This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
The document describes an e-learning initiative at a university that established several solutions to improve their e-learning offerings, including:
1) Implementing a learning content management system (LCMS) to create a centralized repository for learning objects.
2) Breaking down existing courses into 2,000 reusable learning objects.
3) Setting up a production studio for recording videos, podcasts, and live streams.
4) Providing authoring tools and training to allow faculty to produce and contribute their own interactive learning objects.
This document summarizes a case study on blended learning at Tampere University of Technology, Pori Unit in Finland. The university implemented blended learning to increase student enrollment numbers and improve the school's finances. They developed video materials and online courses using MOOCs and flipped classroom techniques. After two years, blended learning has been successful - student numbers and the school's finances improved, and students and teachers responded positively. The university is continuing blended learning development through the KASKU project, which tests new techniques like recording classroom lectures and developing online exam rooms.
The document discusses integrating Khan Academy with Moodle to address remedial education needs. It describes using a Khan Academy clone within Moodle to allow single sign-on, aligned student enrollment and grading. The integration would allow teachers to create custom exercises and videos within Moodle courses. The system is currently being piloted at Institute of Technology Sligo and is deployed across several US schools.
HE Forum CCB Realities In Teaching. Andy CloweHAROLDFRICKER
The document discusses a college's media streaming solution and its role in teaching and learning. It examines how streaming can engage learners, reinforce learning, and provide current information. While not all content is useful, streaming provides easy access to information students can revisit. Streaming adds an additional resource to the college's virtual learning environment and increases student engagement. The college aims to build skills sharing between lecturers and improve the sense of community through shared experiences. Future developments include expanding streaming availability, recording more practical skills, and focusing provision based on usage statistics.
This document provides information and instructions for a Blackboard training session on using Blackboard for careers purposes. The session will cover customizing courses and organizations on Blackboard, adding engaging content like videos and links, and using tools like blogs, journals and discussion boards. Attendees will have hands-on practice setting up a sample careers-focused course and adding different content and activities. Support resources for working with Blackboard are also outlined. The session aims to give participants confidence and skills for setting up effective Blackboard pages to support student careers.
This presentation discusses virtual learning environments (VLEs), e-learning, and introducing virtual reality into e-learning. It defines VLEs as enhancing learning through computers and the internet, and e-learning as utilizing electronic resources for teaching. The presentation addresses choosing appropriate VR content and platforms, issues to consider when using VLEs, common VLE tools, and the advantages and impacts of e-learning including cost and time savings as well as improved access and communication. It concludes that virtual reality is growing in popularity for e-learning.
This document discusses the Carpe Diem approach for designing flexible MOOCs. The Carpe Diem approach involves 6 stages: 1) Blueprint, 2) Storyboard, 3) Prototype, 4) Check Reality, 5) Review and Adjust, and 6) Action Plan. It notes two challenges for a video course team in applying this approach: 1) How to introduce the value of the Carpe Diem approach and 2) How to explain the specific nature of designing a MOOC. The document appears to be from a presentation on using the Carpe Diem approach for MOOC design.
This document summarizes research on the impact of MOOCs on campus education at Delft University of Technology. It finds that at least 87% of the university's MOOCs were being used on campus, primarily to flip classrooms or supplement existing courses. Faculty reported that campus students benefited from using MOOC material, with improved grades and retention. The use of open educational resources increased as well. Overall, MOOCs positively impacted campus education by modernizing teaching approaches and resources.
The document describes an e-learning initiative at a university that established several solutions to improve their e-learning offerings, including:
1) Implementing a learning content management system (LCMS) to create a centralized repository for learning objects.
2) Breaking down existing courses into 2,000 reusable learning objects.
3) Setting up a production studio for recording videos, podcasts, and live streams.
4) Providing authoring tools and training to allow faculty to produce and contribute their own interactive learning objects.
This document summarizes a case study on blended learning at Tampere University of Technology, Pori Unit in Finland. The university implemented blended learning to increase student enrollment numbers and improve the school's finances. They developed video materials and online courses using MOOCs and flipped classroom techniques. After two years, blended learning has been successful - student numbers and the school's finances improved, and students and teachers responded positively. The university is continuing blended learning development through the KASKU project, which tests new techniques like recording classroom lectures and developing online exam rooms.
