Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!
Perceived media richness and performance outcomes: Testing the effects of Cha...Sheena Nyros M.A.
Presentation includes:
Identification of issues in distance learning
Introduction to Channel Expansion Theory (CET)
Application of CET to distance learning
Proposed hypothesis
Presented fall 2013 to my graduate course in Communication Theory
Situational survey: teachers of Languages for Specific Purposes (LSP) in Euro...Web2Learn
A presentation during the symposium organised by the EU-funded project CATAPULT (Computer Assisted Training and Platforms to Upskill LSP teachers- http://catapult-project.eu/) on August 25, 2021, at the annual EUROCALL conference
Student Perspectives on Intercultural Learning from an Online Teacher Educati...Shannon Sauro
This study reports on intercultural learning from the perspective of student participants in an online teacher education partnership which brought together student teachers in five countries to explore and discuss technological innovations in language teaching. The student perspectives reported upon here were drawn from one intact class of graduate students who participated in this telecollaboration as part of a required sociolinguistics course, in which the telecollaboration served as a discussion point for course themes (e.g. language ideologies, language socialization, multimodal literacy, gender identities and language education, and language and ethnicity, etc.).
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!
Perceived media richness and performance outcomes: Testing the effects of Cha...Sheena Nyros M.A.
Presentation includes:
Identification of issues in distance learning
Introduction to Channel Expansion Theory (CET)
Application of CET to distance learning
Proposed hypothesis
Presented fall 2013 to my graduate course in Communication Theory
Situational survey: teachers of Languages for Specific Purposes (LSP) in Euro...Web2Learn
A presentation during the symposium organised by the EU-funded project CATAPULT (Computer Assisted Training and Platforms to Upskill LSP teachers- http://catapult-project.eu/) on August 25, 2021, at the annual EUROCALL conference
Promotional Documentaries, Recorded Interviews and Electronic Educational Materials were catalogued on a YouTube page for the Mark Morris Dance Group prior to my departure as part of the archives I created on www.mmdg.org/resources.
MyCaracalla, una speciale iniziativa che consente di abbinare alla visione di uno spettacolo di Opera o Balletto della Stagione Estiva del Teatro dell’Opera, la visita del sito delle Terme di Caracalla in un orario chiuso al pubblico. Con una guida qualificata, il pubblico andrà alla scoperta della magia di un luogo dove il tempo si è fermato, nell’incanto del tramonto che illumina di sfumature scarlatte i resti delle maestose Terme romane. Alla visita seguirà poi un aperitivo gourmet in un’area riservata all’interno delle Terme in attesa di assistere alla messa in scena di uno dei titoli della Stagione 2016: Serata Nureyev, Nabucco, Il barbiere di Siviglia o Madama Butterfly.
Connubio ideale tra musica ed archeologia: uno spettacolo nello spettacolo.
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
4. What exactly is telecollaboration? a. definition b. types c. modelsThe Study a. Rationale & Context b. Purpose c. Research Design d. FindingsLessons learned from this study: a. How to get started b. Reliable sites with ready made projects & more info Agenda
5. What is telecollaboration? “The use of Internet communication tools by internationally dispersed students of language in institutionalized settings in order to promote the development of foreign language linguistic competence and intercultural competence.” (Belz, 2003).
6. Types of telecollaborationWarschauer (1997) One-to-one telecollaboration. Eg. International Email Tandem Network. Many-to-many telecollaboration: Shared students’ publications (such as is the case with wikis or newsletter). Comparative investigations involving both groups of students' cultures or issues of interest. Collaborative creation and exchange of folklore compendia, oral histories and other projects. E-forums (my field of research )
11. Stage 1: Questionnaires designed to reveal basic cultural differences(native language). Results compiled and presented side by side.
12. Stage 2: Analysis of questionnaires in the classroom (target language) with the teacher's guidance.
13. Stage 3: Exchanges and forums. Students from both groups meet in online message boards accessible to all participants. (either language as long as they can get their message across).
14. Stage 4: Analysis of the forums in the classroom and analyze both the language and the content of the exchanges.
20. What are the observable effects of this particular project in the students' language learning skills and performance?
21. What insights can be gained from this experience regarding organizational aspects of projects of this kind?Motivation: “A state of cognitive and emotional arousal, which leads to a conscious decision to act, (CHOICE) and which gives rise to a period of sustained intellectual and/or physical effort (PERSISTANCE & EFFORT) in order to attain a previously set goal.” Purpose / Research Questions
22. My Research Paradigm: The educator doing research Research Methodology (According to Brown’s characteristics for primary research 2004) Data type: quantitative (questionnaire, grades) and qualitative (feedback slips, forum contents, interviews). Data collection methods: non-experimental. No control group. Survey research. Data analysis methods: statistical as part of the process, but overall interpretive. Intrusiveness of the study: leaning towards non-intervention. Students did the project subject of this research as part of their regular course of studies. Selectivity: non-selective. All sts who participated in the project were included in the study. Reasoning: inductive Context: natural. The study was carried out in the classroom. “Set of basic beliefs […] that deals with ultimates or first principles. It represents a worldview that defines for its holder, the nature of the world, the individual's place in it, and the range of possible relationships to that world and its parts […] The beliefs are basic in the sense that they must be accepted simply on faith; there is no way to establish their ultimate truthfulness” (Guba & Lincoln, 1994) Research Design
26. Findings: Motivation Pamela says: “¿Hubieras participado de la misma manera si la participación en el proyecto no era obligatoria y con nota?” Student says: “si, ya q como ingles particular lo había finalizado hacia un año estaba medio olvidada en el idioma entonces pude volver a aplicar lo q ya había aprendido”
31. Self management: A student mentioned that they found that they had to be able to do things by themselves, as the teacher “is not inside the computer with me” and they had to find ways to get the message across.
37. Getting started… Decide on how you will assess the project Make sure that you set a minimum number of interventions for each student in order to promote interaction. For example, if using forums you could establish that each student has to post three comments and that each comment needs to address another student’s questions as well as posting new questions to keep the conversation going.
38. Getting started… If the other group is learning your students’ native language, decide on a method to ensure that both languages are used in the forum. Separating forums is a possibility, but students tend to participate in their L1 forum most. Another possibility is requesting that 50% of each message is written in each language, as the E-Tandem Network recommends. If you’re mostly interested in developing your students’ reading skills, Cultura’s model of only L1 writing might be suitable.