EUROCALL Teacher Education SIG Workshop 2010 Presentation Sylvia Maciaszczyk
•Download as PPT, PDF•
1 like•432 views
The document summarizes the results of a study on an online course on ICT for English language teaching. It found that: 1. Students generally found the online discussion forums and course to be a worthwhile learning experience, especially for sharing ideas and experiences with peers. 2. While the early modules focused too much on theory, students preferred the later hands-on modules on tools like blogs and wikis. 3. Issues with redundant posts and time commitments were identified, but students valued interacting with each other and exploring new technologies.
Report
Share
Report
Share
![Points discussed here: ,[object Object],[object Object],[object Object],[object Object],EuroCALL Teacher Education SIG. Lyon: 27 May, 2010. Sylvia Maciaszczyk](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Spring2013 week4 part1
The document provides an agenda and reminders for an education class. It instructs students to access course materials online and the instructor's website before class. It checks that students completed the previous week's assignments and asks if anyone has any questions. The agenda lists that the class will include a think-pair-share activity to discuss fair use policies, teaching standards, teacher professional development, and the purpose of teacher websites.
Fa12 w200-w4-part1
The document provides an agenda and instructions for an education class. It instructs students to open course materials for Week 4 before class starts. It then checks that students completed the previous week's assignments and asks if they have any questions. Finally, it recaps the topics discussed in the previous class, including copyright, teaching standards, professional development, and teacher websites. It concludes by outlining the topics to be covered in the current class.
Fa12 w200-w4-part1
The document provides an agenda and instructions for an education class. It instructs students to open course materials for Week 4 before class starts. It then checks that students completed the previous week's assignments and asks if they have any questions. Finally, it outlines the agenda for the current class, which includes a recap of Week 3 topics like copyright and teaching standards through think-pair-share activities and a discussion of teacher professional development and websites.
Language learning through a MOOC - Eurocall2015 - University of Groningen
Language learning through a MOOC. Course Design and reflection on the first online foreign language course on FutureLearn at Eurocall 2015 (University of Padua)
E twinning anne-gilleran
Anne Gilleran: eTwinning: the community for schools in Europe
Scientix European Conference, Brussels, 6-8 May 2011
2 years with Canvas for everyone at University of Copenhagen, CanvasCon 2018 ...
This document summarizes the history and current use of learning management systems (LMS) at the University of Copenhagen (UCPH). It discusses how UCPH transitioned from different local LMS in the 2000s to a common Canvas system in 2016. It also describes how data is imported into Canvas from administrative systems and highlights some common support issues teachers face regarding functionality between the Danish and American versions of Canvas. Overall, UCPH teachers are happy with Canvas but some flexibility and functionality issues still need addressing.
Fa13 w200-week 11-pln
This document discusses personal learning networks (PLNs) for teachers. It defines a PLN as a way for teachers to personalize their own learning. Teachers can use PLNs to gather resources, connect with experts, and stay up-to-date in their field. Five common types of PLNs are discussed: casts (podcasts and videos), social networks, blogs, microblogs (Twitter), and social bookmarking sites. Aggregators are also covered as a way to bring content from various PLN sources together in one place. The document provides many examples of existing PLNs and encourages readers to create their own PLN to facilitate ongoing professional learning and networking.
Disruptive Technology: Lecture Capture | SOAS, University of London
A half hour talk entitled Disruptive Technology: Lecture Capture | SOAS, University of London Panopto Forum 28th March 2017
Recommended
Spring2013 week4 part1
The document provides an agenda and reminders for an education class. It instructs students to access course materials online and the instructor's website before class. It checks that students completed the previous week's assignments and asks if anyone has any questions. The agenda lists that the class will include a think-pair-share activity to discuss fair use policies, teaching standards, teacher professional development, and the purpose of teacher websites.
Fa12 w200-w4-part1
The document provides an agenda and instructions for an education class. It instructs students to open course materials for Week 4 before class starts. It then checks that students completed the previous week's assignments and asks if they have any questions. Finally, it recaps the topics discussed in the previous class, including copyright, teaching standards, professional development, and teacher websites. It concludes by outlining the topics to be covered in the current class.