The document discusses integrating Khan Academy with Moodle to address remedial education needs. It describes using a Khan Academy clone within Moodle to allow single sign-on, aligned student enrollment and grading. The integration would allow teachers to create custom exercises and videos within Moodle courses. The system is currently being piloted at Institute of Technology Sligo and is deployed across several US schools.
HE Forum CCB Realities In Teaching. Andy CloweHAROLDFRICKER
The document discusses a college's media streaming solution and its role in teaching and learning. It examines how streaming can engage learners, reinforce learning, and provide current information. While not all content is useful, streaming provides easy access to information students can revisit. Streaming adds an additional resource to the college's virtual learning environment and increases student engagement. The college aims to build skills sharing between lecturers and improve the sense of community through shared experiences. Future developments include expanding streaming availability, recording more practical skills, and focusing provision based on usage statistics.
This document provides information and instructions for a Blackboard training session on using Blackboard for careers purposes. The session will cover customizing courses and organizations on Blackboard, adding engaging content like videos and links, and using tools like blogs, journals and discussion boards. Attendees will have hands-on practice setting up a sample careers-focused course and adding different content and activities. Support resources for working with Blackboard are also outlined. The session aims to give participants confidence and skills for setting up effective Blackboard pages to support student careers.
This presentation discusses virtual learning environments (VLEs), e-learning, and introducing virtual reality into e-learning. It defines VLEs as enhancing learning through computers and the internet, and e-learning as utilizing electronic resources for teaching. The presentation addresses choosing appropriate VR content and platforms, issues to consider when using VLEs, common VLE tools, and the advantages and impacts of e-learning including cost and time savings as well as improved access and communication. It concludes that virtual reality is growing in popularity for e-learning.
This document discusses the Carpe Diem approach for designing flexible MOOCs. The Carpe Diem approach involves 6 stages: 1) Blueprint, 2) Storyboard, 3) Prototype, 4) Check Reality, 5) Review and Adjust, and 6) Action Plan. It notes two challenges for a video course team in applying this approach: 1) How to introduce the value of the Carpe Diem approach and 2) How to explain the specific nature of designing a MOOC. The document appears to be from a presentation on using the Carpe Diem approach for MOOC design.
This document summarizes research on the impact of MOOCs on campus education at Delft University of Technology. It finds that at least 87% of the university's MOOCs were being used on campus, primarily to flip classrooms or supplement existing courses. Faculty reported that campus students benefited from using MOOC material, with improved grades and retention. The use of open educational resources increased as well. Overall, MOOCs positively impacted campus education by modernizing teaching approaches and resources.
The use of Video in Learning and Development ProgramsJeff Potocki
This document discusses using video in training and organizational networks. It provides examples of different video formats that can be used like role plays, demonstrations, interviews, and panel discussions. Advantages of video include supporting just-in-time learning, distribution to different devices, user generation of content, and low production costs. Tips are provided for planning video projects, basic instructional design for video, and creating video on a small budget.
User Engagement and Learning Outcomes: How NUI Galway is Changing the way Stu...Sharon Flynn
NUI Galway has been using various video projects to engage students and improve learning outcomes, such as screencasts for biomedical science and Irish language tutorials. The number of video contributions and contributors has grown significantly from 2012 to 2014, as has the number of media entries played. The document discusses how providing opportunities for student-created video content can encourage participation and support learning both inside and outside the classroom.
Supporting the use of video for teaching and learning Sharon Flynn
The document discusses using video in teaching and learning through the Blackboard LMS at the National University of Ireland, Galway. It notes the rise of video and its current uses at NUI Galway, including for course content, demonstrations, student presentations, and assignments. Initial feedback from students praises the improved video quality and controls of the new format. The document emphasizes implications for staff development, including raising awareness of video tools and helping instructors develop necessary skills for using video effectively.
UnitedStreaming is a digital video resource from Discovery Education containing over 5,000 educational videos. It allows teachers to integrate video clips into their lessons and assignments. The site includes curriculum-aligned videos, lesson plans, quizzes, and other interactive tools to engage students. A free trial is available, with subscription packages providing unlimited access to the library of videos.
