This document outlines a trip to discover India from September 26 to October 6, 2012. It mentions taking taxis and checking maps while traveling. It also notes that English is an official language in India but does not provide more details.
Europe – eGovernment Benchmark 2012 - final insight reportVictor Gridnev
This document summarizes the findings of the 2012 eGovernment Benchmark survey conducted across 32 European countries. Key findings include:
- 46% of respondents used online public services, but satisfaction lags other sectors and is declining in some areas. Satisfaction varies widely between countries and services.
- While a growing proportion (30%) prefer online services, over half (54%) still prefer traditional channels. 29% had poor experiences that could cause them to stop using online services.
- Communication is needed to inform 21% of unaware citizens about available online services. 62% of unwilling citizens prefer personal contact.
- Time savings, flexibility and simplification are the top benefits of online services for citizens, while security
Survey run in week before TADSummit, gathering opinions from TADSummit address list (currently 1600). Presents a balanced view across the TAD ecosystem – 51 respondents (note survey is still running).
Essa é a apresentação da Compania de Eventos, stands e cenografia ...aqui vc terá acesso ao nosso histórico, tipo de serviço que prestamos, e o principal acesso ao nosso portfólio...Baixe nossa apresentação ou acesse nosso Facebookk ou nosso site...
Отчет Департамента образования США по исследованиям онлайн обучения 2010Victor Gridnev
This meta-analysis examined 50 empirical studies that compared online and face-to-face learning conditions. It found that students in online conditions performed modestly better than those receiving face-to-face instruction. The difference was larger for studies comparing blended online/face-to-face conditions to entirely face-to-face instruction. However, blended conditions often included additional learning time and instructional elements. Most studies involved older learners rather than K-12 students, so caution is required in generalizing the results to K-12 populations. The analysis also reviewed 77 additional studies comparing variants of online learning without a face-to-face control.
The document proposes a marketplace called CustomIce that allows customers to custom design their wedding jewelry online. It offers unique designs and craftsmanship with reasonable lead times. The market need is large, with $9 billion spent annually on wedding jewelry by brides and grooms in the US. The target market is people aged 25-35 who appreciate convenience and are internet savvy. The business model would involve partnering with various jewelers to meet customer needs through customization, competitive pricing, and convenience.
Europe – eGovernment Benchmark 2012 - final insight reportVictor Gridnev
This document summarizes the findings of the 2012 eGovernment Benchmark survey conducted across 32 European countries. Key findings include:
- 46% of respondents used online public services, but satisfaction lags other sectors and is declining in some areas. Satisfaction varies widely between countries and services.
- While a growing proportion (30%) prefer online services, over half (54%) still prefer traditional channels. 29% had poor experiences that could cause them to stop using online services.
- Communication is needed to inform 21% of unaware citizens about available online services. 62% of unwilling citizens prefer personal contact.
- Time savings, flexibility and simplification are the top benefits of online services for citizens, while security
Survey run in week before TADSummit, gathering opinions from TADSummit address list (currently 1600). Presents a balanced view across the TAD ecosystem – 51 respondents (note survey is still running).
Essa é a apresentação da Compania de Eventos, stands e cenografia ...aqui vc terá acesso ao nosso histórico, tipo de serviço que prestamos, e o principal acesso ao nosso portfólio...Baixe nossa apresentação ou acesse nosso Facebookk ou nosso site...
Отчет Департамента образования США по исследованиям онлайн обучения 2010Victor Gridnev
This meta-analysis examined 50 empirical studies that compared online and face-to-face learning conditions. It found that students in online conditions performed modestly better than those receiving face-to-face instruction. The difference was larger for studies comparing blended online/face-to-face conditions to entirely face-to-face instruction. However, blended conditions often included additional learning time and instructional elements. Most studies involved older learners rather than K-12 students, so caution is required in generalizing the results to K-12 populations. The analysis also reviewed 77 additional studies comparing variants of online learning without a face-to-face control.
