Overview of #CulturaTándem, an online collaboration project between SDI Munchen and Regents University London, presented in Krakow at Unicollaboration Conference 2018
Language communities on the web: creating authentic writing opportunities in post-secondary
2010 ETUG Spring Workshop - presentation by Catherine Caws, University of Victoria
Workshop Descriptions: http://etug.ca/?page_id=835
Online Intercultural Exchange provides opportunities for students to develop transversal skills like navigating tools, managing identity, and understanding language and cultural differences through online interactions with others from different backgrounds. It involves information exchange, collaborative tasks, and comparative analysis activities. Frameworks have been developed for badging achievements in online intercultural exchange, drawing from typologies of telecollaborative tasks and the learning process.
This document discusses the evolving definition of literacy and how digital technologies can support literacy development and multiliteracies. Literacy now involves mastery of various language modes including reading, writing, speaking, listening, viewing, and creating across traditional and digital texts. Technologies can enrich expression and communication through multimodal texts, new language and culture, and enable writing, modeling, visualizing, and presenting to develop creative and critical literacies.
Common Framework of Reference for Intercultural Digital Literacies (Pre-print...Matteo Figoli
1. The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) provides guidelines for proficiency in multimodal digital communication in intercultural contexts.
2. CFRIDiL was developed based on data from the EU-MADE4LL project, which analyzed students' digital productions to integrate digital literacies and language learning.
3. CFRIDiL goes beyond existing frameworks like CEFR, DigComp 2.0, and AIE by including visual and auditory resources in digital environments and considering sociocultural audiences and contexts.
The document discusses how digital publishing has changed the nature of texts in the 21st century. It notes that the internet allows access to texts that may not otherwise be discovered. Digital publishing has also created new genres like digital narratives and new modes of authorship through features like hyperlinks. Additionally, digital publishing encourages new text forms and can support elements that could also exist in print. The document advocates for writing in many different places and formats.
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)Matteo Figoli
The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).
CFRIDIL is a comprehensive set of guidelines to systematically describe levels of proficiency for students and European citizens across Europe and other countries.
It describes what a successful digital literate European citizen must be able to do and understand in transnational digital environment.
CFRIDiL is divided into broad level groups, sub-divided into further levels, from breakthrough to proficiency. For each level, it includes descriptors which tells what a learner is supposed to be able to do in receptive and productive skills, in terms of digital literacy in international and intercultural contexts.
These systematic descriptors deal with the comprehension, production, and interpretation of the contemporary digital textuality for international and intercultural communication.
Plurilingualism differs from multilingualism in that it emphasizes an individual's experience with multiple languages and cultures not as separate compartments but as an interrelated communicative competence where all language knowledge and experience contributes. The plurilingual approach focuses on how an individual's language abilities expand from their native language to their community's language to other languages and cultures, with all these languages interacting rather than being strictly separated mentally.
In June 2020 a two-day workshop titled ‘Disrupting digital monolingualism’ was held , bringing together leading researchers, educators, digital practitioners, language-focused professionals, policy makers and other interested parties to address the challenges of multilingualism in digital spaces and to collectively propose new models and solutions.
The workshop aimed to combine both conceptual (strategy, policy and theory) and practical perspectives (digital ecosystems, methods and tools with a focus on language), and in so doing to strengthen connections between numerous overlapping digital and languages-driven conversations and initiatives along four axes of action:
• Linguistic and geocultural diversity in digital knowledge infrastructures
• Working with multilingual data
• Transcultural and translingual approaches to digital study
• Artificial intelligence, machine learning and NLP in language worlds
Presentation at Global MSU symposium http://msuglobaldh.org/schedule/ 13 April 2021
Language communities on the web: creating authentic writing opportunities in post-secondary
2010 ETUG Spring Workshop - presentation by Catherine Caws, University of Victoria
Workshop Descriptions: http://etug.ca/?page_id=835
Online Intercultural Exchange provides opportunities for students to develop transversal skills like navigating tools, managing identity, and understanding language and cultural differences through online interactions with others from different backgrounds. It involves information exchange, collaborative tasks, and comparative analysis activities. Frameworks have been developed for badging achievements in online intercultural exchange, drawing from typologies of telecollaborative tasks and the learning process.