Fa12 w200-w4-part1
The document provides an agenda and instructions for an education class. It instructs students to open course materials for Week 4 before class starts. It then checks that students completed the previous week's assignments and asks if they have any questions. Finally, it outlines the agenda for the current class, which includes a recap of Week 3 topics like copyright and teaching standards through think-pair-share activities and a discussion of teacher professional development and websites.
Language learning through a MOOC - Eurocall2015 - University of Groningen
Language learning through a MOOC. Course Design and reflection on the first online foreign language course on FutureLearn at Eurocall 2015 (University of Padua)
E twinning anne-gilleran
Anne Gilleran: eTwinning: the community for schools in Europe
Scientix European Conference, Brussels, 6-8 May 2011
2 years with Canvas for everyone at University of Copenhagen, CanvasCon 2018 ...
This document summarizes the history and current use of learning management systems (LMS) at the University of Copenhagen (UCPH). It discusses how UCPH transitioned from different local LMS in the 2000s to a common Canvas system in 2016. It also describes how data is imported into Canvas from administrative systems and highlights some common support issues teachers face regarding functionality between the Danish and American versions of Canvas. Overall, UCPH teachers are happy with Canvas but some flexibility and functionality issues still need addressing.
Fa13 w200-week 11-pln
This document discusses personal learning networks (PLNs) for teachers. It defines a PLN as a way for teachers to personalize their own learning. Teachers can use PLNs to gather resources, connect with experts, and stay up-to-date in their field. Five common types of PLNs are discussed: casts (podcasts and videos), social networks, blogs, microblogs (Twitter), and social bookmarking sites. Aggregators are also covered as a way to bring content from various PLN sources together in one place. The document provides many examples of existing PLNs and encourages readers to create their own PLN to facilitate ongoing professional learning and networking.
Disruptive Technology: Lecture Capture | SOAS, University of London
A half hour talk entitled Disruptive Technology: Lecture Capture | SOAS, University of London Panopto Forum 28th March 2017
LWIT BTAD: eLearning Orientation
This document provides an orientation for hybrid and online courses at LWTC. It defines hybrid courses as having less than 51% online content and combining face-to-face and online instruction, while online courses have 100% online content. It introduces the Angel learning management system used by LWTC and provides steps for students to log in to Angel, purchase textbooks, know support resources, and important dates for the quarter.
Slmooc16- Virtual Round Table
The third annual Second Life MOOC (SLMOOC16) took place from April 2-30, 2016 in Second Life. The theme of the MOOC was “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC centered on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft, or OpenSim. The live presentations included the speakers’ reflective process on teaching and learning in fully online and blended learning formats. SLMOOC16 is designed for educators, schools, and public and private businesses that wish to provide training in virtual worlds. At the end of this experience, participants contribute with their insights to the research and effective learning in VWs. Weekly badges and a final certificate of completion were available for free.
Teaching by twitter ... a view on mLearning
A discussion on how social media integration can be used to enhance teaching via distance learning or in a traditional face-to-face environment
Presentation2
This document provides information about the Accounting 2A module for students including contact details for the lecturers, class times and locations for the two tutorial groups, the learning outcomes and resources, assessment details, textbook requirements, and answers to frequently asked questions. Students will be assessed through assignments, an objective test, and two annual assessments with specific requirements to pass the module and proceed to Accounting 2B.
Eden 1009
1) The document summarizes the development of eTwinning, an initiative to encourage school collaboration across Europe through online projects and partnerships.
2) eTwinning has evolved from an initial focus on formal projects (eTwinning 1.0) to incorporate more informal collaboration, networking, and user-generated content through enhancements to its online portal (eTwinning 2.0).
3) The speaker advocates for fully integrating Web 2.0 technologies and eTwinning into the three pillars of education - curriculum, teaching process, and assessment.
