases for prototypes have been developed with 100 Resilient Cities.
OBSERVACIONES A LA LEY ORGANICA DE SERVICIO PUBLICOSilvia Salgado
# Trámite 7874
Trámite referencia
Tipo de documento MEMORANDO INTERNO
Fecha recepción 08-oct-2009 15:22
Fecha vencimiento
Numeración documento 042-SSA-AN-09
Fecha oficio 07-oct-2009
Asunto OBSERVACIONES A LEY ORGANICA DE SERVICIO PUBLICO
Dirigido a ARQ. FERNANDO CORDERO
Remitente SALGADO SILVIA
7Cs of Learning Design: How it really happens - UNISA Benchmark Workshoptbirdcymru
This description of practical 7Cs of Learning Design training was presented for delegates of University of South Africa, 24 February 2014 at University of Leicester
This presentation explains the use of e-portfolios as a learning and assessment tool. Further it provides the opportunities for career progression and change based on evidence of achievements through lifelong learning.
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Presentation by Fabio Nascimbeni, Universidad Internacional de La Rioja, EDEN Senior Fellow at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Enfoca el proceso de escritura de ensayos en los que el escritor desarrolla y organiza ideas claras y concisas como resultado de sus habilidades comunicativas y conocimiento del uso de la lengua. Incluye patrones para la organización de ideas.
Un Estudio de Investigación en Acción de las Percepciones de los Estudiantes del Uso de Actividades de Internet a través de Nicenet en el Salón de Clase de Inglés en Ecuador. Congreso CREAD. Presentación en la Universidad Particular de Loja en Ecuador.
Writing is a vital professional skill. Therefore, this presentation informs about main aspects of a class organization in this area. I sincerely hope it can be useful for any educator interested in teaching writing for academic purposes and/or general writing.
Modelo de Curriculum para la Enseñanza Universitaria de Inglés como Lengua Ex...María del Carmen Boloña
La educación de Inglés como Lengua Extranjera puede ser maximizada si alcanza principios, condiciones y estándares comunes en el sistema universitario. El propósito de esta presentación es proponer un modelo de currículo para la enseñanza del Inglés en el sistema universitario a través del cual los estudiantes sean comunicadores reales en situaciones presenciales y/o digitales en interacciones sociales y laborales.
Book presentation that highlights the value of applying universal principles such as honesty, solidarity, modesty not only in work environments but in educational ones.
This presentation focuses on principles, conditions and standards of English Learning on the Web according to the Studies of the Science of Learning. It introduces Internet Classroom Assistants as knowledge management systems for the construction of collaborative learning environments characterized by interaction, communication, knowledge construction and educational technology.
3. • Purpose
Describes the creation, implementation, development and
evaluation of a Business English Self-Access Center.
• Research Question
Which VLE would support the development of Business English
students’ communicative competencies in Business Management?
• Key words
Communicative competencies, strategies, metacognition, critical
autonomy, e-learning and Business English Self-Access Center.
Business English
Self-Access Center
5. Context
Educational Setting
- Ecuadorian University
- Business Studies
- English Program – 40 credits
4 General English Courses
3 Business English Courses
- 10 Business English students
in two consecutive courses
- 18-20 years old
- Spanish speakers
- Business English users according to the
principles of communicative English
teaching of the Common European
Framework of Foreign Languages
Teaching/learning.
Research Methodology
Participants
6. Research Project:
Qualitative Techniques.
Research Sources:
a) Director of Business School Interview.
b) Students videos in oral communicative activities: interviews,
meetings, phone calls and business presentations.
c) Students’ business documentation.
Research Methodology
7. 1 2 43
Business
English Videos
Uploaded to
You Tube
Students were filmed using
digital devices, i.e. students’
video cameras not
smartphones.
Students videos
were posted
through
de Nicenet. ICA.
Videos were
analized
to identify students’
strengths and
weaknesses in
terms
of communication
skills development
Class oral activities Nicenet (ICA) Data application
Data was used to
formulate the
proposal.
Research Process
8. Results
• Students’ Infrequent use of comercial expressions commonly used in
meetings, interviews, negotiations and comercial contacts among others.
• Students’ unawareness of communication strategies that maximize
negotiation of meaning among interlocutors.
• Students’ unawareness of Business English formality levels.
• Students’ unawareness of commercial written conventions in e-mails,
reports, letters and memos among others.
• Insufficient learning time.
• Students’ lack of learning strategies through VLEs.
• No training.
• No policies.