This document discusses the evolving definition of literacy and how digital technologies can support literacy development and multiliteracies. Literacy now involves mastery of various language modes including reading, writing, speaking, listening, viewing, and creating across traditional and digital texts. Technologies can enrich expression and communication through multimodal texts, new language and culture, and enable writing, modeling, visualizing, and presenting to develop creative and critical literacies.
Common Framework of Reference for Intercultural Digital Literacies (Pre-print...Matteo Figoli
1. The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) provides guidelines for proficiency in multimodal digital communication in intercultural contexts.
2. CFRIDiL was developed based on data from the EU-MADE4LL project, which analyzed students' digital productions to integrate digital literacies and language learning.
3. CFRIDiL goes beyond existing frameworks like CEFR, DigComp 2.0, and AIE by including visual and auditory resources in digital environments and considering sociocultural audiences and contexts.
The document discusses how digital publishing has changed the nature of texts in the 21st century. It notes that the internet allows access to texts that may not otherwise be discovered. Digital publishing has also created new genres like digital narratives and new modes of authorship through features like hyperlinks. Additionally, digital publishing encourages new text forms and can support elements that could also exist in print. The document advocates for writing in many different places and formats.
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)Matteo Figoli
The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).
CFRIDIL is a comprehensive set of guidelines to systematically describe levels of proficiency for students and European citizens across Europe and other countries.
It describes what a successful digital literate European citizen must be able to do and understand in transnational digital environment.
CFRIDiL is divided into broad level groups, sub-divided into further levels, from breakthrough to proficiency. For each level, it includes descriptors which tells what a learner is supposed to be able to do in receptive and productive skills, in terms of digital literacy in international and intercultural contexts.
These systematic descriptors deal with the comprehension, production, and interpretation of the contemporary digital textuality for international and intercultural communication.
Plurilingualism differs from multilingualism in that it emphasizes an individual's experience with multiple languages and cultures not as separate compartments but as an interrelated communicative competence where all language knowledge and experience contributes. The plurilingual approach focuses on how an individual's language abilities expand from their native language to their community's language to other languages and cultures, with all these languages interacting rather than being strictly separated mentally.
In June 2020 a two-day workshop titled ‘Disrupting digital monolingualism’ was held , bringing together leading researchers, educators, digital practitioners, language-focused professionals, policy makers and other interested parties to address the challenges of multilingualism in digital spaces and to collectively propose new models and solutions.
The workshop aimed to combine both conceptual (strategy, policy and theory) and practical perspectives (digital ecosystems, methods and tools with a focus on language), and in so doing to strengthen connections between numerous overlapping digital and languages-driven conversations and initiatives along four axes of action:
• Linguistic and geocultural diversity in digital knowledge infrastructures
• Working with multilingual data
• Transcultural and translingual approaches to digital study
• Artificial intelligence, machine learning and NLP in language worlds
Presentation at Global MSU symposium http://msuglobaldh.org/schedule/ 13 April 2021
Keynote at the 1st mInclusion conference, with a focus on the use of innovative applications and personal mobile technologies to support language learning and inclusion among migrants and host societies.
Contact=Learing? Keynote at DGFF, Germany 2019Robert O'Dowd
Slides from my keynote at the Kongress der Deutschen Gesellschaft für Fremdsprachenforschung: 28.09.2019
Julius-Maximilians-Universität Würzburg, Germany
- Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks developed by teachers. It aims to give more students an international experience as physical student mobility programs only reach a small percentage of students.
- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
- Benefits of VE include giving students experiential and collaborative learning, developing transversal skills like intercultural competence, and offering opportunities for professional development for teachers.
