Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Learning to Use Interactive Technologies for Language Teaching: Video Diarie...Shona Whyte
Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.
Interactive technologies for classroom language teaching: iTILT and the IWBShona Whyte
This document discusses the use of interactive whiteboards (IWBs) in language teaching. It describes the iTILT project, which aimed to provide teacher training and resources for using IWBs effectively in the foreign language classroom. The project involved observing classroom teaching, collecting teacher and student feedback, and developing an online manual and training materials. The materials address best practices for designing IWB-based activities and exploiting the capabilities of IWBs to facilitate communicative language teaching. While IWBs can enhance interactivity and engagement, teachers need support to avoid over-reliance on whole-class instruction or "spoon-feeding" students.
Teaching languages with the interactive whiteboard: the IWB and iTILTShona Whyte
This document discusses using interactive whiteboards (IWBs) for language teaching. It describes the iTILT project, a European project from 2011-2013 that collected data on IWB-mediated language instruction. The project involved 44 teachers from 7 countries teaching at various educational levels. Videos were recorded of IWB lessons and compiled on the iTILT website along with related resources. The website allows searching lessons by tags like tools used, teaching objectives, and who is at the IWB. The document discusses pros and cons of using IWBs for language teaching and criteria for designing communicative IWB-mediated tasks and materials. It provides an example of a task using video communication between French and German primary students.
iTILT & SmartVET: two EU projects to promote effective interactive whiteboard...Shona Whyte
This document summarizes two EU projects - iTILT and SmartVET - that promoted the effective use of interactive whiteboards (IWBs) in language education and vocational training. The iTILT project researched IWB use across Europe, developed training materials in multiple languages, and created a website with classroom videos and resources. SmartVET addressed the limited adoption of IWBs in vocational education by developing a train-the-trainer program and continuing professional development model for Irish vocational teachers. Both projects aimed to better understand how to integrate IWBs and maximize their benefits for teaching and learning.
PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
This document summarizes several EU projects related to developing resources for mobile learning pedagogy and teacher training in language and education. It describes projects from 2011-present including iTILT 1 and 2, which developed video clips and manuals on interactive whiteboard use. Other projects discussed are MTTEP, which focused on a mobile learning framework, and DEIMP, examining principles of mobile learning design. Current and future projects on using tablets for differentiation are also mentioned. Resources from these projects are suggested for teacher professional development activities.
The document summarizes research on formulaic sequences in English for Academic Purposes (EAP) and Second Language Acquisition (SLA). It discusses definitions of formulaic sequences from both a learner-external perspective focused on linguistic norms, and a learner-internal perspective focused on an individual's language processing. Corpus studies are described that identify frequent word strings in academic texts. Psycholinguistic studies show formulaic sequences may help improve L2 fluency but memorization does not guarantee accurate recall. Teaching implications are that direct instruction on formulaic sequences can help L2 learners improve reading speed, writing style and oral proficiency.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Learning to Use Interactive Technologies for Language Teaching: Video Diarie...Shona Whyte
Presentation by Shona Whyte and Julie Alexander given 19 May 2013 at the SAES (French annual conference of university English teachers) in Dijon, France. Analysis of online support community for 9 French EFL teachers (primary, secondary, university) during iTILT project on the IWB for communicative language teaching.
Interactive technologies for classroom language teaching: iTILT and the IWBShona Whyte
This document discusses the use of interactive whiteboards (IWBs) in language teaching. It describes the iTILT project, which aimed to provide teacher training and resources for using IWBs effectively in the foreign language classroom. The project involved observing classroom teaching, collecting teacher and student feedback, and developing an online manual and training materials. The materials address best practices for designing IWB-based activities and exploiting the capabilities of IWBs to facilitate communicative language teaching. While IWBs can enhance interactivity and engagement, teachers need support to avoid over-reliance on whole-class instruction or "spoon-feeding" students.
Teaching languages with the interactive whiteboard: the IWB and iTILTShona Whyte
This document discusses using interactive whiteboards (IWBs) for language teaching. It describes the iTILT project, a European project from 2011-2013 that collected data on IWB-mediated language instruction. The project involved 44 teachers from 7 countries teaching at various educational levels. Videos were recorded of IWB lessons and compiled on the iTILT website along with related resources. The website allows searching lessons by tags like tools used, teaching objectives, and who is at the IWB. The document discusses pros and cons of using IWBs for language teaching and criteria for designing communicative IWB-mediated tasks and materials. It provides an example of a task using video communication between French and German primary students.
iTILT & SmartVET: two EU projects to promote effective interactive whiteboard...Shona Whyte
This document summarizes two EU projects - iTILT and SmartVET - that promoted the effective use of interactive whiteboards (IWBs) in language education and vocational training. The iTILT project researched IWB use across Europe, developed training materials in multiple languages, and created a website with classroom videos and resources. SmartVET addressed the limited adoption of IWBs in vocational education by developing a train-the-trainer program and continuing professional development model for Irish vocational teachers. Both projects aimed to better understand how to integrate IWBs and maximize their benefits for teaching and learning.
PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
This document summarizes several EU projects related to developing resources for mobile learning pedagogy and teacher training in language and education. It describes projects from 2011-present including iTILT 1 and 2, which developed video clips and manuals on interactive whiteboard use. Other projects discussed are MTTEP, which focused on a mobile learning framework, and DEIMP, examining principles of mobile learning design. Current and future projects on using tablets for differentiation are also mentioned. Resources from these projects are suggested for teacher professional development activities.
The document summarizes research on formulaic sequences in English for Academic Purposes (EAP) and Second Language Acquisition (SLA). It discusses definitions of formulaic sequences from both a learner-external perspective focused on linguistic norms, and a learner-internal perspective focused on an individual's language processing. Corpus studies are described that identify frequent word strings in academic texts. Psycholinguistic studies show formulaic sequences may help improve L2 fluency but memorization does not guarantee accurate recall. Teaching implications are that direct instruction on formulaic sequences can help L2 learners improve reading speed, writing style and oral proficiency.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
Vitaal project presented at Slanguages 2008 conferenceTon Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
Interactive Whiteboards in Language Education: Criteria for the Evaluation of...cutrimschmid
The document discusses the iTILT project which aims to help language teachers make effective use of interactive whiteboards. It outlines the development of the project including IWB training for teachers, data collection on IWB use, and the creation of a website containing IWB resources. It also discusses the process of defining criteria for designing IWB-based language teaching materials, which was informed by literature on IWB use, analysis of teacher and student data, and teacher feedback. Criteria were developed across five key areas and will be validated through teacher surveys. The project aims to better support teachers in exploiting IWB technology in a way that is consistent with language teaching methodology.
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
I tilt smartvet_presentation_ankara_finalTon Koenraad
This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It highlights the projects' training activities and materials developed to help teachers exploit the educational potential of interactive whiteboards. The document also discusses needs analysis and recommendations for developing modules on basic interactive whiteboard functions and designing modular materials. It describes the projects' data collection methods, including classroom filming and interviews, to understand effective interactive whiteboard use and share resources.
Hybrid course in English for translation practiceMENON Network
The document describes a hybrid English for translation course that combines technological innovation and tutor support to increase learner autonomy. The objective is to motivate learners, encourage collaboration, and develop learning strategies. The course provides authentic input and allows learner-selected materials. The tutor's role is to support both language acquisition and ICT skills. The practice started due to a challenging teaching context and technological opportunities, and was financed by the University of Nice Sophia Antipolis. Barriers included institutional constraints and the need for technology and learning strategy training. Creative solutions involved redefining learning needs and goals. In the future, the practice will be integrated into pre- and in-service teacher education courses and additional EU projects.
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
Kern's technology on language teaching and learningivan florez
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
This document provides an overview of a presentation about Universal Design for Learning (UDL). It begins by defining UDL as an educational framework that provides alternatives for all students through flexible approaches to content, engagement, and assessment. It then discusses key principles of UDL, such as addressing learner variability, removing barriers, and using multiple means of representation, engagement and expression. Examples of how to apply UDL to lessons are also provided, such as using a UDL checklist to identify barriers and ways to make a lesson more inclusive for all students. Resources for incorporating UDL are highlighted, including the UDL Center website.
This document provides an overview of a presentation about Universal Design for Learning (UDL). It begins by defining UDL and explaining its key principles of providing multiple means of representation, engagement, and expression. It then discusses how UDL aims to provide alternatives and access for all learners by addressing barriers in curriculum. The presentation provides examples of incorporating UDL into lesson planning and assessing lessons using a UDL checklist. It concludes by recommending resources on the UDL Center website for further supporting the implementation of UDL.
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.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
O documento discute se a existência de Deus é uma questão de fé ou razão. Afirma que não é possível saber da existência de Deus apenas pela fé, pois a fé pressupõe saber que algo existe. Defende que a existência de Deus é uma questão de razão, não de fé, pois a fé depende da razão para seu fundamento.