Catherine Sicurella - Strategy Sessions: Creating interactive classroom and w...LearningandTeaching
Moodle offers a lot of tools in bringing lessons to life. It also allows us to re-imagine assessments; how we can prepare students for summative assessments and create engaging formative assessments. In this event two teachers share ways they have improved assessment activities using Moodle.
In these slides, Catherine Sicurella presents on the power of PowerPoint in creating online summary videos of offline lectures
Presentation for the Media and Learning webinar on 15th October 2015. A recording of the webinar is available at: http://association.media-and-learning.eu/portal/resource/ml-webinar-meeting-challenges-providing-campus-wide-video-services
This document summarizes eLearning technologies, training, and open educational resources provided by the Washington State Board for Community and Technical Colleges. The main technologies are Canvas for learning management, Panopto for lecture capture, and Collaborate for web conferencing. Training includes introductory courses on Canvas, Quality Matters for online course design, and using open educational resources. The board promotes open policies and practices to increase access to open resources for students and staff.
The document discusses the implementation of video conferencing across schools in St. Helens Local Education Authority. It outlines the vision to provide all schools access to high quality video conferencing. Over 75 video conferencing endpoints have been deployed across primary, secondary, special and pupil referral units. Schools have been provided with training and support to use video conferencing for curriculum development, collaboration, and professional development. Examples of potential video conferencing uses include lessons, expert interviews, competitions, and networking between schools.
- Francesco Group has been using Moodle to create a blended learning environment for their hairdressing apprentices, combining classroom and online learning. They have developed courses that mirror the units taught in the classroom and allow learners to work at their own pace. Learners are rewarded with badges for completing elements and courses. Moodle allows for collaboration, instant feedback and 24/7 access to expand learners' skills and knowledge. Francesco Group plans to continue expanding their use of Moodle to include additional courses and more interactive content.
National University of Ireland Galway conducted a pilot project integrating the Kaltura video platform into their Blackboard learning management system. In the first year, Kaltura was installed on test and production environments and a small group of academic users participated in an initial pilot study. Student feedback indicated that video quality and playback controls were an improvement over the previous format. Going forward, NUI Galway aims to expand Kaltura usage across more courses and take advantage of its customization and content sharing capabilities.
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Cou...cccscoetc
CCCS successfully moved many Career and Technical Education (CTE) courses to blended/hybrid formats. Originally only 15 of 122 relevant courses were hybrid, but a deadline of December 2013 required all 122 be hybrid. CCCS developed a plan with the following steps:
1) Analyze certificates and courses, identifying high-enrollment and certifiable courses for hybrid conversion.
2) Create a course development plan with benchmarks and incentives for colleges to share hybrid courses.
3) Work with faculty through onsite instructional designers to "chunk" content into online and hands-on activities, and assess quality.
4) Publish hybrid courses openly online to increase enrollment in certificate programs and meet industry demands within
Lecture Capture at the University of NottinghamMELSIG
The summary is as follows:
1) Lecture capture at the University of Nottingham started as a pilot program in 2008-2009 with a small number of lecture theaters being equipped with capture hardware and an opt-in service for academic staff.
2) Currently, lecture capture has expanded to over 300 rooms, all academic staff are registered by default, and approximately 200 events are captured per week.
3) Looking ahead, the university is considering a project to capture all lectures globally by default at scale, which could involve capturing over 4,000 events per week, storing over 120 terabytes of content annually, and delivering peak bandwidth of over 4.5 gigabits per second.
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
This document summarizes a virtual exchange program that allows students to take online courses from leading universities around the world to enrich their portfolio without having to travel. Some key benefits outlined include accessing world-class instructors, studying flexibly online or in-person, gaining credits, and connecting with an international student community. So far over 700 students have enrolled across 40 courses in various fields. Feedback from students has been positive about the flexibility and learning useful career skills. Some challenges include differing operational approaches between institutions and ensuring scalability of administration as the program grows.