Study visits abroad internationalisation for allAnja S
This document summarizes a presentation about using study visits abroad as a strategy to internationalize university curriculum. It discusses defining study visits, their benefits, components for designing them, and maximizing student experiences and outcomes. Student experiences from a visit to Palermo, Italy are shared, highlighting how it helped students understand themselves and different cultures better while broadening their horizons. Short-term experiences like study visits can effectively develop international skills for most students who are not globally mobile.
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
This document outlines a multi-year project between schools in four European countries to give students intercultural competencies and strengthen their feeling of European identity. The project aims to develop students' communication skills, make friends across borders, improve language abilities, and inspire teachers to use technology for collaboration. Students will work in international teams on annual themes like invention, freedom, democracy, and cultural expression.
This document outlines a multi-year project between schools in four European countries to give students intercultural competencies and strengthen their feeling of European identity. The project aims to develop students' communication skills, make friends across borders, improve language abilities, and inspire teachers to use technology for collaboration. Students will work in international teams on annual themes like invention, freedom, democracy, and cultural expression.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Global Citizenship ACLID conference 2018Robert O'Dowd
This document discusses the competencies needed for global citizenship and effective participation in culturally diverse societies. It emphasizes developing foreign language proficiency, digital literacy, intercultural competence, and the ability to engage with others' perspectives. The document cautions that digital natives still need training in digital skills. It presents virtual exchange as a way to develop intercultural and digital skills through online interaction with international partners. However, it notes the need to thoughtfully integrate such exchanges into coursework to avoid superficial encounters and engage students with cultural differences. Examples are given of virtual exchange projects addressing global issues.
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)EuMade4ll
The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).
CFRIDIL is a comprehensive set of guidelines to systematically describe levels of proficiency for students and European citizens across Europe and other countries.
It describes what a successful digital literate European citizen must be able to do and understand in transnational digital environment.
CFRIDiL is divided into broad level groups, sub-divided into further levels, from breakthrough to proficiency. For each level, it includes descriptors which tells what a learner is supposed to be able to do in receptive and productive skills, in terms of digital literacy in international and intercultural contexts.
These systematic descriptors deal with the comprehension, production, and interpretation of the contemporary digital textuality for international and intercultural communication.
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)EuMade4ll
The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).
CFRIDIL is a comprehensive set of guidelines to systematically describe levels of proficiency for students and European citizens across Europe and other countries.
It describes what a successful digital literate European citizen must be able to do and understand in transnational digital environment.
CFRIDiL is divided into broad level groups, sub-divided into further levels, from breakthrough to proficiency. For each level, it includes descriptors which tells what a learner is supposed to be able to do in receptive and productive skills, in terms of digital literacy in international and intercultural contexts.
These systematic descriptors deal with the comprehension, production, and interpretation of the contemporary digital textuality for international and intercultural communication.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
Designing with Immigrants. When emotions run high.pptxMariana Salgado
This presentation took place in the 11th European Academy of Design. The value of Design Research. The paper was: Designing with Immigrants. When emotions run high. Paris, France. 2015
1. South African classrooms have become more culturally diverse since 1994, posing challenges for teachers in managing diversity. Digital storytelling was used with pre-service teachers to help them understand and respect different cultures and perspectives.
2. Students reported a deeper understanding of each other's backgrounds and saw how digital stories could help teach diversity in their own classrooms. However, challenges include limited access to technology and support in some schools.
3. The study concluded digital storytelling enhanced students' digital literacy skills and provided practical examples for handling diverse classrooms, though further analysis of stories is needed to address stereotypes.
Telecollaborative exchange involves groups of students engaging in online intercultural interaction and collaboration with partner classes from other cultures or locations, guided by educators. Effective tasks go beyond superficial exchanges, instead providing opportunities for genuine collaboration, such as jointly creating presentations. Tasks should also introduce intercultural interaction gradually and provide opportunities for reflection on the online interaction.
