Herbert Ernest Thomas is a manager at CPIT in New Zealand with extensive experience in educational development and technology integration. He holds several degrees including a PhD in computer-integrated education. His career has involved roles managing educational development teams, developing e-learning strategies, and teaching at various universities in Africa and New Zealand.
Strategies to engage teachers in telecollaboration projects: insights from th...Kristi Jauregi Ondarra
The document discusses strategies for engaging teachers in telecollaboration projects based on insights from the TILA project. The TILA project aimed to (1) innovate foreign language teaching by encouraging telecollaboration, (2) empower teachers through training, and (3) study the benefits of telecollaboration for language learning and teacher development. The project involved over 200 students and 20 teachers from 8 schools collaborating across 5 languages. It highlighted challenges like scheduling meetings and technical issues, but students reported very positive experiences. Analyzing teacher needs and training was an important part of the project.
Training & Accreditation of EMI TeachersRobert O'Dowd
My presentation at Maynooth University's conference on English & Multilingualism in 21st Century Europe: https://www.maynoothuniversity.ie/english-multilingualism-21st-century-europe
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
Ebbe Schultze has worked in education for over 30 years. He is currently the Chief Adviser at UNI-C, the Danish IT Centre for Education and Research. UNI-C provides IT services and support to Denmark's educational institutions. Its goals are to ensure high quality IT services, supply student information systems, and support international educational cooperation through initiatives like eTwinning. UNI-C also runs several websites that teachers and students can use, such as EMU, an educational portal, and SkoleKom, a mail and conferencing system.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- 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.
Strategies to engage teachers in telecollaboration projects: insights from th...Kristi Jauregi Ondarra
The document discusses strategies for engaging teachers in telecollaboration projects based on insights from the TILA project. The TILA project aimed to (1) innovate foreign language teaching by encouraging telecollaboration, (2) empower teachers through training, and (3) study the benefits of telecollaboration for language learning and teacher development. The project involved over 200 students and 20 teachers from 8 schools collaborating across 5 languages. It highlighted challenges like scheduling meetings and technical issues, but students reported very positive experiences. Analyzing teacher needs and training was an important part of the project.
Training & Accreditation of EMI TeachersRobert O'Dowd
My presentation at Maynooth University's conference on English & Multilingualism in 21st Century Europe: https://www.maynoothuniversity.ie/english-multilingualism-21st-century-europe
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
Ebbe Schultze has worked in education for over 30 years. He is currently the Chief Adviser at UNI-C, the Danish IT Centre for Education and Research. UNI-C provides IT services and support to Denmark's educational institutions. Its goals are to ensure high quality IT services, supply student information systems, and support international educational cooperation through initiatives like eTwinning. UNI-C also runs several websites that teachers and students can use, such as EMU, an educational portal, and SkoleKom, a mail and conferencing system.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- 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.
Interactive television language learners reflectGen Yen Wu
This study examined the techniques and technologies used by 21 independent language learners. It found that their main motivations for language learning were necessity, communicating with foreigners, and enjoying languages. Their most common approaches included using textbooks, listening to audio/radio, watching television in the target language, and using computer software. While communication technologies and interactive television held potential, participants did not use them much and were unimpressed with their current state. The study provided useful insights but had a small sample size and did not report on its questionnaire, limiting generalizability. It suggested inviting more participants and improving the instrument.
This document discusses using teleconferencing to teach English to Francophone faculty and staff in Benin. It describes a study where staff from Ecole Polytechnique d’Abomey-Calavi took English courses via teleconferencing at Ghana Technology University College for 5 months. The study found that teleconferencing was effective for teaching listening, speaking and reading skills, though students struggled more with writing. The document argues that technology-enhanced language learning is key to development in Africa by allowing people to communicate across language barriers.
The Comprehensive Secondary School of Ármúli in Iceland offers both general education and vocational training to about 1000 students on-site and over 1150 students in distance learning programs. As one of the leading schools in Iceland for IT implementation, it has extensively trained teachers to use technology for instruction and developed an online learning platform to expand educational access to students throughout Iceland and abroad through distance courses. The distance program has grown from 50 students in 2001 to over 1150 students in 55 locations across 10 countries on 3 continents in 2005.
Experiences with the Learning Resource Exchange for schools in EuropeeLearning Papers
Authors: Peter Baumgartner, Riina Vuorikari, Frans Van Assche, Erik Duval, Birgit Zens, David Massart, Bram Vandeputte, Fernand Mesdom.
This paper reports on the experiences of the first large scale effort to share educational resources for schools in Europe.
This curriculum vitae provides biographical information about Riina Vuorikari. It outlines her work experience as a project manager and research analyst focused on technology enhanced learning and eLearning. This includes roles managing several EU-funded projects. It also lists her education qualifications including a PhD from the Open University of the Netherlands and various language skills.
The document describes Situated Mobile Language Learning, a project that developed an app called Lingobee to support mobile language learning. [1] Lingobee allows users to collect language examples encountered in everyday life, annotate them, and share them within a community of other language learners through the app and website. [2] The app was designed through a participatory process with students and teachers to make language learning more authentic and relevant through incidental learning experiences outside the classroom. [3] Early trials found benefits but also issues to address regarding authoritativeness, integration into teaching, and preventing misuse.