This document discusses key aspects in the theory and practice of online learning. It covers instructional design considerations for online courses, the evolution of online learning from early text-based courses to today's use of learning management systems, and strategies for effective online course development and teaching. Faculty support, active learning, technical skills, and collaborative course development are important factors for creating high-quality online instruction.
This document summarizes the history and goals of open and online education at Delft University of Technology. It began with OpenCourseWare in 2007 and MOOCs in 2013. The goals are to educate the world, improve education quality, find new revenue models, and conduct relevant research. Delft offers a range of open courses from OpenCourseWare to online academic courses, as well as professional certificates and microcredentials. It supports online learning through instructional design, multimedia, and evaluation. Blended learning combines online and on-campus education to enrich students' experience.
Evaluating teaching and learning in MOOCsJanine Kiers
This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.
Current Developments in English for Academic Specific and Occupational Purposesmarkkski1
“Current Developments in English for Academic, Specific and Occupational Purposes” is a new book published in March 2007 by the ESP SIG & IATEFL.
To obtain a copy of the e-book (which can be purchased electronically or as a deluxe DVD/CD edition) please write an email to craig@iatefl.org
To make enquiries about the book itself, and future titles like this which the IATEFL ESP SIG is going to publish later on this year, and next year, please email ESPsig@iatefl.org or markkski2@gmail.com
We hope that the ‘sneak preview’ of the book on Slideshare will raise awareness of the title in the global academic community while putting us in touch with like-minded ESP and EAP professionals.
Mark Krzanowski
IATEFL ESP Co-ordinator
May 2007
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
This document provides an analysis of the Marine Corps Supply Management Unit's (SMU) internal operations and their effect on warfighters. It summarizes a project analyzing the SMU's requisition management cycle and distribution capabilities to identify areas for improvement. The objectives included analyzing current requisition procedures, the Marine Corps' continuous process improvement program, and incentives in logistics contracts supporting SMU operations. Data collection involved reviewing SMU publications and procedures, past continuous process improvement projects, and contracts supporting SMU transportation and supply management. The analysis focused on the Camp Pendleton continuous process improvement program, Camp Lejeune contracts, distribution methods within the pull replenishment system, and a transportation contract supporting Camp Pendleton's SM
The use of Video in Learning and Development ProgramsJeff Potocki
This document discusses using video in training and organizational networks. It provides examples of different video formats that can be used like role plays, demonstrations, interviews, and panel discussions. Advantages of video include supporting just-in-time learning, distribution to different devices, user generation of content, and low production costs. Tips are provided for planning video projects, basic instructional design for video, and creating video on a small budget.
User Engagement and Learning Outcomes: How NUI Galway is Changing the way Stu...Sharon Flynn
NUI Galway has been using various video projects to engage students and improve learning outcomes, such as screencasts for biomedical science and Irish language tutorials. The number of video contributions and contributors has grown significantly from 2012 to 2014, as has the number of media entries played. The document discusses how providing opportunities for student-created video content can encourage participation and support learning both inside and outside the classroom.
Supporting the use of video for teaching and learning Sharon Flynn
The document discusses using video in teaching and learning through the Blackboard LMS at the National University of Ireland, Galway. It notes the rise of video and its current uses at NUI Galway, including for course content, demonstrations, student presentations, and assignments. Initial feedback from students praises the improved video quality and controls of the new format. The document emphasizes implications for staff development, including raising awareness of video tools and helping instructors develop necessary skills for using video effectively.
UnitedStreaming is a digital video resource from Discovery Education containing over 5,000 educational videos. It allows teachers to integrate video clips into their lessons and assignments. The site includes curriculum-aligned videos, lesson plans, quizzes, and other interactive tools to engage students. A free trial is available, with subscription packages providing unlimited access to the library of videos.
Catherine Sicurella - Strategy Sessions: Creating interactive classroom and w...LearningandTeaching
Moodle offers a lot of tools in bringing lessons to life. It also allows us to re-imagine assessments; how we can prepare students for summative assessments and create engaging formative assessments. In this event two teachers share ways they have improved assessment activities using Moodle.