This document advertises an investment opportunity through Source Property Limited that claims to turn £60,750 into £67,422.50, a 10.98% return, in 6 months by renovating and flipping a property in Stoke-on-Trent or Newcastle-Under-Lyme. It says the investor's money will be used to purchase, renovate, and pay fees for a property that will then be sold, with the investor receiving a 6% interest return and 20% share of profits over 6 months for a total return of £6,672.50. Contact information is provided for Craig and Grahame to discuss further.
The document describes the process of creating an animation banner in Adobe Flash. It discusses how the author added backgrounds and typography layers, used masking effects to reveal parts of backgrounds, and applied motion tweens to move words. The author experimented with different backgrounds, typography styles, and effects like rotation. The final animation used a masking effect to create a curtain ending. Overall, the animation was created in Adobe Flash using layers, frames, typography, and motion tools to convey a message through visual effects.
El documento presenta el plan semanal de contenidos del Sr Bogado de la semana del 15 al 20 de junio. La semana incluye clases de ciencias sociales, plástica e historia de lunes a viernes, con recreos y almuerzos. Las clases de ciencias sociales cubren temas sobre el mapa de la Argentina, mientras que las clases de plástica y historia tratan sobre colores, culturas incas y eventos históricos, respectivamente.
Second language interaction with interactive technologies: the IWB in state s...cutrimschmid
Whyte, Shona; Cutrim Schmid, Euline & Beauchamp, Gary (2014): Second language interaction with interactive technologies: the IWB in state school foreign language classrooms. Paper presented at the AILA conference, Brisbane, Australia, August 2014.
Vitaal project presented at Slanguages 2008 conferenceTon Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
Interactive Whiteboards in Language Education: Criteria for the Evaluation of...cutrimschmid
The document discusses the iTILT project which aims to help language teachers make effective use of interactive whiteboards. It outlines the development of the project including IWB training for teachers, data collection on IWB use, and the creation of a website containing IWB resources. It also discusses the process of defining criteria for designing IWB-based language teaching materials, which was informed by literature on IWB use, analysis of teacher and student data, and teacher feedback. Criteria were developed across five key areas and will be validated through teacher surveys. The project aims to better support teachers in exploiting IWB technology in a way that is consistent with language teaching methodology.
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
I tilt smartvet_presentation_ankara_finalTon Koenraad
This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It highlights the projects' training activities and materials developed to help teachers exploit the educational potential of interactive whiteboards. The document also discusses needs analysis and recommendations for developing modules on basic interactive whiteboard functions and designing modular materials. It describes the projects' data collection methods, including classroom filming and interviews, to understand effective interactive whiteboard use and share resources.
Hybrid course in English for translation practiceMENON Network
The document describes a hybrid English for translation course that combines technological innovation and tutor support to increase learner autonomy. The objective is to motivate learners, encourage collaboration, and develop learning strategies. The course provides authentic input and allows learner-selected materials. The tutor's role is to support both language acquisition and ICT skills. The practice started due to a challenging teaching context and technological opportunities, and was financed by the University of Nice Sophia Antipolis. Barriers included institutional constraints and the need for technology and learning strategy training. Creative solutions involved redefining learning needs and goals. In the future, the practice will be integrated into pre- and in-service teacher education courses and additional EU projects.
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
Kern's technology on language teaching and learningivan florez
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
This document provides an overview of a presentation about Universal Design for Learning (UDL). It begins by defining UDL as an educational framework that provides alternatives for all students through flexible approaches to content, engagement, and assessment. It then discusses key principles of UDL, such as addressing learner variability, removing barriers, and using multiple means of representation, engagement and expression. Examples of how to apply UDL to lessons are also provided, such as using a UDL checklist to identify barriers and ways to make a lesson more inclusive for all students. Resources for incorporating UDL are highlighted, including the UDL Center website.
This document provides an overview of a presentation about Universal Design for Learning (UDL). It begins by defining UDL and explaining its key principles of providing multiple means of representation, engagement, and expression. It then discusses how UDL aims to provide alternatives and access for all learners by addressing barriers in curriculum. The presentation provides examples of incorporating UDL into lesson planning and assessing lessons using a UDL checklist. It concludes by recommending resources on the UDL Center website for further supporting the implementation of UDL.
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.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVETTon Koenraad
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
O documento discute se a existência de Deus é uma questão de fé ou razão. Afirma que não é possível saber da existência de Deus apenas pela fé, pois a fé pressupõe saber que algo existe. Defende que a existência de Deus é uma questão de razão, não de fé, pois a fé depende da razão para seu fundamento.