Online Learning and MOOCs: A Framework Proposal
Online Learning and MOOCs: A Framework ProposalInternational Federation for Information Technologies in Travel and Tourism (IFITT)
Presentation done by Jamie Murphy and Nadzeya Kalbaska, during "E-learning" workshop, of the ENTER2015 eTourism conference.Tid32327 supplemental1 alvar_garcia_tid32327_page_2
This document outlines the daily class requirements, grading methodology, rules of etiquette, and extra help options for math classes. Students must have a notebook, covered textbook, complete homework, and pens/pencils. Tests and projects account for 40% of grades, while quizzes, participation, and homework make up the remaining 20% each. The rules are to pay attention in class, be careful with equipment, and work from bell to bell. Extra help is available various days and times in room 429.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers: Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations from the classroom. The document concludes by previewing how the findings will add to understanding of teacher cognition and technology use.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith Barna
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
Great gran rides a CB1300
Great Gran owns a Honda CB1300 motorcycle. The document provides a brief one sentence statement indicating that Great Gran rides this particular motorcycle model. No other contextual or supporting details are included in the original single sentence document.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public nature of the collaborative tools. The document discusses challenges in analyzing interactions that can be edited after the fact and implications for future research.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky Antoniadou
This document summarizes an in situ research approach using Cultural-Historical Activity Theory (CHAT) to examine teacher training. It discusses CHAT's theoretical background and key concepts like mediation, multivoicedness, historicity, contradictions, and expansive cycles. The research will analyze teacher trainees' learning process through their practicum activity using CHAT. Data collection and analytical methods are described to identify learning moments and the role of collaboration in skill development.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary Motteram
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
Zambian college of education eLearning workshop no buttons
The document summarizes an e-learning workshop held at Charles Lwanga College of Education. It discusses the basics of e-learning and provides examples of how it could be implemented at the college, including using a learning management system like Moodle. It also profiles fictional students who may take distance courses through e-learning in the future and how support services like coaching could support them.
Master sociology 10 maart 2018
The document provides information about the Master's program in Sociology at Tilburg University. It describes the structure and content of the standard one-year Master in Sociology program and the 1.5-year Extended Master in Sociology program, which includes a half-year traineeship. It highlights coursework, thesis topics, career outcomes, and the admission process. Student testimonials praise the opportunity to gain practical work experience through the Extended Master's traineeship component.
Intro 2015-09-07-start
This document provides information about an Introduction to Learning and Educational Technology course beginning on September 7, 2015. It outlines the course content which includes basic concepts of instruction, learning and technology enhanced learning. It also describes the learning outcomes which are to describe key concepts in the field, discuss issues in educational technology, use educational software and hardware, and create a digital portfolio. The course structure is presented, including weekly meetings, assignments, collaborative work, and workshops. Assessment is based on participation, assignments, and workshop exercises.
MOOC research focus on Seamless Learning or on Self-Directed Learning?
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
Technology and Project-Based Learning in the ELA classroom (2)
This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
Online Social Networks Intro Session 2016
The document provides an introduction to the Online Social Networks module being offered in 2016. It discusses the rationale for taking an interdisciplinary approach to studying social networks from technological, social, and other perspectives. The module will be taught by five tutors from three different faculties over five weeks. Students will work on a Social Networks MOOC and develop a video on a "big question" to present, along with a reflective essay. The MOOC experience is meant to help students build their networks and prepare for the exam, which counts for 60% of the module grade.
EVOLUTION-STEAME-PRESENTATION-PPT-13.3.2021-V1.pdf
This document outlines guidelines for evolving education models from Education 1.0 to Education 4.0 through STEAME schools. It discusses the characteristics of each education model and how they have incorporated more technology, student-centered learning, and collaboration over time. The document then provides information about an EU-funded project that developed guidelines and resources to help schools implement STEAME curricula and activities. These include guidelines for dynamic curricula, sample STEAME learning plans, and an ongoing survey about optimal school designs for STEAME. Upcoming events related to the project are also announced.
More Related Content
What's hot
LWIT BTAD: eLearning Orientation
This document provides an orientation for hybrid and online courses at LWTC. It defines hybrid courses as having less than 51% online content and combining face-to-face and online instruction, while online courses have 100% online content. It introduces the Angel learning management system used by LWTC and provides steps for students to log in to Angel, purchase textbooks, know support resources, and important dates for the quarter.