In these slides, Catherine Sicurella presents on the power of PowerPoint in creating online summary videos of offline lectures
Presentation for the Media and Learning webinar on 15th October 2015. A recording of the webinar is available at: http://association.media-and-learning.eu/portal/resource/ml-webinar-meeting-challenges-providing-campus-wide-video-services
This document summarizes eLearning technologies, training, and open educational resources provided by the Washington State Board for Community and Technical Colleges. The main technologies are Canvas for learning management, Panopto for lecture capture, and Collaborate for web conferencing. Training includes introductory courses on Canvas, Quality Matters for online course design, and using open educational resources. The board promotes open policies and practices to increase access to open resources for students and staff.
The document discusses the implementation of video conferencing across schools in St. Helens Local Education Authority. It outlines the vision to provide all schools access to high quality video conferencing. Over 75 video conferencing endpoints have been deployed across primary, secondary, special and pupil referral units. Schools have been provided with training and support to use video conferencing for curriculum development, collaboration, and professional development. Examples of potential video conferencing uses include lessons, expert interviews, competitions, and networking between schools.
- Francesco Group has been using Moodle to create a blended learning environment for their hairdressing apprentices, combining classroom and online learning. They have developed courses that mirror the units taught in the classroom and allow learners to work at their own pace. Learners are rewarded with badges for completing elements and courses. Moodle allows for collaboration, instant feedback and 24/7 access to expand learners' skills and knowledge. Francesco Group plans to continue expanding their use of Moodle to include additional courses and more interactive content.
National University of Ireland Galway conducted a pilot project integrating the Kaltura video platform into their Blackboard learning management system. In the first year, Kaltura was installed on test and production environments and a small group of academic users participated in an initial pilot study. Student feedback indicated that video quality and playback controls were an improvement over the previous format. Going forward, NUI Galway aims to expand Kaltura usage across more courses and take advantage of its customization and content sharing capabilities.
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Cou...cccscoetc
CCCS successfully moved many Career and Technical Education (CTE) courses to blended/hybrid formats. Originally only 15 of 122 relevant courses were hybrid, but a deadline of December 2013 required all 122 be hybrid. CCCS developed a plan with the following steps:
1) Analyze certificates and courses, identifying high-enrollment and certifiable courses for hybrid conversion.
2) Create a course development plan with benchmarks and incentives for colleges to share hybrid courses.
3) Work with faculty through onsite instructional designers to "chunk" content into online and hands-on activities, and assess quality.
4) Publish hybrid courses openly online to increase enrollment in certificate programs and meet industry demands within
Lecture Capture at the University of NottinghamMELSIG
The summary is as follows:
1) Lecture capture at the University of Nottingham started as a pilot program in 2008-2009 with a small number of lecture theaters being equipped with capture hardware and an opt-in service for academic staff.
2) Currently, lecture capture has expanded to over 300 rooms, all academic staff are registered by default, and approximately 200 events are captured per week.
3) Looking ahead, the university is considering a project to capture all lectures globally by default at scale, which could involve capturing over 4,000 events per week, storing over 120 terabytes of content annually, and delivering peak bandwidth of over 4.5 gigabits per second.
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
This document summarizes a virtual exchange program that allows students to take online courses from leading universities around the world to enrich their portfolio without having to travel. Some key benefits outlined include accessing world-class instructors, studying flexibly online or in-person, gaining credits, and connecting with an international student community. So far over 700 students have enrolled across 40 courses in various fields. Feedback from students has been positive about the flexibility and learning useful career skills. Some challenges include differing operational approaches between institutions and ensuring scalability of administration as the program grows.
This document discusses key aspects in the theory and practice of online learning. It covers instructional design considerations for online courses, the evolution of online learning from early text-based courses to today's use of learning management systems, and strategies for effective online course development and teaching. Faculty support, active learning, technical skills, and collaborative course development are important factors for creating high-quality online instruction.
This document summarizes the history and goals of open and online education at Delft University of Technology. It began with OpenCourseWare in 2007 and MOOCs in 2013. The goals are to educate the world, improve education quality, find new revenue models, and conduct relevant research. Delft offers a range of open courses from OpenCourseWare to online academic courses, as well as professional certificates and microcredentials. It supports online learning through instructional design, multimedia, and evaluation. Blended learning combines online and on-campus education to enrich students' experience.