This document advertises an investment opportunity through Source Property Limited that claims to turn £60,750 into £67,422.50, a 10.98% return, in 6 months by renovating and flipping a property in Stoke-on-Trent or Newcastle-Under-Lyme. It says the investor's money will be used to purchase, renovate, and pay fees for a property that will then be sold, with the investor receiving a 6% interest return and 20% share of profits over 6 months for a total return of £6,672.50. Contact information is provided for Craig and Grahame to discuss further.
The document describes the process of creating an animation banner in Adobe Flash. It discusses how the author added backgrounds and typography layers, used masking effects to reveal parts of backgrounds, and applied motion tweens to move words. The author experimented with different backgrounds, typography styles, and effects like rotation. The final animation used a masking effect to create a curtain ending. Overall, the animation was created in Adobe Flash using layers, frames, typography, and motion tools to convey a message through visual effects.
El documento presenta el plan semanal de contenidos del Sr Bogado de la semana del 15 al 20 de junio. La semana incluye clases de ciencias sociales, plástica e historia de lunes a viernes, con recreos y almuerzos. Las clases de ciencias sociales cubren temas sobre el mapa de la Argentina, mientras que las clases de plástica y historia tratan sobre colores, culturas incas y eventos históricos, respectivamente.
The document summarizes daylighting and artificial lighting analyses for two areas in a community library project - a painting area on the first floor and a quiet reading area on the third floor. Both areas are adjacent to glazed facades to take advantage of natural daylight. Calculations show the painting area receives very bright daylight levels while the reading area receives bright levels. Artificial lighting designs with LED downlights were also presented to supplement daylight for both spaces.
The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
EU projects Itilt and smartvet presentation at Ankara conference 2013Ton Koenraad
This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It discusses needs analyses conducted for both projects that informed the development of training materials and modules covering basic interactive whiteboard functions and strategies for structuring lessons. The iTILT project specifically focused on developing resources for teaching foreign languages using interactive whiteboards and establishing an online community of practice for sharing materials. Data was collected from teachers and students in multiple countries to document current interactive whiteboard use and inform the training resources.
EUprojects iTILT & SmartVET presented at ISNIET 2013 conference in Ankara Ton Koenraad
This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It discusses needs analyses conducted for both projects that informed the development of training materials and modules covering basic interactive whiteboard functions and strategies for structuring lessons. The iTILT project specifically focused on developing resources for teaching foreign languages using interactive whiteboards and establishing an online community of practice for sharing materials. Data was collected from teachers and students in multiple countries to document current interactive whiteboard use and inform the training resources.
Project ViTAAL presented at Slanguages conference 2008Ton Koenraad
The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
Euro call2009 iwb_h_utrecht_hheidelbergprojectsTon Koenraad
The document summarizes two related projects involving the use of interactive whiteboards (IWBs) to support learner-centered language teaching. The first project involved developing a model for IWB training for language teachers in Germany based on case studies of teacher competencies and needs. Key findings included the need for teachers to adapt materials and integrate multimedia resources. The second project created an online community of practice called IWB4MFL to share materials and practices for using IWBs in language teaching. The goal was to contribute to teacher education and professional development.
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
Pedagogy, technology and training for language learning and teaching: the ECM...LangOER
- The ECML/ICT-REV project provides training workshops to help language teachers and professionals integrate technology and open educational resources into their teaching.
- Over 15 years it has held workshops across Europe to extend knowledge of ICT tools, discuss pedagogical principles, and establish professional networks.
- It maintains an inventory of over 80 freely available and evaluated ICT tools and OERs with examples of best practices and user feedback.
- Next steps include requesting an ICT-REV workshop, exploring the inventory, and advocating for priority on appropriate teacher training programs.
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.
Presentation to promote the exploitation of results of EU projects to help keep Teacher Education curriculum up to date re educational technology methodology
#EU projects,#
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)
International projects Veliki Bukovec Primary SchoolLidija Kralj
The document discusses the school's involvement in international projects since 1993. It summarizes that the school has been open to new forms of teaching and learning, with enthusiastic teachers bringing projects to the school and the principal's financial and moral support. Some of the projects included international collaborations on topics like languages, geography, architecture, and internet safety. The school aims to connect traditional teaching with modern technologies and international collaboration, while also presenting their activities to parents and the local community.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
This document summarizes Anita Lasić's presentation about her involvement in Erasmus+ projects as the leader of EU projects and Erasmus+ team at Don Mihovil Pavlinović Primary School in Podgora, Croatia. It provides details on several projects the school has participated in since 2008, including Spaceship Santa Maria from 2011-2013, Life on PromethEUs from 2014-2016, and the current project Approaching Better Teaching from 2018-2021. It also lists some of the activities and outcomes of participating in Erasmus+ projects for both teachers and students.
