The document discusses flexible pedagogies for disruptive technologies in education. It defines disruptive technologies as new, lower-cost technologies that eventually displace established ones. The author examines how technologies like mobile phones and chat rooms can disrupt traditional classroom norms. She outlines principles for flexible pedagogies based on constructivism, sociocultural approaches, and collaborative learning to maximize opportunities from evolving communications technologies. A case study of her graduate course demonstrates blending physical and online learning, learner-shaped structures, and using technologies like blogs and wikis to support communication and assessment.
This document discusses the use of information and communication technologies (ICT) to support English language teaching and learning. It defines key concepts like computer-assisted language learning (CALL), technology-enhanced language learning (TELL), and web-based language learning (WBLL). It also provides examples of how different technologies like word processors, email, and multimedia tools can be used in the classroom and for distance learning. Finally, it offers guidance on implementing technology in EFL teaching and integrating ICT into language learning activities and projects.
This presentation examines the nature of a virtual learning environment – Second Life--, and introduces several Second Life learning examples to help readers who never used Second Life understand its merits and setback on teaching and learning.
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
Blended learning combines face-to-face instruction with online learning. It balances the effectiveness of online learning with the social benefits of in-person classes. There are various methods of blending, including interactive videoconferencing, online activities, and face-to-face field trips. Blended learning programs provide additional learning materials and allow students to access content anywhere. However, challenges include classroom management across multiple sites and facilitating differentiated instruction and self-paced learning. Effective blended learning requires training facilitators and visiting sites.
Blended language learning strategies (lecture, Sèvres, July 2011)Claudia Warth
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
The document provides information on different technology tools that can be used for writing, including social bookmarking sites like Delicious and Diigo, blogs, wikis, and ePortfolios in Blackboard. It summarizes the key features and capabilities of each tool, when each might be best used, and some tips and considerations for integrating these tools into teaching. Screenshots and links are provided to demonstrate the tools.
The document discusses flexible pedagogies for disruptive technologies in education. It defines disruptive technologies as new, lower-cost technologies that eventually displace established ones. The author examines how technologies like mobile phones and chat rooms can disrupt traditional classroom norms. She outlines principles for flexible pedagogies based on constructivism, sociocultural approaches, and collaborative learning to maximize opportunities from evolving communications technologies. A case study of her graduate course demonstrates blending physical and online learning, learner-shaped structures, and using technologies like blogs and wikis to support communication and assessment.
This document discusses the use of information and communication technologies (ICT) to support English language teaching and learning. It defines key concepts like computer-assisted language learning (CALL), technology-enhanced language learning (TELL), and web-based language learning (WBLL). It also provides examples of how different technologies like word processors, email, and multimedia tools can be used in the classroom and for distance learning. Finally, it offers guidance on implementing technology in EFL teaching and integrating ICT into language learning activities and projects.
This presentation examines the nature of a virtual learning environment – Second Life--, and introduces several Second Life learning examples to help readers who never used Second Life understand its merits and setback on teaching and learning.
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
Blended learning combines face-to-face instruction with online learning. It balances the effectiveness of online learning with the social benefits of in-person classes. There are various methods of blending, including interactive videoconferencing, online activities, and face-to-face field trips. Blended learning programs provide additional learning materials and allow students to access content anywhere. However, challenges include classroom management across multiple sites and facilitating differentiated instruction and self-paced learning. Effective blended learning requires training facilitators and visiting sites.
Blended language learning strategies (lecture, Sèvres, July 2011)Claudia Warth
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
The document provides information on different technology tools that can be used for writing, including social bookmarking sites like Delicious and Diigo, blogs, wikis, and ePortfolios in Blackboard. It summarizes the key features and capabilities of each tool, when each might be best used, and some tips and considerations for integrating these tools into teaching. Screenshots and links are provided to demonstrate the tools.
1. The document discusses using social bookmarking software to create an online book club for students on a master's program. By sharing reading notes on the software, students could compare notes and engage in discussions about the readings in a social, visible way.
2. Students were required to use Diigo social bookmarking software to share reading notes that would feed into their end-of-module literature reviews. Their interactions created a "social annotated bibliography" that was assessed.
3. The research suggests social bookmarking helped make students' reading practices more visible and explicit. It also supported their meaning-making about academic texts in a semi-formal environment.
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)Claudia Warth
The document discusses various aspects of Web 2.0 such as social tagging, mashups, RSS feeds, and how they contribute to the participatory, personalized, and publishing webs. It also examines uses of blogs, wikis, and podcasts in education and provides examples of tools and websites that demonstrate these concepts. Statistics are presented on internet use, activities, and skills among children and teens in Germany.