Evaluating teaching and learning in MOOCsJanine Kiers
This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.
Current Developments in English for Academic Specific and Occupational Purposesmarkkski1
“Current Developments in English for Academic, Specific and Occupational Purposes” is a new book published in March 2007 by the ESP SIG & IATEFL.
To obtain a copy of the e-book (which can be purchased electronically or as a deluxe DVD/CD edition) please write an email to craig@iatefl.org
To make enquiries about the book itself, and future titles like this which the IATEFL ESP SIG is going to publish later on this year, and next year, please email ESPsig@iatefl.org or markkski2@gmail.com
We hope that the ‘sneak preview’ of the book on Slideshare will raise awareness of the title in the global academic community while putting us in touch with like-minded ESP and EAP professionals.
Mark Krzanowski
IATEFL ESP Co-ordinator
May 2007
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
This document provides an analysis of the Marine Corps Supply Management Unit's (SMU) internal operations and their effect on warfighters. It summarizes a project analyzing the SMU's requisition management cycle and distribution capabilities to identify areas for improvement. The objectives included analyzing current requisition procedures, the Marine Corps' continuous process improvement program, and incentives in logistics contracts supporting SMU operations. Data collection involved reviewing SMU publications and procedures, past continuous process improvement projects, and contracts supporting SMU transportation and supply management. The analysis focused on the Camp Pendleton continuous process improvement program, Camp Lejeune contracts, distribution methods within the pull replenishment system, and a transportation contract supporting Camp Pendleton's SM
English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
Teacher Talking Time and Students Talking Time in English for Academic Purpos...Dwi Firli Ashari
Paper presentation in The Third International Language and Language Teaching Conference (LLTC) 2016 on 21 – 22 October 2016 in Sanata Dharma University, Yogyakarta.
This document summarizes a study that investigated situational factors that motivate learners to read English for academic purposes (EAP). The study surveyed 248 Taiwanese university students about their EAP reading experiences. Factor analysis identified three main factors that influence motivation: teacher facilitation, reading requirements, and text facilitation (e.g. highlighted key points). Students reported being most willing to read texts in business-related fields like economics. The study suggests EAP teachers provide consultation, consider language needs in text selection, and start with less demanding content. Limitations include the specific sample and limited questionnaire items.
A Tool for Determining an Optimal Model of Student Engagement in Wikis for Le...Cristina Felea
Paper presented at the 10th eLearning and Software for Education Conference - eLSE 2014, Bucharest 24-25 April
The problem of learners’ engagement is receiving renewed attention against the background of the transition from traditional to technology enhanced learning environments and the ensuing shift from the transmission to the (co)construction of knowledge model in teaching/learning.
Recent studies on the use of social media for academic purposes have also revealed transformations in student and teacher roles and behavior. This study is part of an ongoing research on various pedagogical aspects related to early adoption of Web 2.0 tools (wikis) in a blended language learning program of English for Academic Purposes attended by undergraduate students in social sciences in a Romanian university.
The authors’ prior research on student behavior suggested low participation levels during the semester and high activity under the pressure of finals. Our current objective is to continue the research in an attempt to provide a more accurate learner profile that could help teachers improve the learning environment to further activate their students.
We applied the ROC analysis, a cost/benefit analysis of diagnostic decision making, in order to diagnose the features of students who would use successfully a Web 2.0 tool for learning. The study aims to exemplify how ROC analysis can be used to offer a classification of students with positive/negative inclinations to adopt a Web 2.0 tool by eliminating the false positives,respectively the false negatives.
Consequently, it may become a tool to select a possible optimal model to be considered in the process of needs analysis and of taking important decisions regarding teaching methods, course contents and design.
This document outlines the objectives and content of an English for Academic Purposes class. The general objective is to develop students' reading abilities in academic texts relevant to their fields like geology, physics, biology, chemistry, and renewable energy engineering. Specifically, the class aims to teach students to recognize modal verbs and hedges, and understand their importance in indicating certainty in academic writing, especially in discussions and conclusions. The document then defines and provides examples of auxiliary verbs, modal verbs, and hedges and their uses in academic language.