This document summarizes Anita Lasic's presentation about Erasmus+ projects. It discusses several projects she has led at Don Mihovil Pavlinović Primary School in Podgora, Croatia since 2008. These include the Spaceship Santa Maria project from 2011-2013, the Life on PromethEUs project from 2014-2016, and the current Approaching Better Teaching project from 2018-2021 involving four partner schools. The presentation outlines the objectives and activities of these projects, including student debates, handbooks produced, and staff training events. It also lists perceived benefits of participating in Erasmus+ projects for both teachers and students.
Video in Modern Language Education Revisited. Presented by Ton Koenraad (TELLConsult) and Patrick de Boer (Penta College, CSG J. van Liesveldt) at the
Dutch bi-annual National EFL 2015 Conference. Ede, Netherlands
The document is a call for papers for the 2020 ETLTC Virtual ACM Chapter International Conference on Educational Technology and Technology Assisted Language Learning. The conference will focus on the collaboration between using technology in education and language studies, and creating a global platform to discuss technology-assisted language learning. Presentations will be in a virtual format, allowing presenters to upload presentations and participate in discussions remotely. Topic areas for papers include computer-assisted language learning, task-based language learning, and using educational technology in academia and industry.
Similar to Internationalisation and the initial teacher education curriculum’ (20)
Introduction to the second edition of the EU Project iTILT Ton Koenraad
PechaKucha presentation of iTILT project (Interactive language teaching with technology, 2014 - 2017) presented at the Multiplier event organised by the EU project 'MOBILISING AND TRANSFORMING TEACHER EDUCATION PEDAGOGIES' at the PH Karlsruhe, Germany
Presenting the EU project Camelot and the educational potential of videos shot in 3D environments for (language) education in general and CLIL in particular
The document summarizes the Euroversity network, which aims to collect examples of good practices in teaching and learning in virtual worlds. It discusses the network's goals of facilitating knowledge transfer across contexts and providing a framework for a pan-European virtual university. The summary also outlines some of the network's opportunities in reducing costs and barriers to education, as well as some of its challenges around acceptance, access issues, and quality concerns.
One of my contributions to the Dutch national conference on Virtual Worlds http://fontys.nl/Over-Fontys/Fontys-Lerarenopleiding-Tilburg/Professionaliseren/Studiedagen/Nationale-conferentie-Virtuele-Werelden-in-het-onderwijs-op-13-november.htm
on behalf of the CAMELOT project.
http://camelotproject.eu/
Using phones for & of oral skills developmentTon Koenraad
Presentation of an exploratory pilot project on using mobile devices for assessment of and for oral EFL skills at the PechaKucha session of the TISLID 2014 conference in Avila, Spain
Euroversity is an EU Network Project 2011-2014 bringing together know-how and experiences of a great number of organisations and projects. A key result is the Framework of Good Practice, a guide on how to develop educational activities and courses in 3d virtual worlds environments
Ideas on Internationalisation presented at Hogeschool Utrecht, 2011Ton Koenraad
Ton Koenraad presented on internationalization and virtual mobility programs. He discussed his experience developing ICT-related international projects and virtual exchange programs at Hogeschool Utrecht University of Applied Sciences from 1990 to 2011. Some key programs he mentioned include iTILT, e-CLIL, CATS Project, and NIFLAR. He also discussed trends in online learning like increased collaborative production learning, open educational resources, technologies that enable co-creation, and students taking a more active role as members of educational collectives rather than just consumers.
CALL developments presented at final meeting of Etalage project in BudapestTon Koenraad
This document discusses task-supported language teaching and technology-enhanced learning. It provides an overview of criteria for designing effective language learning activities and how different technologies can support various phases of tasks and aspects of second language acquisition. Examples of tools and applications that can be used for content delivery, learner interaction, and assessment are described. The future of language education is discussed in terms of teachers taking on new roles in curriculum design, materials development, and facilitating open classrooms with technological tools and telecollaboration.
CALL developments presented at English for Kids Conference, UtrechtTon Koenraad
This document discusses new developments in computer-assisted language learning. It outlines 5 key areas for the future of language education: the learning environment, the teacher, the learner, methodology, and technology. Regarding technology, it describes how mobile devices are poised to become the "PC of Africa" and how their use can transform language learning through mobile-assisted language learning apps.
NL Teacher ICT competence framework presented at Ankara Conference 2013Ton Koenraad
This document summarizes instruments that support the integration of ICT in education, as developed through collaboration between Faculties of Education in the Netherlands. It describes the Dutch ICT standards for teachers, which were collaboratively developed to describe the knowledge, skills, and attitudes needed as well as define performance criteria. It also discusses models like the 4 in Balance Model, TPACK framework, and examples of how these standards and models have been applied in teacher education programs in the Netherlands.