This document discusses the #CulturaTándem project, which pairs students from different cultural backgrounds and locations for online research collaboration. The project aims to develop students' linguistic skills, intercultural competence, and digital and professional skills. Students work in cross-cultural "tandems" to research topics like ecotourism, indigenous peoples, and marketing. Survey results found that students improved research skills by investigating topics scientifically with a partner, exchanging information regularly in a foreign language, and incorporating different cultural perspectives. Working with an unknown partner from another culture and location helped students learn to accept different opinions, find common ground beyond borders, and appreciate openness to new ideas.
Keynote at the 1st mInclusion conference, with a focus on the use of innovative applications and personal mobile technologies to support language learning and inclusion among migrants and host societies.
Contact=Learing? Keynote at DGFF, Germany 2019Robert O'Dowd
Slides from my keynote at the Kongress der Deutschen Gesellschaft für Fremdsprachenforschung: 28.09.2019
Julius-Maximilians-Universität Würzburg, Germany
- Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks developed by teachers. It aims to give more students an international experience as physical student mobility programs only reach a small percentage of students.
- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
- Benefits of VE include giving students experiential and collaborative learning, developing transversal skills like intercultural competence, and offering opportunities for professional development for teachers.
Study visits abroad internationalisation for allAnja S
This document summarizes a presentation about using study visits abroad as a strategy to internationalize university curriculum. It discusses defining study visits, their benefits, components for designing them, and maximizing student experiences and outcomes. Student experiences from a visit to Palermo, Italy are shared, highlighting how it helped students understand themselves and different cultures better while broadening their horizons. Short-term experiences like study visits can effectively develop international skills for most students who are not globally mobile.
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
This document outlines a multi-year project between schools in four European countries to give students intercultural competencies and strengthen their feeling of European identity. The project aims to develop students' communication skills, make friends across borders, improve language abilities, and inspire teachers to use technology for collaboration. Students will work in international teams on annual themes like invention, freedom, democracy, and cultural expression.
This document outlines a multi-year project between schools in four European countries to give students intercultural competencies and strengthen their feeling of European identity. The project aims to develop students' communication skills, make friends across borders, improve language abilities, and inspire teachers to use technology for collaboration. Students will work in international teams on annual themes like invention, freedom, democracy, and cultural expression.
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Global Citizenship ACLID conference 2018Robert O'Dowd
This document discusses the competencies needed for global citizenship and effective participation in culturally diverse societies. It emphasizes developing foreign language proficiency, digital literacy, intercultural competence, and the ability to engage with others' perspectives. The document cautions that digital natives still need training in digital skills. It presents virtual exchange as a way to develop intercultural and digital skills through online interaction with international partners. However, it notes the need to thoughtfully integrate such exchanges into coursework to avoid superficial encounters and engage students with cultural differences. Examples are given of virtual exchange projects addressing global issues.
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)EuMade4ll
The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).
CFRIDIL is a comprehensive set of guidelines to systematically describe levels of proficiency for students and European citizens across Europe and other countries.
It describes what a successful digital literate European citizen must be able to do and understand in transnational digital environment.
CFRIDiL is divided into broad level groups, sub-divided into further levels, from breakthrough to proficiency. For each level, it includes descriptors which tells what a learner is supposed to be able to do in receptive and productive skills, in terms of digital literacy in international and intercultural contexts.
These systematic descriptors deal with the comprehension, production, and interpretation of the contemporary digital textuality for international and intercultural communication.
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)EuMade4ll
The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is an adaptation and expansion of both the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and the Digital Competence Framework for Citizens (DigComp 2.0).
CFRIDIL is a comprehensive set of guidelines to systematically describe levels of proficiency for students and European citizens across Europe and other countries.
It describes what a successful digital literate European citizen must be able to do and understand in transnational digital environment.
CFRIDiL is divided into broad level groups, sub-divided into further levels, from breakthrough to proficiency. For each level, it includes descriptors which tells what a learner is supposed to be able to do in receptive and productive skills, in terms of digital literacy in international and intercultural contexts.