The document discusses using web 2.0 tools like Voki, Voicethread, Voxopop, and Tokbox to promote oral communication in distance and blended learning contexts. These tools allow for both synchronous and asynchronous communication, increase interaction inside and outside the classroom, and foster global collaboration. Each tool is described in terms of its features and examples are given of how it can be used for language learning, presentations, discussions, and assessments. Finally, tasks using the tools are proposed and resources for each tool are provided.
Technology integration in public schools can provide several benefits to learning. It can fill gaps in student learning through individualized instruction and practice. Technology also promotes higher-order thinking skills by allowing students to solve problems and demonstrate understanding through multimedia projects. Additionally, technology engages students by incorporating their interests and allowing them to take an active role in their learning through simulations and games.
This document provides an overview of the Moodle learning management system (LMS) and how it can be implemented for e-learning. It describes the key features and tools in Moodle for content delivery, assessment, communication, and collaboration. Implementation involves planning delivery models, linking activities to assessment, determining support needs, and considering options for hosting Moodle externally if no internal IT support is available. The goal is to embed knowledge sharing and industry knowledge while allowing for peer review and flexible delivery approaches.
PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
The Use of Internet Resources in Teaching Listening to Undergraduate Students...YogeshIJTSRD
The article is devoted to the use of Internet resources in teaching English, contributing to the development of listening skills. Special attention is paid to the aspect of improving the listening skills of undergraduate students of non linguistic faculties. Sh. S. Abdullaeva "The Use of Internet Resources in Teaching Listening to Undergraduate Students Non-Language Faculties" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40027.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/40027/the-use-of-internet-resources-in-teaching-listening-to-undergraduate-students-nonlanguage-faculties/sh-s-abdullaeva
This document summarizes a presentation given by three professors on using distance education in modern language courses. It discusses faculty reservations about using DE due to perceptions that it is difficult to establish social, teaching, and cognitive presence online. However, the advancement of interactive Web 2.0 technologies has opened up possibilities for implementing speaking, writing, and listening activities in online language courses. The presentation shared how two professors implemented a successful online modern languages course using free Web 2.0 tools like Animoto, Bubbl, and Glogster that allowed students to complete projects demonstrating their language skills. Recommendations are provided for faculty to start small by incorporating Web 2.0 tools into face-to-face courses and to work collaboratively with
This document discusses using RSS feeds and social networking tools to address challenges in second language learning. It provides examples of how RSS-based projects can help students improve language skills like writing, manage content from various sources, and work at different levels while addressing affective needs through collaboration. RSS allows students to access authentic materials, track progress, and form an online learning community that exposes them to real language use.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
1. Choose learning aims and appropriate online materials to meet those aims. Evaluate materials based on criteria like source and content.
2. Develop structured tasks to guide students' use of the materials, such as having students do a word association activity, listen to a video while answering questions, and discuss and reflect on the content in a follow-up blog.
3. Select appropriate tools to implement the tasks, like using an online form for word association, embedding a video in a course blog for listening, and having students comment on the blog and later discuss in class. The tasks should recycle language and skills.
This 9-week graduate course teaches teachers how to build a "technology tool belt" to maximize technology use in their classrooms. The course is divided into 5 phases that teach skills like archiving, media literacy, research techniques, reflection and collaboration tools, and building a personal learning network. Students will learn how to use various web tools and create a technology-integrated curriculum unit. Assessment includes creating an archiving tool, setting up a wiki, developing an online reader, writing blog posts, creating multimedia reflections, participating in social networks, and presenting the curriculum unit. The course aims to help teachers select appropriate technology, address gaps in student performance, and enhance teaching practices using technology standards.
The document outlines a project called the Student Collaboration Across the Nation Academy. The goal is to create a global online environment for STEM students to communicate and collaborate on projects. The project plan is to first create an online meeting place, then have classrooms introduce themselves and share STEM projects and practices using mobile technology. Finally, students will collaborate on multi-classroom generated projects as the academy matures. An expected timeline is provided along with potential tools for implementation such as iPods, Prezi, and Edmodo. Potential project ideas include lesson collaboration, nationwide community projects, and building friendships.