Developments on Interaction and Interactivity presented at Nevsehi Universit...Ton Koenraad
This document provides an overview of developments in information and communication technologies (ICT) and their implications for teacher education, with a focus on the introduction of interactive whiteboards. It discusses the use of interactive whiteboards in language teaching and provides examples. It also reviews literature on the benefits of interactive whiteboards for enhancing motivation, interaction, and learning complex concepts. Additionally, it introduces models for technological pedagogical knowledge and discusses training opportunities for teachers in using new technologies.
Workshop on NIFLAR project at Coimbra University, PortugalTon Koenraad
This document summarizes the NIFLAR project, which aims to enrich foreign language education through blended learning using video conferencing and 3D virtual worlds. The project's objectives are to promote networked interactions and study their added value. It involves foreign language learners, teachers, and pre-service teachers. The document outlines the educational potential of virtual worlds and describes the design of NIFLAR's 3D virtual learning environment, including different simulation spaces for cultural information, training, and games. It also discusses implementation considerations and provides an overview of pilot experiences and data collection methods to evaluate the project.
Experiences with 3D worlds at Niflar's final symposium, Utrecht Ton Koenraad
This document summarizes NIFLAR's 3D virtual worlds created for language learning. It describes several virtual environments created in Second Life and OpenSimulator, including regions modeled after real-world locations and fantasy settings. These virtual worlds are designed to provide culturally authentic contexts and opportunities for social interaction to improve intercultural communication skills. A variety of pedagogical activities and games are incorporated to support language learning, such as treasure hunts, guided tours, problem-solving puzzles, and communicative games.
Needs analysis presentation at Smartvet_conference_2013Ton Koenraad
PPT summarizing report 'Needs analysis' , researching the training needs among teachers in vocational education in Wicklow, Ireland, presented at the final conference of the SmartVET project
The document provides information about the SmartVET project, which aims to improve training for vocational education teachers in Ireland on the use of interactive whiteboards (IWBs). The project will identify best practices in IWB training from other countries in Europe and provide Irish vocational teachers with competencies and resources to better design lessons and integrate IWBs into their everyday teaching. Project outcomes include analyzing teachers' IWB training needs, an online community for teachers to collaborate, and training programs and materials to be showcased at information bootcamps. Contact details are provided for organizations involved.
Student Teacher roles in 3D world projects in modern language and teacher ed...Ton Koenraad
This document summarizes Ton Koenraad's presentation about using 3D virtual worlds in language education and teacher training projects. It describes two projects involving student teachers: the ViTAAL Project, which included a Virtual Language Village and interactive story activities, and the NIFLAR project, which focused on developing intercultural communication skills through video chat and virtual world tasks. Evaluations found that the projects provided authentic language practice and increased student motivation, but required substantial preparation time and technical issues sometimes arose. Student teachers gained experience designing materials and interacting with students online.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Pride Month Slides 2024 David Douglas School District
Internationalisation and the initial teacher education curriculum’
1. Internationalisation and the initial
teacher education curriculum’
Ton Koenraad (TELLConsult)
European Platform CILO Network Meeting,
Amsterdam, November 2014
8. Aim of the iTILT project
Helping language teachers make the most of
interactive whiteboards
• produce effective IWB training materials for language teachers
• inform teachers of IWB actual practice based on research
• provide a support network for teachers and schools
• bring together teachers from all sectors (primary, secondary,
vocational, tertiary) of education
• encourage the sharing of example lesson plans and resources
• promote reflective practice with IWBs
9. project data
7 countries
6 languages
website with video examples
of IWB-supported classroom
practice with additional
materials
Dutch
English
French
Spanish
Turkish
Welsh
Belgium
France
Germany
Netherlands
Spain
Turkey
UK
primary
secondary
university
vocational
4 sectors
44 teachers, 81 films, 267 clips
10. Development of the project
IWB
Training
Data
Collection
Website
January
2011
April
2013
11. The iTILT
Training Manual
introduction to IWBs
examples of activities for teaching the various
skills & Focus on Form (grammar & vocab)
criteria for the selection and design of IWB-
based language teaching materials
12. Electronic Flipcharts
• description of the activity and
steps to be taken by teacher
and students
activity
• aim of the activity
• learning goalsaim
• explains how the flipchart
was designeddesign
• potential of the activity in
comparison to former
methods
potential
13. Data Collection
teacher interviews
video stimulated reflection
learner reflections
group interviews with 4-5 students
class filming
2 visits to 6 teachers in 7 partner countries
16. Practice Reports Database
• More than 250 practice reports
• 6 languages (EN, CY, FR, ES,
TR, NL)
• different educational sectors
P
r
a
c
t
i
c
e
R
e
p
o
r
t
s
17.