The document proposes a marketplace called CustomIce that allows customers to custom design their wedding jewelry online. It offers unique designs and craftsmanship with reasonable lead times. The market need is large, with $9 billion spent annually on wedding jewelry by brides and grooms in the US. The target market is people aged 25-35 who appreciate convenience and are internet savvy. The business model would involve partnering with various jewelers to meet customer needs through customization, competitive pricing, and convenience.
This document reports on a study of errors made by Japanese university students in their English writing that are influenced by their first language of Japanese. The researchers built a "house-made learner's corpus" of over 178,000 words by collecting writing samples from forums and blogs on Moodle platforms at three universities in Japan. They analyzed the samples and found common error types such as incorrectly using the topic rather than the subject of the sentence, missing or misusing pronouns, and confusing parts of speech and predicate-argument structures. These errors reflected the influence of Japanese syntactic structures on the students' developing English interlanguage. The researchers suggest exercises to improve learner awareness of these cross-linguistic differences as a way to address these common
Effective Implementation of Meaning-focused Output Activities for Japanese E...Mari Yamauchi
1) The document describes an implementation of meaning-focused output activities for Japanese EFL learners, including blogging, in-class language exercises, and movie-making projects.
2) Blogging gave students more opportunities to use English meaningfully outside of class, while in-class exercises provided corrective feedback on their blog posts.
3) Preliminary analysis found that students' writing showed increases in the number of words used and decreases in the ratio of errors after participating in the output activities.
Effective implementation of a class blog in the traditional classroom settingMari Yamauchi
This document discusses implementing an effective class blog for Japanese university EFL students with limited access to technology in the classroom. The goals are to provide more opportunities for students to use English outside of class for communication, and to integrate out-of-class and in-class activities. In a 2010 study, Moodle was used but some students found it difficult to use outside of class. In 2011, a class blog allowed students to post assignments via email, making it more accessible even without technology in the classroom. Topics were chosen based on students' interests and language levels. Class activities were integrated with blog posts with a focus on language forms. This increased students' accessibility and engagement with the out-of-class blog component.
Researching ICT-Integrated EFL Instruction in JapanMari Yamauchi
This document describes research on integrating ICT and online communicative activities into EFL instruction in Japan from 2010-2012. It found that students strongly preferred using mobile phones to computers. Using a shared blogging account that allowed posting by email helped increase participation. Corrective feedback and pair/group work helped build language skills and community. Overall satisfaction improved each year as mobile access increased and feedback/instructional support was enhanced. Accessibility of platforms and perceived usefulness were found to be important factors for student participation and motivation in online language learning activities.
Effective implementation of student bloggingMari Yamauchi
The document discusses research on implementing student blogging to improve English skills. It details trials using class blogs and Twitter in 2011-2012. Results found blogging helped language learning when paired with classwork and feedback. Challenges included technical issues and reluctance to communicate freely due to mistakes. Future studies aim to facilitate more spontaneous interaction and analyze improvements in students' English abilities over time.
This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
The document discusses using blogs and online discussion forums to extend English language learning beyond the classroom. It describes challenges students faced using the Moodle platform on computers and their preference for mobile phones. The solution involved using email and Twitter to post due to their accessibility from mobile phones. Students' participation increased when using these platforms and they found blogging in English to be fun and helpful for improving their language skills.
This document provides instructions and examples for students to find common interests and experiences by asking classmates questions. It includes sample questions about pets, exams, hobbies, work and movies. Students are asked to think of 3 additional questions and then go around asking as many classmates as possible, recording their questions, answers and any other relevant information learned about each classmate.
The document presents a framework for classifying users into three levels - basic, independent, and proficient - based on their ability to complete two tasks at each level. The basic level includes tasks that require direct instruction, the independent level includes tasks that can be completed with limited support, and the proficient level includes tasks that can be completed without support. A table outlines the tasks for each of the three levels.
ZCY enjoys taking photos and has learned from a famous cameraman. They bought a good camera and took pictures over the summer holiday, hoping to improve their photography skills. Oda likes shopping for clothes and shoes at fashion buildings near Shibuya station. Oyu studies bookkeeping every day but sometimes goes shopping on the way home from school to relax.