The document discusses a workshop on using computer-assisted language learning (CALL) to encourage vocabulary learning strategies online. It describes modeling and training techniques for expanding the use of tools like Moodle, ReadingEnglish.net, WordChamp, and Google Docs. The workshop involves modeling how to use the tools, providing in-class practice opportunities, and assigning homework. Pre- and post-test results are presented showing improvements in students' reading scores and vocabulary after using the tools.
This document outlines some key terms and concepts related to online learning. It defines e-learning, online learning, and digital courses. It also describes different forms of learning like face-to-face, blended, and distance learning. Finally, it discusses different structures, modes, types, and aspects of online learning like synchronous vs asynchronous learning and concepts of open education.
This document contains the syllabus for an instructional design course at Dominican College. The course will focus on developing expertise in graphics, animation, and other technologies for educational purposes. Students will learn skills like creating graphics in Photoshop, animations in Flash and Scratch, podcasts, and virtual learning communities. Assessments will include creating educational materials using these technologies. The course aims to prepare teachers to effectively integrate technology into their teaching.
5 factors affecting language learning strategiesMaryamHitGirl
This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
This document discusses individual differences that may affect second language acquisition (SLA) across four categories: cognitive, affective, physiological, and social. It explores specific factors within each category, such as intelligence and language aptitude (cognitive), personality traits like extroversion and anxiety (affective), biological attributes like age and gender (physiological), and social influences including cultural identity and socialization processes. Several research studies are cited examining how these differences impact SLA.
Howard Gardner proposed the theory of multiple intelligences which challenges the traditional view of intelligence as a single general ability. The theory identifies eight distinct types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner's work revolutionized how intelligence is understood and measured.
Robert Sternberg proposed a triarchic theory of intelligence that sees intelligence as involving three aspects: analytical, creative, and practical abilities. He also developed theories of thinking styles and wisdom. Sternberg identified four forms of thinking styles - monarchic, hierarchic, anarchic, and oligarchic - based on how goals and tasks are prioritized.
1. The document discusses using social bookmarking software to create an online book club for students on a master's program. By sharing reading notes on the software, students could compare notes and engage in discussions about the readings in a social, visible way.
2. Students were required to use Diigo social bookmarking software to share reading notes that would feed into their end-of-module literature reviews. Their interactions created a "social annotated bibliography" that was assessed.
3. The research suggests social bookmarking helped make students' reading practices more visible and explicit. It also supported their meaning-making about academic texts in a semi-formal environment.
Social media, Web 2.0 & language teaching (Foresite, Sèvres, July 2011)Claudia Warth
The document discusses various aspects of Web 2.0 such as social tagging, mashups, RSS feeds, and how they contribute to the participatory, personalized, and publishing webs. It also examines uses of blogs, wikis, and podcasts in education and provides examples of tools and websites that demonstrate these concepts. Statistics are presented on internet use, activities, and skills among children and teens in Germany.
The document discusses using web 2.0 tools like Voki, Voicethread, Voxopop, and Tokbox to promote oral communication in distance and blended learning contexts. These tools allow for both synchronous and asynchronous communication, increase interaction inside and outside the classroom, and foster global collaboration. Each tool is described in terms of its features and examples are given of how it can be used for language learning, presentations, discussions, and assessments. Finally, tasks using the tools are proposed and resources for each tool are provided.
Technology integration in public schools can provide several benefits to learning. It can fill gaps in student learning through individualized instruction and practice. Technology also promotes higher-order thinking skills by allowing students to solve problems and demonstrate understanding through multimedia projects. Additionally, technology engages students by incorporating their interests and allowing them to take an active role in their learning through simulations and games.
This document provides an overview of the Moodle learning management system (LMS) and how it can be implemented for e-learning. It describes the key features and tools in Moodle for content delivery, assessment, communication, and collaboration. Implementation involves planning delivery models, linking activities to assessment, determining support needs, and considering options for hosting Moodle externally if no internal IT support is available. The goal is to embed knowledge sharing and industry knowledge while allowing for peer review and flexible delivery approaches.
PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
The Use of Internet Resources in Teaching Listening to Undergraduate Students...YogeshIJTSRD
The article is devoted to the use of Internet resources in teaching English, contributing to the development of listening skills. Special attention is paid to the aspect of improving the listening skills of undergraduate students of non linguistic faculties. Sh. S. Abdullaeva "The Use of Internet Resources in Teaching Listening to Undergraduate Students Non-Language Faculties" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40027.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/40027/the-use-of-internet-resources-in-teaching-listening-to-undergraduate-students-nonlanguage-faculties/sh-s-abdullaeva
This document summarizes a presentation given by three professors on using distance education in modern language courses. It discusses faculty reservations about using DE due to perceptions that it is difficult to establish social, teaching, and cognitive presence online. However, the advancement of interactive Web 2.0 technologies has opened up possibilities for implementing speaking, writing, and listening activities in online language courses. The presentation shared how two professors implemented a successful online modern languages course using free Web 2.0 tools like Animoto, Bubbl, and Glogster that allowed students to complete projects demonstrating their language skills. Recommendations are provided for faculty to start small by incorporating Web 2.0 tools into face-to-face courses and to work collaboratively with
This document discusses using RSS feeds and social networking tools to address challenges in second language learning. It provides examples of how RSS-based projects can help students improve language skills like writing, manage content from various sources, and work at different levels while addressing affective needs through collaboration. RSS allows students to access authentic materials, track progress, and form an online learning community that exposes them to real language use.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
1. Choose learning aims and appropriate online materials to meet those aims. Evaluate materials based on criteria like source and content.
2. Develop structured tasks to guide students' use of the materials, such as having students do a word association activity, listen to a video while answering questions, and discuss and reflect on the content in a follow-up blog.
3. Select appropriate tools to implement the tasks, like using an online form for word association, embedding a video in a course blog for listening, and having students comment on the blog and later discuss in class. The tasks should recycle language and skills.
This 9-week graduate course teaches teachers how to build a "technology tool belt" to maximize technology use in their classrooms. The course is divided into 5 phases that teach skills like archiving, media literacy, research techniques, reflection and collaboration tools, and building a personal learning network. Students will learn how to use various web tools and create a technology-integrated curriculum unit. Assessment includes creating an archiving tool, setting up a wiki, developing an online reader, writing blog posts, creating multimedia reflections, participating in social networks, and presenting the curriculum unit. The course aims to help teachers select appropriate technology, address gaps in student performance, and enhance teaching practices using technology standards.
The document outlines a project called the Student Collaboration Across the Nation Academy. The goal is to create a global online environment for STEM students to communicate and collaborate on projects. The project plan is to first create an online meeting place, then have classrooms introduce themselves and share STEM projects and practices using mobile technology. Finally, students will collaborate on multi-classroom generated projects as the academy matures. An expected timeline is provided along with potential tools for implementation such as iPods, Prezi, and Edmodo. Potential project ideas include lesson collaboration, nationwide community projects, and building friendships.
The document discusses a workshop on using computer-assisted language learning (CALL) to encourage vocabulary learning strategies online. It describes modeling and training techniques for expanding the use of tools like Moodle, ReadingEnglish.net, WordChamp, and Google Docs. The workshop involves modeling how to use the tools, providing in-class practice opportunities, and assigning homework. Pre- and post-test results are presented showing improvements in students' reading scores and vocabulary after using the tools.
This document outlines some key terms and concepts related to online learning. It defines e-learning, online learning, and digital courses. It also describes different forms of learning like face-to-face, blended, and distance learning. Finally, it discusses different structures, modes, types, and aspects of online learning like synchronous vs asynchronous learning and concepts of open education.
This document contains the syllabus for an instructional design course at Dominican College. The course will focus on developing expertise in graphics, animation, and other technologies for educational purposes. Students will learn skills like creating graphics in Photoshop, animations in Flash and Scratch, podcasts, and virtual learning communities. Assessments will include creating educational materials using these technologies. The course aims to prepare teachers to effectively integrate technology into their teaching.
5 factors affecting language learning strategiesMaryamHitGirl
This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
This document discusses individual differences that may affect second language acquisition (SLA) across four categories: cognitive, affective, physiological, and social. It explores specific factors within each category, such as intelligence and language aptitude (cognitive), personality traits like extroversion and anxiety (affective), biological attributes like age and gender (physiological), and social influences including cultural identity and socialization processes. Several research studies are cited examining how these differences impact SLA.
Howard Gardner proposed the theory of multiple intelligences which challenges the traditional view of intelligence as a single general ability. The theory identifies eight distinct types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner's work revolutionized how intelligence is understood and measured.
Robert Sternberg proposed a triarchic theory of intelligence that sees intelligence as involving three aspects: analytical, creative, and practical abilities. He also developed theories of thinking styles and wisdom. Sternberg identified four forms of thinking styles - monarchic, hierarchic, anarchic, and oligarchic - based on how goals and tasks are prioritized.