18. Criteria for the design of IWB-based Material
www.itilt.eu
Materials promote learning by doing as opposed to lecture
content
Materials allow learners to demonstrate understanding
and help teachers to evaluate learning
Materials create opportunities for learners to assess their
own performance without teacher intervention
Methodological Principles
19. Criteria for the design of IWB-based Material
www.itilt.eu
Activities have a clear language learning objective; they
are not only designed for enjoyment
Materials provide linguistic and/or cognitive support to help
learners understand input
Materials provide linguistic and/or cognitive support to
maximise learners' language production
Pedagogical Activities
20. Project related research
Has the introduction of new classroom technologies led to innovative
MFL pedagogical approaches?
Cutrim Schmid, E. and Whyte, S. (2012) ‘Interactive whiteboards in state
school settings: teacher responses to socio-constructivist hegemonies.’ Language
Learning and Technology, 16(2), pp. 65 – 86.
Exploring how teachers use IWB for language teaching:
Whyte, S., Beauchamp, G., & Hillier, E. (2012). Perceptions of the IWB for
second language teaching and learning: the iTILT project.
In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing,
EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp.
320-6).
Challenges and opportunities arising during the development of OERs
Whyte, S., Cutrim Schmid, E., van Hazebrouck, S., & Oberhofer, M.
(2013). Open educational resources for CALL teacher education: the iTILT interactive
whiteboard project. Computer Assisted Language Learning, 27 (2), 122-148.
21. More References in the paper & handout
Hillier, E., Beauchamp, G., & Whyte, S. (2013). A study of self-efficacy in
the use of interactive whiteboards across educational settings: a
European perspective from the iTILT project. Educational Futures, 5 (2)
http://www.educationstudies.org.uk/materials/emily_hillier_besav3.pdf
Koenraad, A.L.M. (2008). Interactive Whiteboards in educational
practice: the research literature reviewed.
http://www.elearningeuropa.info/files/media/media24055.pdf
Koenraad, A.L.M. (2012). Needs analysis research report. EU Project
SmartVET.
Whyte, S. (2013). Interaction and interactivity in technology-rich second
language classrooms: the iTILT project in France. WorldCALL, 11-13
July, 2013.
Whyte, S., & Alexander, J. (2013). Learning to Use Interactive
Technologies for Language Teaching: Video Diaries for Teacher Support
in the iTILT Project. Atelier didactique SAES, Dijon, France,18 May.
22. iTILT Project #2 (2014 – 2017):
IWB + MALL (Mobile Assisted Language Learning)
APPS for:
-Dictionaries
-Text comprehension
-Games
-Grammar-focus
-Listening
-Reading (Literature)
-Vocab development (flashcards)
-Access to LMS (Moodle, courseware)
Interested in getting involved?
24. Rationale
(Kennewell, 2006; Higgins et al., 2007; Koenraad, 2008;
Thomas & Cutrim Schmid, 2010)
Limited uptake in specific
subject areas and
educational sectors
Teacher skills key in
realising added value
IWB underused in Irish
VET sector
29. 3D worlds for cultural info & ICC competence development
through encounters and events
30. Wat zijn virtuele werelden en wat kan je
ermee in het onderwijs?
Kristi Jauregi (Fontys Hogescholen, Uni. Utrecht)
Ton Koenraad (TELLConsult)
30
Link
51. 51
Toegevoegde waarde (6)
Veel mogelijkheden om je onderwijs te verrijken
Onderwijs op afstand
Blended learning
Flipping the classroom
Telecollaboration
Stage begeleiding
59. The ViTAAL Project
• R & D for 3 Activity Formats:
1. Language Village:
training & testing
2. Interactive narrative
LanguageQuest
3. Events and
Fun Activities
60. Format 1: Virtual Language Village
Pupils
•Teachers
• Student
Teachers &
Trainers
•Fellow pupils
61. Virtual Language Village: Organisation
• Production / Mentor Team
A’dam student teachers (n=18)
• Materials:
paper based prep. activities,
CEF Level A1-A2
194 pp.