The 4th Geniko Lykeio school in Kalamata, Greece sent 6 teachers on staff mobility exchanges to Italy, Czech Republic, France, Spain, and Sweden between 2014-2015 funded by the Erasmus+ program. The goals were to enrich the curriculum, improve teaching methods, and enhance the school's European orientation. Teachers participated in job shadowing, training courses, and visited classrooms to exchange practices and learn about other education systems. Outcomes included improved digital, language, and social skills for participating teachers, who then shared experiences with other school staff.
The 4th Geniko Lykeio of Kalamata in Greece sent six teachers on educational staff mobilities to Italy, Czech Republic, France, Spain, and Sweden from 2014 to 2015 funded by the Erasmus+ program. The goals were to enrich the curriculum with interdisciplinary programs, enhance teaching skills, and strengthen the school's European orientation. Teachers participated in activities like job shadowing, training courses, and visiting classes to exchange practices and learn about other education systems. Outcomes included improved digital, language, and social skills as well as a more creative approach to teaching using technology.
Kurt Kohn (2014). Telecollaboration for monolingual & multilingual communicat...Kurt Kohn
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. In my talk, I will demonstrate and discuss the pedagogical potential of telecollaboration for monolingual and multilingual communication practice with reference to the European projects TILA and IVY/EVIVA. The TILA project ("Telecollaboration for Intercultural Language Acquisition") focuses on foreign language learning in secondary and tertiary education. The aim is to use the 3D virtual world environment OpenSim and the web 2 videoconferencing environment BigBlueButton to facilitate and foster intercultural communicative interaction and competence development in tandem and lingua franca constellations. In the IVY/EVIVA project ("Interpreter Training in Virtual Reality") virtual scenarios in SecondLife are used to provide interpreter students with opportunities for independent and authentic interpreting practice.
This document contains the resume of Joanna Droz d, who has over 8 years of experience teaching English, Polish, social science, ICT, and math in the UK and China. She holds a Master's degree in Polish language and culture and a Bachelor's degree in computer science. Her resume highlights her qualifications, including TEFL/TESOL certification and various professional development trainings. It also details her employment history working as a tutor, teacher, and training coordinator in Poland, China, Wales, and England.
The document discusses ICT integration in education in Castilla-La Mancha, Spain according to the Standing Law of Education from 2006. It outlines key competencies including processing information and using ICT. It then describes the School 2.0 project from 2009-2010 that aimed to provide every student and teacher with a laptop and make classrooms digital. The project's goals were to transform classrooms with ICT resources, ensure internet connectivity, develop teacher training, and provide access to digital educational materials. It achieved widespread computer and internet access both in schools and homes across Castilla-La Mancha.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
2021-06-29_Language Learning in Distance Education in Times of Covid-19: Oppo...Dr Martina Emke
Invited speaker at the Foreign Language Education in Turkey and European Practices: Developments and Suggestions Conference, which was held during June 28-29 by the Board of Education, Ministry of National Education in Turkey.
ICT (information and communication technologies) can be useful tools to promote English language skills for both teachers and learners. ICTs allow teachers to provide varied materials and fast feedback to students, while helping learners improve their vocabulary, reading, speaking, and writing. Some advantages of ICT include the ability to control presentations, provide novelty and creativity in lessons, and adapt materials to different student needs and language levels. While ICT shows promise, its effective use in language classrooms faces challenges like lack of teacher training and equipment.
1. Technology offers many advantages for second language acquisition, allowing students to communicate with native speakers in real time through video chats, satellite TV, and online collaboration on projects.
2. The internet provides a vast amount of pedagogical resources and opportunities for students to complete authentic tasks, exposing them to the target language and culture.
3. Various technology-integrated language learning projects allow students to interact and work in groups to complete tasks, providing opportunities to practice the second language through meaningful activities.
Technology And Language Learning Dic08 Con Trainees Ugrortegam
The document discusses a collaborative project between schools in England, France, and Spain to enhance language learning through technology. Key points:
- The project involves 6 primary schools, 3 teacher training institutions using videoconferencing and a shared online platform to connect students in the 3 countries.
- Trainees from each country will be placed in schools abroad to help with videoconferencing sessions, online activities, and teach lessons incorporating the shared curriculum and CLIL (Content and Language Integrated Learning) methodology.
- The goals are for trainees to understand how to integrate language teaching across the curriculum using technology and to develop skills for intercultural teaching.
The document summarizes a project that used podcasts and multimedia messages (MMS) to provide learning opportunities for immigrant citizens in Italy and France. The project aimed to promote cultural and social integration using widely available technologies like mobile phones, MP3 players, and netbooks. Podcasts containing micro-lessons were created for students on topics like European citizenship, while parents received MMS messages. The goals were to design easy to use and familiar formats based on principles of cognitive learning theory. An experiment involved students and parents from China and North Africa in Italy and France.
Zercatto the basics-of_the_stockmarketDavid Mendes
The document provides an introduction to analyzing stocks from both a fundamental and technical perspective. Fundamental analysis looks at underlying company financials and economic factors, and is best for long-term investing. Technical analysis uses stock charts and indicators to identify patterns in price movements to predict future stock behavior and is more suited for short-term trading. Both approaches have merits, with the author's father preferring fundamental analysis of raw company numbers and his brother using technical analysis with charts, indicators and patterns.