This document provides an overview of child development from infancy through adolescence. It discusses major developmental milestones and tasks at each stage, including physical, cognitive, language, social, and emotional development. It reviews several influential theories of child development, such as attachment theory, psychosexual theory, psychosocial theory, and cognitive developmental theory. It also discusses temperament and addresses issues like child abuse and its impacts. The document is intended to inform about typical child development and developmentally appropriate expectations.
This document discusses lifespan development with a focus on social and emotional development from infancy through adulthood. It covers topics like attachment, temperament, emotional development, self-development and regulation, and Erikson's stages of psychosocial development. Key findings discussed include the importance of secure attachment for development, the development of basic emotions and self-awareness in the first years, and the influence of parenting and temperament on social-emotional outcomes.
The document discusses Edward Chace Tolman's research on cognitive learning and cognitive styles. It defines cognitive learning as learning that involves mental processes that cannot be directly observed. It then outlines different cognitive styles including field independence versus field dependence and various dimensions of cognitive styles like scanning, leveling versus sharpening, and reflection versus impulsivity. The document also discusses different learning style theories proposed by Kolb, Pask, Cronbach and Snow, and Dunn and Dunn, focusing on identifying individual differences in how people learn. It defines latent learning as learning that does not immediately result in behavioral changes and insight learning as rapid learning from understanding a problem.
This document discusses learning styles and individual differences in language learning. It covers several models and theories of learning styles, including:
- Kolb's model of learning styles and sensory/perceptual, cognitive, and personality-related style preferences.
- Willing's two-dimensional model of concrete vs. analytic and communicative vs. authority-oriented styles.
- Reid's model of visual, auditory, kinesthetic, and tactile styles and individual vs. group preferences.
It also discusses assessing learning styles through questionnaires, including Ehrman and Leaver's Learning Style Questionnaire which measures synoptic vs. ectenic styles. The document provides an overview of the key factors and
The learning styles revelation - research from cognitive scienceJolly Holden
As the learning style debate continues, recent research casts doubt of their efficacy in predicting learning outcomes. This presentation presents the evidence based upon research, as well as introducing the cognitive information procession model and its implications for designing multimedia instruction.
Edward Tolman was an American psychologist who developed the theory of purposive behaviorism. According to Tolman's theory, organisms learn by pursuing signs or cues that lead to a goal, rather than just responding to stimuli. Tolman believed that learning involves acquiring meaningful behaviors through navigation of the environment to achieve goals. He conducted experiments on reward expectancy and place learning in rats to understand how they acquire and use information about their surroundings.
This document provides an overview of temperament and its development through the approaches of Eysenck and Kagan. It defines temperament as behavioral styles that appear early in development and are linked to biology. Key components of temperament include behavioral inhibition, positive/negative emotionality, activity level, and effortful control. Kagan identified high-reactive and low-reactive temperaments based on physiological responses to stimuli, while Eysenck's PEN model categorizes personalities along psychoticism, extraversion, and neuroticism dimensions. Temperament influences development and interacts with environmental factors like parenting responses.
This chapter discusses theories of social and personality development in infancy. It covers psychoanalytic perspectives from Freud and Erikson, attachment theories from Bowlby and Ainsworth, and the development of temperament and self-concept. Key points include Freud's oral stage and Erikson's trust vs mistrust stage. Bowlby identified 4 phases of attachment and Ainsworth described secure and insecure attachments. Temperament is influenced by both heredity and environment. The effects of nonparental care depend on the quality of care and can impact cognitive and social development, especially if started before age 1.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
This document discusses the benefits of using technology in language education. It notes that today's students have grown up with constant digital stimulation and their brains and learning have changed. Technology allows teachers to reach different learning styles, motivate students, and make language learning practical. It also discusses how Web 2.0 tools like blogs, wikis and podcasts allow for collaboration and student-created content. Teachers must ensure technology is integrated appropriately based on learner levels and course objectives.
1) Researchers developed and implemented online special education courses for Pacific island students using constructivist teaching methods and accounting for cultural considerations.
2) Data showed the courses were effective at meeting learning objectives and that students valued synchronous virtual class meetings, collaborative activities, and multimedia materials.
3) Lessons learned were that constructivist strategies, virtual classes, and culturally relevant multimedia resources can effectively support online cross-cultural learning when internet access poses challenges.
The document discusses the shift from the traditional "course era" model of education to a "post-course era" model that emphasizes experiential and participatory learning. It provides examples of implementing high-impact practices and participatory pedagogies in college courses. The post-course era focuses on aggregating, filtering, and connecting information and experiences rather than static course-based learning. This represents a shift towards learning environments that more closely resemble participatory online culture.