• Participants
2 schools, 1 class each
Age: 13-14
Student teacher mentored
groups (size: n=3)
64. The Interactive LanguageQuest
• Rationale:
Enhance the WebQuest concept
using story development and
embedding ‘live’ interaction
• Design principles
- LanguageQuest design criteria
- Competitive pupil teams (n=5)
- teacher-coached f2f team
sessions & in-world meetings with
story characters (student mentors)
- formal assessment of interim
products & final team results by
teacher
65. Interactive LanguageQuest: Organisation
• Production / Actor Team
A’dam student teachers (n=7)
• Materials:
- Original storyline,
- CEF-based inputs & tasks
( A2 – B1)
- specifically designed LQuest
template
• Participants
- 1 school, 1 class
Age: 16-17
- 1st year student teachers
(n=7)
67. Evaluation:
Teacher educator perspective
• Great chance for
linking theory to
practice
• Implementation of
experiential learning
in teacher ed.
• Collaboration with
schools is vital
• Current module is too
demanding: further
phasing of curriculum
content
• Critical trainer’s skills:
- coaching student
production teams
- personal ICT / AW
skills
68. (student) Teacher professional
development for SCMC enhanced
language teaching and research
(student) Teacher professional
development for SCMC-
enhanced language teaching
and research
69. NIFLAR project aims
• Exploring the added value of video-web communication
(VWC) and virtual worlds (VW) for the development of
intercultural communicative and competence in L2
Development of design principles for effective L2 tasks
in VWC and VW
• Learning Blend:
Focus on (language) learners AND student teachers
70. Task aims for language learners and
student teachers
• Enhancing FL intercultural communicative
competence (ICC):
authentic and fucntional NS – NNS interaction
• Promoting pedagogical awareness on:
Intercultural communicative competence
Challenges and opportunities of VWC and/or VW
by participation in task design and action research
73. Student teacher roles
• task designers
• task implementers
• NS interlocutors
• researchers of task effects:
– on interaction
– on language development
– on intercultural development
– on motivation
• researchers of VLE-related challenges and
pitfalls
76. Evaluation pre-service teachers
• Use & implement SCMC-tools to enhance
authentic interaction
• Task design to promote ICC
• Greater awareness of problems learners face in
L2 communication
• Support learners using pedagogical strategies &
multimodal affordances of the specific
environment.
77. The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.
77
78. • Project: 3-year (2011 – 2014) multilateral &
transversal network LLP KA3 (ICT)
• Origin: synergies between related EU projects
(Avalon, AVATAR, NIFLAR, etc.)
• Coordinator: University of HULL
• Network: 19 partners, 14 countries &
> 20 associated partners
78
79. Aims of the Project
• Collect examples of good practice in teaching and
learning in virtual worlds from different subjects and
contexts
• Facilitate the transfer of core
• knowledge to new contexts
• Exploitation of existing
partner resources
79
Case studies:
http://euroversity.pbworks.com/
80. The EUROVERSITY network is funded under the grant agreement
number 518944-LLP-1-2011-1-UK-KA3-KA3NW with the Education,
Audiovisual and Culture Executive Agency, European Union.
This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.
EUROVERSITY gaat verder
als stichting. Word lid! 80
82. Ton Koenraad (TELLConsult)
Nationale Conferentie Virtuele
Werelden
13 november 2014, Tilburg
Netherlands
Machinima in het taalonderwijs.
Virtuele werelden als studio’s voor de productie van
video lesmateriaal.
83. Aims and Objectives
1. Create, test & share machinima exploring the role of
visual communication in language learning
2. Produce guidelines & training about how to create
them
3. Promote teacher autonomy and blended learning
4. Create an online community of practice
84. MFL Pedagogical
Functions
• Introduce a new topic
• Introduce special /
CLIL language
content
• Visualise meaning
• Model language use
• Promote extensive
reading motivation
• The eye
• If I could fly…
• Making a call
• Professional skills
training
• Book trailer
85. MFL Pedagogical
Functions
• Provide context for
tasks & projects
• Telecollaborative
projects
• Subtitling,
synchronous
reporting processes,
content presentation
• Transmedia
storytelling
• Blended: 2D + 3D
activities
• Intercultural
exchanges,
What if …
86. Machinima as input for learning
objects:
with content processing scaffolds
For blended learning &
classroom flipping
87. Machinima as input for learning objects:
Focus on form activities & comprehension
assessment
89. More info on:
- Practitioner reports
- Camelot film productions
- Training options
- Joining the Camelot network
CAMELOT
Language Learning with Machinima
92. Registration for Summercourses at:
www.tellconsult.eu
• ICT for oral skills
&
telecollaboration
• IWB - in
Education
• Promoting
Dialogue using
the IWB
Again in 2015. Here in...?