Interactive television language learners reflectGen Yen Wu
This study examined the techniques and technologies used by 21 independent language learners. It found that their main motivations for language learning were necessity, communicating with foreigners, and enjoying languages. Their most common approaches included using textbooks, listening to audio/radio, watching television in the target language, and using computer software. While communication technologies and interactive television held potential, participants did not use them much and were unimpressed with their current state. The study provided useful insights but had a small sample size and did not report on its questionnaire, limiting generalizability. It suggested inviting more participants and improving the instrument.
This document discusses using teleconferencing to teach English to Francophone faculty and staff in Benin. It describes a study where staff from Ecole Polytechnique d’Abomey-Calavi took English courses via teleconferencing at Ghana Technology University College for 5 months. The study found that teleconferencing was effective for teaching listening, speaking and reading skills, though students struggled more with writing. The document argues that technology-enhanced language learning is key to development in Africa by allowing people to communicate across language barriers.
The Comprehensive Secondary School of Ármúli in Iceland offers both general education and vocational training to about 1000 students on-site and over 1150 students in distance learning programs. As one of the leading schools in Iceland for IT implementation, it has extensively trained teachers to use technology for instruction and developed an online learning platform to expand educational access to students throughout Iceland and abroad through distance courses. The distance program has grown from 50 students in 2001 to over 1150 students in 55 locations across 10 countries on 3 continents in 2005.
Experiences with the Learning Resource Exchange for schools in EuropeeLearning Papers
Authors: Peter Baumgartner, Riina Vuorikari, Frans Van Assche, Erik Duval, Birgit Zens, David Massart, Bram Vandeputte, Fernand Mesdom.
This paper reports on the experiences of the first large scale effort to share educational resources for schools in Europe.
This curriculum vitae provides biographical information about Riina Vuorikari. It outlines her work experience as a project manager and research analyst focused on technology enhanced learning and eLearning. This includes roles managing several EU-funded projects. It also lists her education qualifications including a PhD from the Open University of the Netherlands and various language skills.
The document describes Situated Mobile Language Learning, a project that developed an app called Lingobee to support mobile language learning. [1] Lingobee allows users to collect language examples encountered in everyday life, annotate them, and share them within a community of other language learners through the app and website. [2] The app was designed through a participatory process with students and teachers to make language learning more authentic and relevant through incidental learning experiences outside the classroom. [3] Early trials found benefits but also issues to address regarding authoritativeness, integration into teaching, and preventing misuse.
The 4th Geniko Lykeio school in Kalamata, Greece sent 6 teachers on staff mobility exchanges to Italy, Czech Republic, France, Spain, and Sweden between 2014-2015 funded by the Erasmus+ program. The goals were to enrich the curriculum, improve teaching methods, and enhance the school's European orientation. Teachers participated in job shadowing, training courses, and visited classrooms to exchange practices and learn about other education systems. Outcomes included improved digital, language, and social skills for participating teachers, who then shared experiences with other school staff.
The 4th Geniko Lykeio of Kalamata in Greece sent six teachers on educational staff mobilities to Italy, Czech Republic, France, Spain, and Sweden from 2014 to 2015 funded by the Erasmus+ program. The goals were to enrich the curriculum with interdisciplinary programs, enhance teaching skills, and strengthen the school's European orientation. Teachers participated in activities like job shadowing, training courses, and visiting classes to exchange practices and learn about other education systems. Outcomes included improved digital, language, and social skills as well as a more creative approach to teaching using technology.
Kurt Kohn (2014). Telecollaboration for monolingual & multilingual communicat...Kurt Kohn
Telecollaboration environments provide language learners with rich opportunities for natural and authenticated communication. Web 2.0 tools from blogs to videoconferencing to 3D virtual worlds are used to form new social environments for collaborative creation, sharing and exchange. Real-life communication has thus expanded into virtual space with unprecedented possibilities for natural and incidental language learning outside and beyond the traditional classroom. In my talk, I will demonstrate and discuss the pedagogical potential of telecollaboration for monolingual and multilingual communication practice with reference to the European projects TILA and IVY/EVIVA. The TILA project ("Telecollaboration for Intercultural Language Acquisition") focuses on foreign language learning in secondary and tertiary education. The aim is to use the 3D virtual world environment OpenSim and the web 2 videoconferencing environment BigBlueButton to facilitate and foster intercultural communicative interaction and competence development in tandem and lingua franca constellations. In the IVY/EVIVA project ("Interpreter Training in Virtual Reality") virtual scenarios in SecondLife are used to provide interpreter students with opportunities for independent and authentic interpreting practice.
This document contains the resume of Joanna Droz d, who has over 8 years of experience teaching English, Polish, social science, ICT, and math in the UK and China. She holds a Master's degree in Polish language and culture and a Bachelor's degree in computer science. Her resume highlights her qualifications, including TEFL/TESOL certification and various professional development trainings. It also details her employment history working as a tutor, teacher, and training coordinator in Poland, China, Wales, and England.