Presented at the Beyond Books Conference http://www.oucs.ox.ac.uk/ltg/events/beyond2012/ hosted by Oxford University Computing Services on June 12, 2012.
Current English for Specific Purposes & English for Academic Purposes: Mains...Mark Krzanowski
This document summarizes a talk on developments in English for Academic Purposes (EAP) and English for Specific Purposes (ESP). It discusses how EAP and ESP have evolved from separate fields to a more integrated approach. It also addresses challenges in teaching EAP and ESP, such as a lack of materials for certain disciplines. Examples are provided of genre-specific assessments in various academic fields like engineering, nursing, and law. The document concludes that EAP and ESP are now mainstream rather than peripheral fields, and continuous professional development is essential for English language teachers.
Arágon et all english grammar in context for academic and professional purp...Telma Ventura
Science has become pervasive in modern societies and communicating scientific achievements to the wider public is important. There are many forms of scientific literature that fulfill this need, including scientific journals, magazines, books, and websites. More people are also being attracted to careers in science popularization and journalism.
Effective vocabulary teaching strategies for the english for academic purpos...NOR RUBA'YAH ABD RAHIM
The document discusses effective vocabulary teaching strategies for English for Academic Purposes ESL classrooms. It provides definitions of key terms like vocabulary, academic vocabulary, and lexicon. It also outlines how vocabulary is learned and explores best practices in vocabulary instruction employed at three educational institutions in the U.S.
This document discusses English for Academic Purposes (EAP). EAP focuses on analyzing students' academic language needs and the linguistic structures of academic texts. It teaches formal academic genres like research papers and dissertations, with a focus on reading and writing. EAP courses are tailored to students' immediate academic needs, teaching only the vocabulary, grammar, topics, and communicative skills relevant to their fields of study. The goal is to provide practical English language training for academic contexts.
English for Academic Purposes (EAP) vs. general English—a 101 crash course. ...Macmillan Russia
This presentation discusses the differences between teaching English for Academic Purposes (EAP) versus general English. EAP has grown in popularity with the increase in international students seeking to study at English-speaking universities. The presentation provides an overview of how EAP classes should prepare students for the demands of studying abroad by focusing on skills like academic writing, debate, and structuring arguments. In contrast to only preparing for exams, EAP aims to help students communicate effectively in real academic settings. The presentation also demonstrates activities from Macmillan's new EAP series that help students develop these important skills.
This document outlines the reasons for learning English for academic and professional purposes, as well as the strategy and execution of an English course. It discusses how language plays an important role in thinking, communication, social life, and academics. English is important for professionals for quality, satisfaction, and marketing. The strategy involves considering psychological, sociological, and resource factors. The course structure includes introduction, grammar revision, vocabulary, and common usage lessons. It provides details on schedule, fees, and location.
This document provides an overview of English for Academic Purposes (EAP) and key aspects of academic writing. EAP focuses on developing the language skills needed to function in an English-speaking academic environment. The standard structure for academic texts includes an introduction presenting the topic and argument, a body section developing and discussing the argument through analysis and results, and a conclusion summarizing the main points. Academic writing involves posing a question or problem and answering it through informed argumentation to inform, argue a position, or persuade. Features of academic texts include complexity, formality, precision, objectivity, explicitness, accuracy, hedging, and responsibility in making and justifying claims.
E-learning involves teaching and learning done mainly at a distance via personal computers and the internet. It can be delivered through a learning platform or virtual learning environment (VLE) that allows tutors to track student activities and provides tools for assessment. There are advantages to VLEs like allowing tutors to monitor student logins and activities. Designing an online course requires considering delivery methods, content, student needs, tasks and materials, assessment, and teacher support. It is important to involve students and ensure they have the needed computer skills and expectations when developing an online learning environment.
This document summarizes an introduction to ePortfolios presentation given at the University of British Columbia. It provides examples of how ePortfolios are being used at UBC in different faculties like Education, Nursing, and Dentistry. It also discusses the history of ePortfolio use at UBC over a three-year initiative and examples from other institutions. Hands-on activities are suggested to have attendees create their own ePortfolio using WordPress. Challenges and opportunities around sustaining an ePortfolio community of practice are discussed.