This document reports on a study of errors made by Japanese university students in their English writing that are influenced by their first language of Japanese. The researchers built a "house-made learner's corpus" of over 178,000 words by collecting writing samples from forums and blogs on Moodle platforms at three universities in Japan. They analyzed the samples and found common error types such as incorrectly using the topic rather than the subject of the sentence, missing or misusing pronouns, and confusing parts of speech and predicate-argument structures. These errors reflected the influence of Japanese syntactic structures on the students' developing English interlanguage. The researchers suggest exercises to improve learner awareness of these cross-linguistic differences as a way to address these common
Effective Implementation of Meaning-focused Output Activities for Japanese E...Mari Yamauchi
1) The document describes an implementation of meaning-focused output activities for Japanese EFL learners, including blogging, in-class language exercises, and movie-making projects.
2) Blogging gave students more opportunities to use English meaningfully outside of class, while in-class exercises provided corrective feedback on their blog posts.
3) Preliminary analysis found that students' writing showed increases in the number of words used and decreases in the ratio of errors after participating in the output activities.
Effective implementation of a class blog in the traditional classroom settingMari Yamauchi
This document discusses implementing an effective class blog for Japanese university EFL students with limited access to technology in the classroom. The goals are to provide more opportunities for students to use English outside of class for communication, and to integrate out-of-class and in-class activities. In a 2010 study, Moodle was used but some students found it difficult to use outside of class. In 2011, a class blog allowed students to post assignments via email, making it more accessible even without technology in the classroom. Topics were chosen based on students' interests and language levels. Class activities were integrated with blog posts with a focus on language forms. This increased students' accessibility and engagement with the out-of-class blog component.
Researching ICT-Integrated EFL Instruction in JapanMari Yamauchi
This document describes research on integrating ICT and online communicative activities into EFL instruction in Japan from 2010-2012. It found that students strongly preferred using mobile phones to computers. Using a shared blogging account that allowed posting by email helped increase participation. Corrective feedback and pair/group work helped build language skills and community. Overall satisfaction improved each year as mobile access increased and feedback/instructional support was enhanced. Accessibility of platforms and perceived usefulness were found to be important factors for student participation and motivation in online language learning activities.
Effective implementation of student bloggingMari Yamauchi
The document discusses research on implementing student blogging to improve English skills. It details trials using class blogs and Twitter in 2011-2012. Results found blogging helped language learning when paired with classwork and feedback. Challenges included technical issues and reluctance to communicate freely due to mistakes. Future studies aim to facilitate more spontaneous interaction and analyze improvements in students' English abilities over time.
This document summarizes a research study on using blogs in an English as a foreign language (EFL) classroom. The goals of the 3-year study were to create an online learning environment for communicative purposes and integrate out-of-class and in-class activities with limited technology access. A class blog was set up for students to share English output. While students found blogging beneficial, they wanted more feedback on language errors and the ability to edit past posts. Increased participation, meaningful use of English, and feedback in class were positive outcomes.
The document discusses using blogs and online discussion forums to extend English language learning beyond the classroom. It describes challenges students faced using the Moodle platform on computers and their preference for mobile phones. The solution involved using email and Twitter to post due to their accessibility from mobile phones. Students' participation increased when using these platforms and they found blogging in English to be fun and helpful for improving their language skills.
This document provides instructions and examples for students to find common interests and experiences by asking classmates questions. It includes sample questions about pets, exams, hobbies, work and movies. Students are asked to think of 3 additional questions and then go around asking as many classmates as possible, recording their questions, answers and any other relevant information learned about each classmate.
The document presents a framework for classifying users into three levels - basic, independent, and proficient - based on their ability to complete two tasks at each level. The basic level includes tasks that require direct instruction, the independent level includes tasks that can be completed with limited support, and the proficient level includes tasks that can be completed without support. A table outlines the tasks for each of the three levels.
ZCY enjoys taking photos and has learned from a famous cameraman. They bought a good camera and took pictures over the summer holiday, hoping to improve their photography skills. Oda likes shopping for clothes and shoes at fashion buildings near Shibuya station. Oyu studies bookkeeping every day but sometimes goes shopping on the way home from school to relax.