The document discusses ICT integration in education in Castilla-La Mancha, Spain according to the Standing Law of Education from 2006. It outlines key competencies including processing information and using ICT. It then describes the School 2.0 project from 2009-2010 that aimed to provide every student and teacher with a laptop and make classrooms digital. The project's goals were to transform classrooms with ICT resources, ensure internet connectivity, develop teacher training, and provide access to digital educational materials. It achieved widespread computer and internet access both in schools and homes across Castilla-La Mancha.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
2021-06-29_Language Learning in Distance Education in Times of Covid-19: Oppo...Dr Martina Emke
Invited speaker at the Foreign Language Education in Turkey and European Practices: Developments and Suggestions Conference, which was held during June 28-29 by the Board of Education, Ministry of National Education in Turkey.
ICT (information and communication technologies) can be useful tools to promote English language skills for both teachers and learners. ICTs allow teachers to provide varied materials and fast feedback to students, while helping learners improve their vocabulary, reading, speaking, and writing. Some advantages of ICT include the ability to control presentations, provide novelty and creativity in lessons, and adapt materials to different student needs and language levels. While ICT shows promise, its effective use in language classrooms faces challenges like lack of teacher training and equipment.
1. Technology offers many advantages for second language acquisition, allowing students to communicate with native speakers in real time through video chats, satellite TV, and online collaboration on projects.
2. The internet provides a vast amount of pedagogical resources and opportunities for students to complete authentic tasks, exposing them to the target language and culture.
3. Various technology-integrated language learning projects allow students to interact and work in groups to complete tasks, providing opportunities to practice the second language through meaningful activities.
Technology And Language Learning Dic08 Con Trainees Ugrortegam
The document discusses a collaborative project between schools in England, France, and Spain to enhance language learning through technology. Key points:
- The project involves 6 primary schools, 3 teacher training institutions using videoconferencing and a shared online platform to connect students in the 3 countries.
- Trainees from each country will be placed in schools abroad to help with videoconferencing sessions, online activities, and teach lessons incorporating the shared curriculum and CLIL (Content and Language Integrated Learning) methodology.
- The goals are for trainees to understand how to integrate language teaching across the curriculum using technology and to develop skills for intercultural teaching.
The document summarizes a project that used podcasts and multimedia messages (MMS) to provide learning opportunities for immigrant citizens in Italy and France. The project aimed to promote cultural and social integration using widely available technologies like mobile phones, MP3 players, and netbooks. Podcasts containing micro-lessons were created for students on topics like European citizenship, while parents received MMS messages. The goals were to design easy to use and familiar formats based on principles of cognitive learning theory. An experiment involved students and parents from China and North Africa in Italy and France.
Zercatto the basics-of_the_stockmarketDavid Mendes
The document provides an introduction to analyzing stocks from both a fundamental and technical perspective. Fundamental analysis looks at underlying company financials and economic factors, and is best for long-term investing. Technical analysis uses stock charts and indicators to identify patterns in price movements to predict future stock behavior and is more suited for short-term trading. Both approaches have merits, with the author's father preferring fundamental analysis of raw company numbers and his brother using technical analysis with charts, indicators and patterns.
This curriculum vitae summarizes the educational and professional experience of Dr. Wen-Hai Chou. He received his PhD from the University of Texas Health Science Center in 2000 and is currently an Assistant Professor at Kent State University. His research focuses on the roles of Protein Kinase C and Lipocalin-2 in stroke. He has over 10 peer-reviewed publications in high impact journals such as the Journal of Neuroscience and Journal of Biological Chemistry.
This lecture slide was prepared for my session to the class of 2015/2016 MSc. programme of Operations, Project and Supply Chain Management in Manchester Business School, particularly for Research Methods module. This presentation covers the research stages, mainly in qualitative context, as well as my dissertation project: The enabling institutional context for a strategic shift toward milk-run logistics - Insights from an automotive manufacturer in Indonesia. It also shares some dissertation 101 tips to finish 15K-18K word paper with excellent result.
This document is a resume for Negar Nazari, who has a PhD in civil and environmental engineering from Colorado State University. Her dissertation focused on integrating aftershock earthquake hazard into performance-based seismic design. She has published several journal articles and conference papers on this topic. Nazari is seeking structural engineering opportunities and has extensive experience in earthquake engineering research and teaching.
R S Mehta has conducted numerous research projects related to nursing at BPKIHS over the past two decades. The projects covered topics such as patient and nurse satisfaction, oral hygiene care, kala-azar and breast cancer prevalence, diabetes risk factors, turnover among nurses, HIV/AIDS knowledge and profiles, mechanical ventilation skills, and home-based care for people living with AIDS. Many of the studies examined nursing practices, education programs, and the impacts of training. The research was presented at BPKIHS Scientific forums and aimed to improve nursing care and outcomes.
This document summarizes a master's thesis presentation on the impact of strategic alliances through outsourced marketing on the competitive advantage of small and medium enterprises in Portugal. The presentation includes sections on introduction, state of the art, methodology, field research and results analysis, and conclusion. It discusses topics such as strategic alliances, outsourcing, marketing management, performance management, relevant theories, and the author's analytical model and methodology. Charts and tables are presented analyzing relationships between variables like outsourced marketing and competitive advantages, financial and non-financial performance, and cost efficiency.