Slmooc16- Virtual Round Table
The third annual Second Life MOOC (SLMOOC16) took place from April 2-30, 2016 in Second Life. The theme of the MOOC was “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC centered on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft, or OpenSim. The live presentations included the speakers’ reflective process on teaching and learning in fully online and blended learning formats. SLMOOC16 is designed for educators, schools, and public and private businesses that wish to provide training in virtual worlds. At the end of this experience, participants contribute with their insights to the research and effective learning in VWs. Weekly badges and a final certificate of completion were available for free.
Teaching by twitter ... a view on mLearning
A discussion on how social media integration can be used to enhance teaching via distance learning or in a traditional face-to-face environment
Presentation2
This document provides information about the Accounting 2A module for students including contact details for the lecturers, class times and locations for the two tutorial groups, the learning outcomes and resources, assessment details, textbook requirements, and answers to frequently asked questions. Students will be assessed through assignments, an objective test, and two annual assessments with specific requirements to pass the module and proceed to Accounting 2B.
Eden 1009
1) The document summarizes the development of eTwinning, an initiative to encourage school collaboration across Europe through online projects and partnerships.
2) eTwinning has evolved from an initial focus on formal projects (eTwinning 1.0) to incorporate more informal collaboration, networking, and user-generated content through enhancements to its online portal (eTwinning 2.0).
3) The speaker advocates for fully integrating Web 2.0 technologies and eTwinning into the three pillars of education - curriculum, teaching process, and assessment.
Online Learning and MOOCs: A Framework Proposal
Online Learning and MOOCs: A Framework ProposalInternational Federation for Information Technologies in Travel and Tourism (IFITT)
Presentation done by Jamie Murphy and Nadzeya Kalbaska, during "E-learning" workshop, of the ENTER2015 eTourism conference.Tid32327 supplemental1 alvar_garcia_tid32327_page_2
This document outlines the daily class requirements, grading methodology, rules of etiquette, and extra help options for math classes. Students must have a notebook, covered textbook, complete homework, and pens/pencils. Tests and projects account for 40% of grades, while quizzes, participation, and homework make up the remaining 20% each. The rules are to pay attention in class, be careful with equipment, and work from bell to bell. Extra help is available various days and times in room 429.
What's hot (7)
Tid32327 supplemental1 alvar_garcia_tid32327_page_2
Tid32327 supplemental1 alvar_garcia_tid32327_page_2
Viewers also liked
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
This document summarizes Mariam Attia's study on Arabic language teachers' beliefs about using information and communication technology (ICT) in their classrooms. It introduces the purpose of the study, which was to explore these beliefs as a precursor to effective technology integration. It then provides an overview of the methods used, including interviews and observations of three teachers: Dalal, Heba, and Laila. For each teacher, it highlights several of their cognitions or beliefs about ICT as revealed in interviews, along with observations from the classroom. The document concludes by previewing how the findings will add to understanding of teacher cognition and technology use.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith Barna
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
Great gran rides a CB1300
Great Gran owns a Honda CB1300 motorcycle. The document provides a brief one sentence statement indicating that Great Gran rides this particular motorcycle model. No other contextual or supporting details are included in the original single sentence document.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public nature of the collaborative tools. The document discusses challenges in analyzing interactions that can be edited after the fact and implications for future research.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky Antoniadou
This document summarizes an in situ research approach using Cultural-Historical Activity Theory (CHAT) to examine teacher training. It discusses CHAT's theoretical background and key concepts like mediation, multivoicedness, historicity, contradictions, and expansive cycles. The research will analyze teacher trainees' learning process through their practicum activity using CHAT. Data collection and analytical methods are described to identify learning moments and the role of collaboration in skill development.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary Motteram
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
Viewers also liked (8)
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
EUROCALL Teacher Education SIG Workshop 2010 Presentation Mariam Attia
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith Barna
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith Barna
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky Antoniadou
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky Antoniadou
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary Motteram
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary Motteram
Similar to EUROCALL Teacher Education SIG Workshop 2010 Presentation Sylvia Maciaszczyk
Zambian college of education eLearning workshop no buttons
The document summarizes an e-learning workshop held at Charles Lwanga College of Education. It discusses the basics of e-learning and provides examples of how it could be implemented at the college, including using a learning management system like Moodle. It also profiles fictional students who may take distance courses through e-learning in the future and how support services like coaching could support them.