9. Pedagogic Proposal
• Users:
University students
• Language:
Business English / English for Specific Purposes
• Purpose:
Provide students a e-Business English VLE with optimal conditions to acquire, manage
knowledge and develop communicative strategies according to communicative, connectivist
and constructionist principles.
• Administration:
Tutors
• Center Profile:
Blog with a menu of thematic units: Commercial Communication, Collaborative Interaction,
Negotiation, Leadership and Time Management Interacción Colaborativa among others. They
can change according to curricular needs.
General Objective and Specific Objectives .
Availability of technological tools such as discussion forums, e-mail, bulletin boards, coffee
lounge and directory of resources.
12. Creation, Implementation and
Development
Project Stages Action points
- Implementation.
- Development.
- Institutionalization.
- Multidisciplinary team work
aimed at the design, plan and structure.
4 (four) professionals : (1) Informatics ,
(1) Graphic Design , (2) Business English
-Didactic resources uploading to the
directories
- Tests and launching
13. Evaluation
Initial Stage
Development stage
Before launching it, the center will be evaluated to
test its planning and functionality.
Final Stage
During the center management, the center will be evaluated to
collect data that allows academic staff to know its operational state.
Finally there will be an overall evaluation of the center and
the efficiency of interventions and strategies for further
recommendations and changes.
See Manual of Parameters and Follow-Up Stages in CREAD
Article published in 2016.
14. •Planning
•Development
•Institutionalization
• Mutidisciplinary team work
for the design,plan and
structure with
four professionals
Informatics (1),
Graphic Design (1),
Business English for (2)
•Planning and uploading of de
Didactic resources.
•Test and launching.
Project Stages Timetable
2016-2017
•January to June 2016
•July to Nov 2016
•May 2017
•Domain cost
$ 10 and use
per year
$200,00
(5)
Work meetings
$300,00
•(20) work hours
$450,0
•(5) work hours
$150,00
Timetable and Budget
BudgetAction points
15. Conclusions
The Business English Self-Access Center shares characteristics of an
interactive VLE systematically organized and friendly user. It promotes and
facilitates virtual tutoring, self-access, critical autonomy, permanent learning,
communication and collaborative interaction. See research paper for further
information.
Maximizes the scope, management, organization and functionality of content
in optimal time frameworks the same as providing space and learning
resources.
Supports the development of students’ digital competencies required in the
planning, selection, monitoring and evaluation of information sources for
knowledge management used before, during and after the process for
present and/or future professional purposes.
It is a collaborative learning environment where tutors and/or students can
create and innovate processes through the combination of multimedia
resources (videos, podcasts, infographics) and technologic tools such as
forums, directories, webquests, wikis and/or electronic messages for the
management, evaluation and creation of present and future knowledge.
16. Referencias Bibliográficas
Bransford, J.D., “Como la Gente Aprende: Cerebro, Mente, Experiencia y Escuela”.
Desarrollos en la Ciencia de Aprendizaje y Comités de Desarrollos en la Ciencia de
Investigación, Práctica Educacional, Ciencias Sociales y de Comportamiento, Consejo
Nacional de Investigación.
Clegg, J. (2015). Metacognition: an overview of its uses in language-learning en:
http://www.puglia.istruzione.it/portfolio_new/allegati/j_clegg_metacognition_an_ovwerview_of
_its_uses_in_language-learning.pdf
Desarrollos en la Ciencia de Aprendizaje y Comités de Desarrollos en la Ciencia de
Investigación, Práctica Educacional, Ciencias Sociales y de Comportamiento, Consejo
Nacional de Investigación.
Comisión Nacional de Evaluación y Acreditación Universitaria. Ministerio de Educación,
Ciencia y Tecnología. Comisión Asesora de Educación a Distancia. (1997). Informe Final.
Consejo de Europa. Marco Común Europeo para la Enseñanza de Lenguas Extranjeras.
(2002) en: http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp
Oxford, R. (1990). Language Learning Strategies. What every teacher should know. New
York: Newbury House Publishers.
Simon, H.A. (1996) Observations on the Sciences of Science Learning. Paper prepared for
the Committee on Developments in the Science of Learning for the Sciences of Science
Learning: An Interdisciplinary Discussion. Department of Psychology, Carnegie Mellon
University.
Stern, H. (2001), “Conceptos Fundamentales de la Enseñanza de Lenguas”. Gran Bretaña:
Oxford University Press.
Vygotsky, L.S. (1978), “La Mente en la Sociedad”. Cambridge, MA: MIT Press.