Ghetnet Metiku - The powers of courts in ethiopia in the interpretation and a...Ghetnet Metiku
This document discusses the powers of courts in Ethiopia to interpret and apply international human rights provisions. It provides an overview of Ethiopia's judiciary system including federal, state, municipal and religious courts. It also lists the major international human rights instruments that Ethiopia has ratified. The document discusses debates around the status of these international instruments in Ethiopia's legal hierarchy and their justiciability. It explains that courts have a duty to protect and promote human rights based on Ethiopia's constitution and ratified international agreements. However, challenges remain around the status, implementation and accessibility of the international instruments in domestic courts.
Joseph Heilman is an international educator with extensive experience leading English language programs in Japan. He has over 15 years of experience teaching English and administering programs at the university level. He is currently the director of the World Language Center at Soka University, where he focuses on curriculum development and integrating 21st century skills into language instruction.
This curriculum vitae is for Kate Halls, who has over 15 years of experience in adult education and teaching. She has worked in roles such as a functional skills specialist, tutor, and project support officer. She has extensive experience designing curriculum, developing resources, and teaching subjects such as English, maths, and ICT. She holds several qualifications in education and has published writing of her own.
Ernest Mutandani Mashava has over 30 years of experience as an educator in Zimbabwe and South Africa. He holds a Master's degree in Leadership and Management and Bachelor's degrees in Education and Geography. Currently he is the Acting HOD of the Mathematics, Sciences, and Technology Department at Daspoort Secondary School in Pretoria, where he has worked since 2009 teaching subjects such as Mathematics, Geography, and English. He has a proven track record of strong leadership, management, teaching, and research skills.
From Needs Analysis to Language Center: CALL for Change at Osaka UniversityParisa Mehran
A comprehensive needs analysis was conducted to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The findings revealed that there is a pressing need for launching a CALL-based language center at this university which could contribute to the status of ELT.
Talking foreign language study into beingMLTA of NSW
Talking foreign language study into being: a case study of pedagogical interaction in a Year 8 French classroom Presentation given by Signe Ernist at AFMLTA conference Sydney 2009
This document is a resume for Karin Muller that outlines her education and qualifications to be a teacher. She has a Bachelor of Education degree from Trent University and a Bachelor of Arts in French and History from Queen's University. For work experience, she has 3 years of experience teaching grades 1-2 in Mexico and has completed teacher candidacies in grades 2, 5/6 and core French teaching. She is fluent in French, German and Spanish and has additional qualifications in first aid.
This document provides a biography of Prof. Dr. H. Zulkardi, M.I. Komp., M.Sc., a professor of mathematics education at Sriwijaya University in Palembang, Indonesia. It details his educational background, career history, areas of expertise, and accomplishments. He has over 30 years of experience in mathematics education and has held several leadership roles, including as the head of the PMRI program at Sriwijaya University. He is considered an expert in developing new curricula and teaching methods in mathematics education.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. It then reviews related literature on studies examining the use of technology in language classrooms. The study aims to identify the technologies used by English teachers and their purposes. A questionnaire was distributed to 30 English teachers, finding that multimedia projectors, presentation software, and developing listening and vocabulary skills were most common. The conclusion states that modern technologies are important for language teaching and learning when adopted through approaches like blended learning.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Dominick Antonucci has over 20 years of experience teaching ESL courses at Central Piedmont Community College and UNC Charlotte. He has a Master's in TESL and teaches grammar, composition, listening, speaking and other credit-bearing ESL courses. He uses innovative teaching methods and online learning management systems to engage over 250 students from diverse backgrounds. Antonucci also has experience as an IELTS examiner and has presented at TESOL conferences on helping students with academic tasks.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
This document discusses trends in English as a foreign language (EFL) teaching over the past 15 years based on observations from teachers and specialists. It identifies 6 key trends: 1) the increasing status and use of English, 2) more English-medium instruction of other subjects, 3) evolving roles of English teachers, 4) starting English education earlier, 5) changes to English curriculum design, and 6) increasing use of computer-assisted learning. It also examines trends in Vietnam specifically, such as policies strengthening English and a shift toward more communicative language teaching approaches.
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Using video-conferencing to improve English students ...Videoguy
Belgrove College used video-conferencing to allow their French students to practice conversational skills with students in France. The program began in 1995 and connected students in several European countries. Students participated in 30 minute video calls in their French classes 3-4 times per year, and optional weekly lunch sessions for higher level students. The program aimed to improve students' fluency and listening comprehension through real conversations with native French speakers. Belgrove provided the equipment and initiated each call, bearing all costs to support the program.
Unitalks, A Blended Learnign Platform for University Specific Foreign Languag...Farid Mokhtar Noriega
The objective of the UNITALKS project is to develop a blended e-learning solution for foreign language training adapted to the university environment and to careers in architecture and building construction. Based on the VoiceForum project, an Internet or Intranet based platform, the approach
aims to create an immersive task-based collaborative learning environment incorporating certain free software tools including a wiki repository where students and tutors can interactively and creatively enrich their learning community with new resources. UNITALKS is forward-looking in its recognition of the social as well as the technological dimension of an effective learning strategy and innovative in its approach to designing discipline-specific content tailored in a staged process to support maximum learner engagement and full operational ability in the professional context.