Master sociology 10 maart 2018
The document provides information about the Master's program in Sociology at Tilburg University. It describes the structure and content of the standard one-year Master in Sociology program and the 1.5-year Extended Master in Sociology program, which includes a half-year traineeship. It highlights coursework, thesis topics, career outcomes, and the admission process. Student testimonials praise the opportunity to gain practical work experience through the Extended Master's traineeship component.
Intro 2015-09-07-start
This document provides information about an Introduction to Learning and Educational Technology course beginning on September 7, 2015. It outlines the course content which includes basic concepts of instruction, learning and technology enhanced learning. It also describes the learning outcomes which are to describe key concepts in the field, discuss issues in educational technology, use educational software and hardware, and create a digital portfolio. The course structure is presented, including weekly meetings, assignments, collaborative work, and workshops. Assessment is based on participation, assignments, and workshop exercises.
MOOC research focus on Seamless Learning or on Self-Directed Learning?
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
Technology and Project-Based Learning in the ELA classroom (2)
This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
Online Social Networks Intro Session 2016
The document provides an introduction to the Online Social Networks module being offered in 2016. It discusses the rationale for taking an interdisciplinary approach to studying social networks from technological, social, and other perspectives. The module will be taught by five tutors from three different faculties over five weeks. Students will work on a Social Networks MOOC and develop a video on a "big question" to present, along with a reflective essay. The MOOC experience is meant to help students build their networks and prepare for the exam, which counts for 60% of the module grade.
EVOLUTION-STEAME-PRESENTATION-PPT-13.3.2021-V1.pdf
This document outlines guidelines for evolving education models from Education 1.0 to Education 4.0 through STEAME schools. It discusses the characteristics of each education model and how they have incorporated more technology, student-centered learning, and collaboration over time. The document then provides information about an EU-funded project that developed guidelines and resources to help schools implement STEAME curricula and activities. These include guidelines for dynamic curricula, sample STEAME learning plans, and an ongoing survey about optimal school designs for STEAME. Upcoming events related to the project are also announced.
FCL-ITE Teachmeet 31 Jan 2020
The document summarizes presentations from the ITELab TeachMeet event on January 31, 2020.
1) Participants shared experiences from Norway, Italy, Croatia, Ireland, Portugal, and Germany on implementing the ITELab project modules in their initial teacher education programs and the lessons learned.
2) Examples included building content from ITELab modules into existing courses, creating new learning spaces like future classroom labs, and tutoring student teachers through MOOCs and online activities.
3) Feedback from student teachers who participated highlighted benefits like flexibility in scheduling but also challenges like feeling isolated when working alone and privacy/data concerns of using some collaboration tools.
Master sociology 4 november 2017 final
This document provides information about the Master's in Sociology program at Tilburg University. It offers both a one-year Master's in Sociology and an 18-month Extended Master's in Sociology which includes a 6-month internship. The program focuses on societal, research, and policy topics. Courses cover areas like social structure, policy, politics, and capital. Students gain skills in research, analysis, and practical workplace experience. Graduates often find jobs in research, consulting, journalism, and government within a few months of completing the program.
Exploratory study: Is eTwinning a PD programme that proves successful for sc...
This presentation proposes ideas for exploratory digital trace data on eTwinning, focusing on better eTwinning Analytics; understanding the power of interventions (e.g. nudging; training workshops) and focusing on the causal link between eTwining and learning outcomes. The purpose of the slides is if for discussion.
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Apren...
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Aprendiendo con MOOC en el campus, el enfoque dual de la moocXperience de Louvain para el aprendizaje de los estudiantes y el desarrollo de los docentes
Oe global2017 corti
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
An international collaboration in the design experience of a MOOC series
An international collaboration in the design experience of a MOOC seriesOpen Education Global (OEGlobal)
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.Social Learning Networks and Social Bookmarking
This document summarizes a workshop on social (learning) networks and social bookmarking held on May 16th 2008. The workshop covered:
- Definitions of social bookmarking, social networking, and networked learning in the context of Web 2.0 technologies.