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
000 discourse competence in cultural narratives web20_linlin_domizio
The document discusses using Web 2.0 technologies like iLearn, Diva, and Elluminate to teach Chinese 507 on traditional Chinese culture. It aims to improve students' reading, writing, and cultural competency through online content, discussions, tests and assignments like blogs and presentations. Rubrics and graphs of test results are used to assess students' progress in discourse skills and cultural understanding.
''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL''
ThoughtFest 2009
Pontydysgu - University of Salford
Manchester , UK
5-6 March 2009
Reducing Distance in Language Learning (using technologies)Eileen O'Connor
The document discusses how integrating emerging technologies and the internet can support foreign language instruction in many areas. Readily available tools like social networking, video, and website development can be used to reduce distance in language learning. Students can study and immerse themselves in other languages and cultures online. Instructors can provide complex, stimulating experiences beyond textbooks by having students interact and communicate and demonstrate language growth through videos and websites. An educational framework is needed to support including these tools to encourage interpersonal interactions and communications in language instruction.
The Multi-Faceted Focus of International Collaborationslamericaana
This was a talk I gave at the COIL Conference at Purchase College SUNY, NY on Nov 14, 2008. It discusses the importance of considering culture and collaboration when designing international collaborations and details what needs to be considered in the process.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
Audio visual in L2 on digital resources for learning L2 languages - Noto con...Maria Rizza
This document summarizes a presentation on using various media tools like Wikispace, Exelearning, and slideshare for language learning. It discusses how these tools are used to introduce students to web resources, have them complete topics and share materials. Wikispace allows asynchronous and collaborative work from different places. Exelearning allows arranging learning activities and exporting materials. Benefits include empowering student creativity and problem solving, while challenges include needing teacher training and flexible time. Technical requirements are internet access and open source software. The teacher evaluation found increased motivation and participation from more flexible learning.
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Syllabaus ljubljana seminar, new media, jankowski and oblak version 3,8 feb2011Nick Jankowski
This document provides information about a course on new media and society taught by Nicholas W. Jankowski and Tanja Oblak-Črnič at the University of Ljubljana. The course examines theoretical concepts and developments related to new media, including social networks, online news, and virtual learning environments. Students will complete reading assignments, contribute to online discussions, maintain course blogs, and write a final paper. Class sessions will involve both in-person and online components utilizing various digital tools. Students are expected to be actively engaged with digital media assignments and discussions throughout the course.
The Use Of Weblogs As A Resource For Knowledge Construction In Virtual Enviro...izaherna
The document summarizes a study on using blogs as a tool for knowledge construction. It found that students used a variety of ICT tools to support their English learning, especially creating presentations and writing assignments. A training program on blog design was provided, which improved students' online communication skills and willingness to publish information. Overall, blogs showed potential as a tool to help students improve their reading, writing, and expression of ideas in English as a second language.
E material for pedagogic transaction for secondary school biology syllabusmohanansoumya60
The document discusses using e-materials for pedagogic transactions in secondary school biology syllabus. It outlines different types of e-materials like hypertext, video-based, animated, and audio-based materials. Future trends in technology that may impact education are discussed like the move to open source software and content as well as increasing use of social software and mobile learning. The advantages of e-materials are that they can help students become more effective researchers and presenters while reinforcing their knowledge and understanding.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. LEARNING STYLES AND COMMUNITY SHAPING: NEWCOMERS AND I TALIAN AS A S ECOND L ANGUAGE ( ISL ) IN ONLINE LEARNING ENVIRONMENTS Giovanna Carloni University of Urbino, Italy
32. B. Leaver, M. Ehrman, B. Shekhtman (2005). Achieving Success in Second Language Acquisition . Cambridge: CUP Disassembling wholes into pieces Analytic Assembling pieces into wholes Synthetic Preferring materials to be pre-organized Sequential Preferring to self-organize materials Random Noticing differences Sharpening Noticing similarities Levelling Learning rules, then understanding examples Deductive Understanding rules from examining examples Inductive Reflection following thought Reflective Simultaneous thought and reaction Impulsive Oriented toward details Particular Oriented toward the big picture Global Lack of osmosis in learning Field insensitive Learning through osmosis Field sensitive Contextualized learning Field dependent Decontextualized learning Field independent Learning through ideas and books Abstract Hands-on learning Concrete Literal and factual learning Digital Learning through metaphor Analogue Ectenic learning Atomistic process Conscious control Synoptic learning Holistic process Intuition, subconscious control