Enhancing teacher professional development using mobile technologies in a lar...Prithvi Shrestha
This document summarizes the English in Action project in Bangladesh, which aims to improve English language skills through mobile language learning. It describes the project's phases, materials, impacts and challenges. Phase II involved 700 teachers using media players and printed materials. Phase III scales up to 12,500 teachers using mobile phones, speakers and apps. Early impacts include increased teacher and student English usage. Challenges include varying teacher English skills and unreliable electricity. Stakeholder engagement and adapting to the local context are seen as important.
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)
This document discusses telecollaboration research and teaching at the University of Salento in Italy. It describes how teletandem is implemented there involving oral and written interaction between students in Italy and other universities around the world. Research topics examined through empirical analysis of video recordings and transcripts include discourse structure, interactional dominance, and pragmatic dimensions. The corpus collected is used for both research and developing data-driven language learning tasks. The goal is to strengthen interlanguage abilities through collaboration, negotiation of meaning, and a sociocognitive view of language learning.
1. Herbert Ernest Thomas
Born: 14 January 1961
Address: 333 Wairakei Road, Burnside, Christchurch
Cell: +64-27-3300220
E-mail: Herbertethomas@gmail.com
Qualifications
1979 – 1981 Bachelor of Arts (major in English and Afrikaans/Dutch)
University of Stellenbosch, South Africa
Other subjects: Psychology II, History I, Linguistics I
1982 Honours Degree in English Literature
University of Stellenbosch
Courses: Romantic Poetry, The 19th Century Novel,
Modern Poetry, Shakespeare, Literary Theory, Medieval Literature
1983 Higher Diploma in Education (Post-graduate)
University of Stellenbosch
Didactic specialization: English and Afrikaans
1988 Bachelor of Laws Year 1 (part-time)
University of South Africa
Courses: Private Law I, Private Law II, Criminal Law I, Interpretation of Statutes
1991 – 1992 Master of Arts in General Linguistics
University of Stellenbosch: specialization field: Pragmatics and, more specifically,
Relevance Theory: Communication and Cognition
2. 1998 T.E.F.L. (Teaching English as a Foreign Language) Diploma
Cape Town School of Languages, South Africa
1998 A+ Computer Service Technician’s Diploma
(Microsoft Certified)
Computer Services, South Africa
2000 Computer Science and Informatics 114 & 144 (C++ )
University of the Free State, South Africa
2001 Computer Science and Informatics 234, 222, 224 & 212 (VB 6.0 & OO Systems
Development; Interface Design and Web Programming)
University of the Free State
2006 Ph.D. in Computer-integrated Education
University of Pretoria, South Africa
Supervisor: Professor Johannes Cronje
External examiner: Prof Dan Surry, South Alabama University
Dissertation topic: The sustainable implementation of computers in school
districts – a case study in the Free State Province of South Africa
Employment History
2014 Manager, Centre for Educational Development, Christchurch Polytechnic Institute
of Technology (CPIT), New Zealand
Role:
Develop, lead and manage the Centre and its staff and resources
Provide leadership and support in partnership with Departments in
educational development
Develop key strategies, plans for educational development, particularly
learning design and technology enhanced learning
Manage the implementation of relevant CPIT plans
Manage a portfolio of CPIT Academic Division projects relevant to
educational development
Foster and develop collaborative relationships within CPIT and with other
TEO’s and organisations in New Zealand and internationally.
Further develop a partnership model for educational development between
CED and the Academic Evaluation Unit.
3. 2010 - 2013 Electronic Learning Media (ELM) Team Leader, University of Canterbury,
New Zealand
Role:
Strategic planning for institutional promotion of e-learning
Management of e-learning strategy implementation
Management of ELM Team
Liaison with Senior Management Team, colleges, schools and
departments
Provision of institutional direction relating to ELM engagement with
academic staff members
Key achievements:
Strategic assessment of e-learning at UC after February 2011 earthquake
Development of first e-learning strategic priorities document for UC
Development of new college-based ELM engagement model
Establishment and embedding of e-learning project methodology
Implementation of automated multimedia capture
Co-designed first integrated UC Learning and Teaching / e-Learning Plan
Co-teach PG Tertiary Teaching Certificate Paper in Course Design
2006 - 2010 Head: Division e-Learning, Centre for Higher Education Studies and
Development, University of the Free State, Bloemfontein, South Africa
Role:
Strategic planning for institution (30 000 students and 3000 staff)
Management of implementation of e-learning strategy
Management of Division e-Learning (twelve staff members)
Liaison with six academic faculties, Computer Services and Top
Management
Provision of institutional direction relating to the integration of emerging
technologies into the curriculum
Note: Strong multi-cultural environment
Key achievements:
Drafting of first institutional e-learning strategic plan
Implementation of early adopter strategic initiatives
Quadrupling of number of e-learning modules
Establishment of core competencies in Division e-Learning
Participation in Association of Commonwealth Universities e-learning
benchmarking exercise
4. Incorporation of online distance programmes into Division e-Learning
Member of steering committee for the establishment of national higher
education e-learning advisory body