These systematic descriptors deal with the comprehension, production, and interpretation of the contemporary digital textuality for international and intercultural communication.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
Designing with Immigrants. When emotions run high.pptxMariana Salgado
This presentation took place in the 11th European Academy of Design. The value of Design Research. The paper was: Designing with Immigrants. When emotions run high. Paris, France. 2015
1. South African classrooms have become more culturally diverse since 1994, posing challenges for teachers in managing diversity. Digital storytelling was used with pre-service teachers to help them understand and respect different cultures and perspectives.
2. Students reported a deeper understanding of each other's backgrounds and saw how digital stories could help teach diversity in their own classrooms. However, challenges include limited access to technology and support in some schools.
3. The study concluded digital storytelling enhanced students' digital literacy skills and provided practical examples for handling diverse classrooms, though further analysis of stories is needed to address stereotypes.
Telecollaborative exchange involves groups of students engaging in online intercultural interaction and collaboration with partner classes from other cultures or locations, guided by educators. Effective tasks go beyond superficial exchanges, instead providing opportunities for genuine collaboration, such as jointly creating presentations. Tasks should also introduce intercultural interaction gradually and provide opportunities for reflection on the online interaction.
Similar to #CulturaTándem, research and citizenship through telecollaboration (20)
This document discusses the #CulturaTándem project, which pairs students from different cultural backgrounds and locations for online research collaboration. The project aims to develop students' linguistic skills, intercultural competence, and digital and professional skills. Students work in cross-cultural "tandems" to research topics like ecotourism, indigenous peoples, and marketing. Survey results found that students improved research skills by investigating topics scientifically with a partner, exchanging information regularly in a foreign language, and incorporating different cultural perspectives. Working with an unknown partner from another culture and location helped students learn to accept different opinions, find common ground beyond borders, and appreciate openness to new ideas.
Este documento presenta un curso sobre búsqueda de empleo y habilidades laborales. El curso capacitará a los estudiantes para describir sus capacidades, experiencias y expectativas laborales a través de varias actividades como foros de discusión, mapas conceptuales, wikis y la creación de documentos como currículos y cartas de presentación. Los estudiantes compartirán información y recursos sobre búsqueda de empleo a través de herramientas web 2.0 como blogs, Mind 42, Delicious y Wikispaces.
Este documento presenta un plan de estudios para capacitar a estudiantes a enfrentar entrevistas de trabajo de manera exitosa. El plan incluye varias actividades grupales e individuales como formar grupos para analizar contenidos clave, crear recursos multimedia, elaborar preguntas comunes de entrevistas y sus respuestas, simular entrevistas grabadas en video, y compartir información y experiencias a través de herramientas web 2.0 como blogs, wikis y YouTube.
El documento explica las reglas de acentuación en español. Indica que todas las palabras tienen una sílaba más fuerte y que el acento se escribe dependiendo de su posición. Las palabras agudas llevan acento escrito si terminan en vocal, las llanas sólo si no terminan en vocal o n/s, y las esdrújulas siempre. El acento ayuda a distinguir palabras homófonas y afecta la entonación y lectura.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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3. Telecollaboration in HE
‘The future belongs to those who learn to work or team together with other
groups without regard to location, heritage, national and cultural difference’
(Grandin and Hedderich, 2009: 36)
• linguistic skills and intercultural communicative competence
• internationalism: prepare - replace - extend
• digital competences and professional skills
4
4. #CulturaTándem
Participants Profile
• Studies
• Languages
• Experiences
Objectives
• Teachers’
• Students’
5
Lallana, A & Salamanca, P (2017)
Virtual collaboration for the development of multilingual,
intercultural and professional competences through research in
tandems
8. #CulturaTándem and Research
1. Advertising BMW online for the Latin American and German markets
2. Consequences of mass tourism (‘turismo basura’) for destination cities
(e.g. Barcelona, Mallorca)
3. The role of indigenous people in ecotourism in Latin America
4. Spanglish in the US, identity and marketing
5. Quinoa and its discovery in the global north: superfood or super
marketing?