- Demonstrations of social bookmarking tools like Delicious and social networking platforms like Ning, and discussions of how these tools can facilitate networked learning.
- A case study of the Web2learning social network, which was created for professional development using Web 2.0 tools.
- Considerations for using non-institutional social networks and Web 2.0 technologies, including privacy, security, legal issues, and student/staff safety
Open Courses: The Next Big Thing in E-Learning?
This document discusses the evolution of e-learning and open online courses (OOCs) specifically. It provides examples of OOCs run in Estonia using Wikiversity, which found that they are a new way for open sharing and learning as a community. While facilitation requires a shifting teacher role, findings suggest OOCs are a suitable model for many courses and could become a next step in e-learning evolution, though careful construction is still needed.
Grassroots duplicibality e la 2010 final
The document describes the Grassroots concept for inspiring educators to use ICT in education. Grassroots projects are small, bottom-up ICT projects initiated by individual teachers or lecturers. Examples are described from Delft University of Technology in the Netherlands and colleges of education and community schools in Zambia. Key aspects that lead to successful grassroots projects in both contexts include empowering individually motivated educators, providing them with guidance from experts, and giving them a motivational reward for completing their projects.
Perception Or Reality Jisc07
This document summarizes findings from projects investigating how learners experience learning with technology. It discusses how learners use technology in sophisticated ways both within and outside of formal education. It also outlines recommendations for institutions, staff, and further research questions, such as exploring the experiences of specific learner groups and how learners personalize their tools.
What happens next? Life after 2.0-training in academic libraries
The document discusses the use of Web 2.0 technologies and training programs in academic libraries in Norway. It provides an overview of 2.0 learning programs conducted in libraries in Tromso and Trondheim from 2008-2010. It also shares the results of a web survey of 58 library workers on their use and attitudes toward Web 2.0 technologies and training. Most respondents said that learning about 2.0 was important but that they lacked time to use these technologies or saw them as more relevant for leisure activities rather than work. The document calls for giving library workers more time, encouragement and training to increase adoption of Web 2.0 and change attitudes that see it as less relevant to their jobs.
Crossing the divide
This document discusses strategies for bridging the divide between online and distance students. It presents 5 scenarios that use mobile and web technologies to connect students: 1) Using an LMS like Moodle to connect rural health students. 2) Employing blogs and podcasts for an eLearning module. 3) Adopting cloud tools like Google and wikis for a short ICT course. 4) A blended model with mobile apps and an LMS for a math program. 5) Web conferencing software for virtual classrooms between rural and urban clinical students. The examples illustrate how various technologies can help reduce isolation, foster communication and feedback, and build community for distant learners.
Meeting With And In New Environments
The document discusses challenges in adapting education to new technologies and student expectations. It notes a divide between older "old school" teaching methods and the digital skills of "new school" students. It advocates using familiar technologies like Moodle and mobile phones to create flexible learning. Feedback was extremely positive on a course that incorporated online lectures, blogs, and media education at different levels through a socio-cultural approach.
Similar to EUROCALL Teacher Education SIG Workshop 2010 Presentation Sylvia Maciaszczyk (20)
Zambian college of education eLearning workshop no buttons
Zambian college of education eLearning workshop no buttons
MOOC research focus on Seamless Learning or on Self-Directed Learning?
MOOC research focus on Seamless Learning or on Self-Directed Learning?
Technology and Project-Based Learning in the ELA classroom (2)
Technology and Project-Based Learning in the ELA classroom (2)
EVOLUTION-STEAME-PRESENTATION-PPT-13.3.2021-V1.pdf
EVOLUTION-STEAME-PRESENTATION-PPT-13.3.2021-V1.pdf
Exploratory study: Is eTwinning a PD programme that proves successful for sc...
Exploratory study: Is eTwinning a PD programme that proves successful for sc...
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Apren...
Seminario eMadrid 2015 05 22 sobre MOOCs on Campus (UAM) Ella Hamonic - Apren...