2005 Instructional Designer /Researcher, University of the Free State, Bloemfontein,
South Africa
Role:
Introduction of the blended model at the institution
Design of procedures, documents and workflow for the implementation of
first-time e-learning modules
Assisting academic staff to redesign contact modules for blended
approach
Achievements:
Design and implementation of instructional design processes, procedures
and documentation for the institution as a whole
2003 - 2010 Part-time lecturer: Course leader: Literacy Module, BML Degree, School of
Management, University of the Free State
2004 - 2010 Part-time lecturer: Course leader, Literacy Module, MDP, School of
Management, University of the Free State
2004 - 2010 Designer and Course Leader of the E-learning module for the M.A. in Higher
Education Studies and the e-Learning Module for the Postgraduate Diploma in Higher Education
Studies, University of the Free State
Note: Included Master’s level supervision
2002-2004 Examiner: Free State Department of Education,
Grade 12 English First Language Higher Grade and Standard Grade
Papers II (Literature) and III (Creative and Transactional Writing)
2001 Online Community Manager: MBA Program
School of Management (online distance students)
University of the Free State
April 1999 - 2005 St Michael’s School (Anglican Girls’ School), Bloemfontein, South Africa
Teacher: English
5. Subject Head: English
Head of Department: Academic, Information Technology,
Representative Council of Learners
Achievements:
2004: Grade 12 class of 43 learners: 24 A-averages (80%+); 18 B-averages;
and 1 C-average for English First Language (Class average of 79.9% - also
the best in the Free State region)
2002-2004: St Michael’s UN style debating team represented the Free State
region in the national finals
Half of students taught were not mother-tongue speakers of English
January – Woodside Community School, London, United Kingdom
March 1999 Teacher: English
1993 –1998 Vista University, Bloemfontein Campus
Lecturer: English I, II, III and Honours
Head of Bloemfontein sub-department 1995 – 1997 (1600 students and seven
permanent staff members)
Co-ordinator of English I (all seven campuses) 1995 – 1997
Convenor of research project into the viability of a Computer Assisted Language
Learning Centre
Note: 90% of students not mother-tongue speakers of English
Note: included Honours-level supervision
1988 – 1991 Vista University, Kimberley Campus
Lecturer (part-time): English I, II and III
1989 – 1990 Perseverance College of Education
Lecturer: English Language and Literature I, II and III
Assessor: student teacher practice
1989 South African Colleges of Education (House of Representatives)
Chief National Examiner: English Literature II (all colleges of education)
1989 Department of Education and Training
6. Adult education classes (ABET) in A-level English (part-time)
1986 – 1988 Kimberley Boys` High School
& Secondary school teacher in English and Afrikaans (all levels);
1991 - 1992 Geography and History up to junior high level
Head of English Department: 1989 - 1992
1988 – 1990 Cape Provincial Education Department
Sub-examiner: Cape Education Grade 12 Examinations: Literature Examination
Publications
Books
Thomas, Herbert. 2009. Integrating computers for sustainable use in
schools: A case study in South Africa. Saarbrucken, Germany: VDM
Publishers.
Chapters in books
Thomas, Herbert. 1998. Multimedia and the transformation of higher
education in South Africa. In Cameron, Keith (Ed). Multimedia CALL:
Theory and Practice. London: Intellect Books, 17-23.
Thomas, Herbert & Hollis, Jessica. 2013. Project Management,
Complexity and Creativity. In Benson, Angela D., Moore, Joi L., &
Williams van Rooij, Shahron (Eds.). Cases on Educational Technology
Planning, Design, and Implementation: A Project Management
Perspective. IGI-Global.
Peer-reviewed journal articles
Thomas, Herbert. 1995. Elements of Hypertextual Design in House of
the Spirits. In English Studies in Africa 38 (1): 35-44.
Thomas, Herbert. 1997. The New Literacy: The challenges of
hypertextual discourse. In Computer Assisted Language Learning
Journal 10 (5) (1997): 479 - 489.
7. Thomas, Herbert & Cronje, Johannes. 2007. Computers in schools:
implementing for sustainability. Why the truth is rarely pure and never
simple. SAJHE 21 (6): 759 – 780.
Thomas, Herbert. 2010. Learning spaces, learning environments and the
dis’placement’ of learning. In British Journal of Educational
Technology. 41(3): 502-511.
Pons, Dirk, Walker, Lawrence, Thomas, Herbert & Hollis, Jessica. 2012.
Evaluation of student engagement with a lecture capture system. The
Journal of Adult Learning Aotearoa New Zealand. 40(1): 79-91.
Peer-reviewed publicationsof conference proceedings
“Multimedia: Towards virtual language environments”
Association of University English Teachers of South Africa
University of the North – Pietersburg
29 June – 3 July 1997
“Towards sustainable implementation of computers in schools”
(with Johannes Cronje (1))
IST Africa 2006 Conference and Exhibition
Pretoria
3 – 5 May 2006
“Digital Natives, Digital Immigrants or Digital Foreigners?”
(with Karen Thomas (1))
Ed-Media 2006: World Conference on Educational Multimedia,
Hypermedia and Telecommunications
Orlando, Florida, USA
26 – 30 June 2006
“Distributed complex games as artifacts of distributed, complex world
views”
8th World Wide Web Applications Conference, 2006
Bloemfontein
5-8 September 2006
8. “Digital immigrants, digital natives and the training games Africans play”
Online-Educa 2006, 12th International Conference on Technology
Supported Learning and Training
Berlin
29 November – 1 December 2006
“Walking the tightrope: balancing the imperatives of quality, equity and
accessibility in a transforming higher education context”
(with Tienie Crous, Magda Fourie, Liezel Massyn, Karen Thomas and
Helena van Zyl)
Online Educa, 2007. 13th International Conference on Technology
Supported Learning and Training.