6. Social challenges of MNCs in developing countries: Benetton and the
Chilean mapuches
9
9. 10Survey data, 2018, Lallana & Salamanca
Which of these skills have you practiced most?
Research skills
10. Collaborating for research
Covering an unknown topic in a
scientific manner;(...)
investigating and searching for
specific information on the
internet; simplifying and
reformulating information in
your own words [in a foreign
language]; and all the time
exchanging meaningful
information with my partner
regularly
11
The biggest advantage of [researching] as a team and
with people from a different culture is that everyone can
contribute their ideas and points of view. This greatly
enriches the project and the result will be more varied,
because each person contributes to the project.
Two collaborators can reach more
than an individual person because
there is a greater source of
knowledge
“But it is not the same to complete a uni project on
your own, or even as a member of a ‘physical’ groups
that can meet face-to-face than researching with
someone you’ve never met in another location and at
the other end of your mobile phone or laptop”.
11. Collaborative task types
12
no longer language learners
nor language users but
researchers in the language
Based on O'Dowd & Waire (2009)
12. #CulturaTándem with unknown others
13
Working with a person
we do not know is a
very different thing learn to work well with
others, to work with
strangers
we learned to know each
other and work together
when we did not know
anything about each other
learn how to get along
with people accept different opinions
A ‘third space’ (Guarda, 2013: 428), a space that “enable[s] the exchange
participants to feel part of a common group which transcend[s] the national and
cultural borders of the countries they belonged to”.
13. A transferable experience…. need to be open
and willing to work
on something that
was not my initial
idea
…. always very open to
new ideas and proposals
from the other
… we just had to find a
way to work together, not
only the topic, but the work
system.
Each had its own
rhythm…..we had to trust
that the other person did
his part
sometimes we misunderstood
each other ... when we realized the
misunderstanding, we apologize
both
… motivation to do my job
very well because I did not
want to disappoint my
partner
...difficult to (…) express, that we
do not agree with something.
Since we did not know each other,
we did not want to show
disrespect towards the other
person. Over time became easier.
“bad conscience for having
hindered the positive
experience of the other
tandem member in this
project"
14. Telecollaboration
● contributes towards the development
of shared ‘spaces’ indispensable for
cooperation
● enhances our capacity to transcend
own in-groups to create a new one
capitalizing on synergies and
differences
● is a suitable vehicle for the
development of global citizenship
15
15. References
• Guarda, M. (2013): Negotiating a transcultural place in an English as a lingua franca telecollaboration
exchange. Unpublished PhD thesis. See http://paduaresearch.cab.unipd.it/5337/1/guarda_marta_tesi.pdf.
Last accessed 13 October 2017.
• Helm, F. (2015): The practices and challenges of telecollaboration in higher education in Europe. Language
Learning & Technology, 19(2), 197–217. Last accessed 13 October
2017.http://llt.msu.edu/issues/june2015/helm.pdf Last accessed 14 April 2018.
• Lallana, A. & Salamanca, P. (2017): #CulturaTándem, preparing students for today's multicultural societies.
A virtual exchange between the Regent’s University London and the University of Applied Languages SDI
Munich. En: Gross-Dinter, Ursula, Feuser, Florian y Ramos Méndez-Sahlender, Carmen (eds.): Zum Umgang
mit Migration, Zwischen Empörungsmodus und Lösungsorientierung. Transcript: Múnich.
• Lewis, T & O’Dowd, R (eds.) (2017): Online intercultural exchange, Policy, Pedagogy, Practice. Routledge:
UK.
• O'Dowd, R. & Waire, P. (2009) Critical issues in telecollaborative task design, Computer Assisted Language
Learning, 22: 2, 173-188, DOI: 10.1080/09588220902778369
• UNESCO, Viewpoint (2015): How to foster global citizenship through education. See
http://en.unesco.org/news/global-citizenship-education-all-oneadvocate-s-story-0. Last accessed 4
November 2016