An international collaboration in the design experience of a MOOC series
An international collaboration in the design experience of a MOOC series
What happens next? Life after 2.0-training in academic libraries
What happens next? Life after 2.0-training in academic libraries
More from The Open University
EUROCALL Teacher Education SIG Workshop_2010 Presentation Rick Kern
Textualization realigns events in terms of space and time, allowing them to be viewed repeatedly and accessed by multiple audiences, dissociating meaning from original intentions. Once textualized, language use can be recontexualized through reframing and reanalysis, giving rise to new meanings. The textualization of computer-mediated communication can contribute to developing critical semiotic awareness by allowing interactions to be revisited and analyzed outside their original context.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Muriel Grosbois
The document discusses a research project that examined the impact of computer-mediated communication (CMC) projects on the development of oral production in a second language for trainee teachers. The project involved French trainee teachers collaborating with English students on developing a multimedia resource. Pre- and post-tests assessed changes in the trainee teachers' oral skills based on linguistic and pragmatic criteria. Results suggested the project contributed to increased quantity and quality of oral production in the second language.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
1. The document discusses the design of a CALL (computer-assisted language learning) course in teacher training with a focus on design research.
2. The author's goal is to turn students into creative, reflective, self-evaluating teachers by integrating research into the course and having students contribute to knowledge and literature reviews, gather data, and validate hypotheses.
3. Key concepts discussed include using technology as a support system, educational engineering as a research method, distributed learning as a design model, and eliciting personal goals as design concepts.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Nathalie Gettliffe
The document discusses using reflective teaching methodology to assess training for pre-service and in-service teachers in online tutoring tasks. It describes a project where teacher trainees designed and implemented online tutoring scenarios and used reflective teaching through portfolios to evaluate their experiences. The trainees identified key challenges like time management, availability, being proactive, and providing precise feedback. Reflective teaching allowed them to reflect on needed changes and incorporate research to improve their practices. Overall reflective teaching was found to be an effective method for training and assessment.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jean-Claude Bertin
1) The document discusses a didactic ergonomics approach to integrating information and communication technologies (ICT) into teaching and the evolving roles of teachers.
2) It presents a model for computer-assisted language learning (CALL) that examines pedagogical mediation, technological mediation, mediation by distance, and interactions between the teacher, learner, and tutor.
3) The model identifies two sub-systems - one teacher-centered involving course design and one learner-centered involving language learning. It explores how the teacher takes on both organizing and tutoring roles to mediate between these systems.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Denyse Toffoli and ...
This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the beliefs seemed more influenced by the students' own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth CALL examples.
More from The Open University (8)
EUROCALL Teacher Education SIG Workshop_2010 Presentation Rick Kern
EUROCALL Teacher Education SIG Workshop_2010 Presentation Rick Kern
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
EUROCALL Teacher Education SIG Workshop 2010 Presentation Muriel Grosbois
EUROCALL Teacher Education SIG Workshop 2010 Presentation Muriel Grosbois
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef Colpaert
EUROCALL Teacher Education SIG Workshop 2010 Presentation Nathalie Gettliffe
EUROCALL Teacher Education SIG Workshop 2010 Presentation Nathalie Gettliffe
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jean-Claude Bertin
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jean-Claude Bertin
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim Schmid
EUROCALL Teacher Education SIG Workshop 2010 Presentation Denyse Toffoli and ...
EUROCALL Teacher Education SIG Workshop 2010 Presentation Denyse Toffoli and ...
Recently uploaded
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15The Diamonds of 2023-2024 in the IGRA collection
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.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
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 ...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
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.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
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.LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. How to Manage Your Lost Opportunities in Odoo 17 CRM
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
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Fix the Import Error in the Odoo 17
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.
Recently uploaded (20)
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
EUROCALL Teacher Education SIG Workshop 2010 Presentation Sylvia Maciaszczyk
- 1. THE PERCEIVED SUCCESS OF AN ONLINE „I CT FOR ELT ” COURSE. Sylvia Maciaszczyk, M.A. Warsaw School of Social Sciences and Humanities ; University of Warsaw Poland