Berlin
29 November – 1 December 2007
“Learning as both action and artifact: connectivism as nexus”
10th World Wide Web Applications Conference, 2008
Cape Town
3-5 September 2008
“The e-learning manager as prophet: the curious case of a developing
country”
Online Educa, 2008. 14th International Conference on Technology
Supported Learning and Training
Berlin
3-5 December 2008
“The impact of South Africa’s ICT infrastructure on higher education”
(with Cheryl Brown, Antoinette van der Merwe and Liezl van Dyk)
3rd International Conference on e-Learning
University of Cape Town
Cape Town
26-27 June 2008
Conference Papers
“Text, hypertext and context – two different routes to learning”
9. South African Applied Linguistics Association
University of Stellenbosch
10-12 July 1995
“Hypertext and the Reification of the Reader/User”
English In Africa Conference
Rhodes University – Grahamstown
11-14 September 1995
“The New Literacy: Hypertext and the Restructuring of Education”
South African Applied Linguistics Association
University of Zululand – Empangeni
8-10 July 1996
“Holism versus Isolationism: The challenges of hypertextual discourse”
(with Niel van Niekerk (2))
HSRC International Symposium on Culture, Communication and
Development
HSRC – Pretoria
29-31 August 1996
“Multimedia and the proposed restructuring of tertiary education in South
Africa
Theory and Practice of Multimedia Computer Assisted Language
Learning
University of Exeter – United Kingdom
21-27 September 1997
“Unravelling the interface between human language and computer
language”
Africa Connects and I*Earn International Conference
University of Cape Town
9 – 13 July 2001
“Desire2learn: the challenge of systemic functionality”
Free State Provincial Conference on ELITS & e-Education
Free State Department of Education
10. Bloemfontein
21 – 23 March 2005
“Sustainable computer use in schools”
(with Johannes Cronje)
e-Merge 2006 Online Conference
University of Cape Town
10-21 July 2006
“Computers in schools: implementing for sustainability. Why the truth is
rarely pure and never simple”
NADEOSA 10th Anniversary Conference
Pretoria
23-24 August 2006
“Sustainable implementation of computers in school districts”
UP Faculty of Education: Research Indaba 2006
Pretoria
13 October 2006
”Landscaping information and communication technologies in higher
education in South Africa”
(with Cheryl Brown, Antoinette van der Merwe and Liezl van Dyk)
TENET e-Learning Symposium
Johannesburg
12 – 14 November 2007
“Learning spaces, learning environments and the dis’placement’ of
learning”
Eduvate 2008 Conference
University of Pretoria
Pretoria
25-27 June 2008
“Problem-based adventure learning: addressing the conundrum of
inaccessible under-prepared students”
(with Liezel Massyn (1) and Karen Thomas (2))
11. 1st Southern African Conference on the First Year Experience
Stellenbosch
8-10 September 2008
“”The visible effects of invisible networks”
(with Nalize Marais)
HELTASA 2009
University of Johannesburg
Johannesburg
24-26 November 2009
“Articulating the nature of the real and virtual spaces and bodies we
inhabit” [panel contribution]
ULearn10 Conference
Christchurch
6-8 October 2010
“Whose game are we playing? Digital technology and crises of identity”
CCA-EDUCAUSE Australasia 2011
Sydney Convention Centre, Darling Harbour
Sydney
4-6 April 2011
“Complexity, ‘supermemes’ and online learning”
DEANZ Conference 2012
Wellington
11-13 April 2012
“The Digital Media(ting) Group”
(with Wayne Riggall)
30th Tertiary ICT Conference
CPIT, Christchurch
3-5 October 2012
“Is there such a thing as a re-usable learning object?”
(with Fiona Macdonald)
DEANZ Conference 2014
12. Christchurch
30 April – 2 May 2014
Papers at symposia, forums & meetings
“Distance education at the University of the Free State”
Distance Education Indaba
Tshwane University of Technology
Pretoria
27-28 February 2008
“Blended learning and the imperative of integrated learning space design”
UFS Prestige Teaching and Learning Forum
Bloemfontein
23 October 2008
(Interview in) “Online learning – the future of education?”
Anthony Doesburg
New Zealand Listener, Issue 3780, 20 October 2012
Reviewer
Perspectives in Education (2009-2010)
Australasian Journal of Educational Technology (Current)
Advisory Board
NMC Horizon Report: Technology Outlook New Zealand 2011-2016
On-going Research Interests
Learning spaces and learning environments
Complexity and education
Open source systems, particularly Moodle
The sustainable use of computers in higher and secondary education
Computer-assisted learning in higher and secondary education
Computer-integrated education and qualitative research methodology
13. Referees
Wayne Riggall
(Ex) Manager, Digital Media Group
University of Canterbury
Email: wriggall@gmail.com
Coral Black
Associate Librarian
University of Canterbury
Email: coral.black@canterbury.ac.nz