These slides are an overview of the new English Australia CPD Framework, Sophie and Clare have both been involved in the development and consultations about the framework and show the steps involved in using the Framework as well as the theoretical underpinnings.
This document discusses e-portfolios for students and teachers. It defines an e-portfolio as an electronic collection of evidence that shows a learner's journey over time, including artifacts like writing samples, photos, videos and reflections. E-portfolios can serve different levels - as storage, a workspace for reflection, or a showcase. Their value is in documenting reflection and learning over time. E-portfolios can benefit teachers' continuing professional development and students' sense of ownership over their accomplishments. Questions are provided to discuss e-portfolios' impacts on learning and teaching.
The document summarizes the key features and capabilities of an online educational platform called The English Teacher. It allows for the creation of learning objects that can be tracked and grouped into lessons. Students can study lessons and have their progress monitored. The platform also implements spaced repetition to reinforce learning objects over time and improve long-term retention. Teachers are provided data and insights into students' performance to address individual difficulties.
The British Council document outlines several English language projects and professional development opportunities, including the Global English for Europe project which targets leaders, teachers, and learners. It also describes upcoming online courses on the TeachingEnglish portal for learning technologies and primary English, as well as an INSETT certificate program for secondary teachers. Professional development workshops on learning technologies and a trainer development course are also mentioned.
This document proposes a certificate program called "Preparing to Teach Online" to provide faculty development for online teaching at the University of Illinois Springfield. The program would consist of three required courses that teach best practices for online pedagogy, communication, assessment, and technology use. Faculty would complete self-paced training modules and earn a digital badge upon fulfilling the requirements, which include developing an ePortfolio. The goal is to establish a common foundation for effective online instruction and recognize faculty innovation in online teaching.
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, where vocational courses include 30-60 online learning hours per year. Key features of SOLA include Moodle courses with clear instructions, learning outcomes, resources, activities and assessments. Roles like coordinators, teachers, tutors and support staff are defined. Lessons learned include the importance of engaging content, monitoring engagement, staff skills development and quality assurance. Implementing blended learning led to improved success rates, savings, and student and staff skills. The college offers consultation, content and training to help other organizations implement blended learning
This document provides an overview of the Cambridge English Empower course, including its methodology, assessment features, and components.
The course combines classroom materials from Cambridge University Press with online assessment from Cambridge English Language Assessment. It features engaging lessons, reliable assessment to measure progress, and personalized online practice. Assessment includes unit and mid/end-of-course tests covering four skills that generate CEFR-level reports. The methodology emphasizes learner engagement, manageable learning through carefully selected language and lesson pacing, rich practice opportunities, and a comprehensive approach to developing speaking and writing skills.
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly funded learning programs. The college implemented a blended learning program called SOLA which includes 30-60 hours of online learning per year for vocational courses. Key aspects of SOLA include Moodle courses, online content and activities, and assessments. Challenges discussed include engaging learners and staff. Support needed includes training, resources, and monitoring. Benefits seen include improved success rates and cost savings. The college is available for consultation, training, and content to support other organizations with blended learning.
This CPD course is designed for educators, clinicians and teaching professionals who would like to integrate e-learning technologies into their teaching strategies. It may also be of general value to those who are interested in learning more about some of the most commonly used technologies, or would like to implement them in their interaction with students but are not sure how to do so. This course is aimed at individuals who are not experienced users of e-learning technologies.
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, which includes 30-60 hours of online learning per year for vocational courses. SOLA features include Moodle courses, clear instructions, learning resources, activities and assessments. Key roles in supporting SOLA include coordinators, teachers, tutors and support staff. Lessons learned include the importance of engaging content, monitoring engagement, effective training, and quality assurance. Implementing blended learning led to improved success rates, savings, and student skills.
Developing An Institutional E Portfolio Project At Memorial University Sloan Cjoanbutler
Memorial University initiated an institutional ePortfolio project in partnership with its Distance Education and Learning Technologies department. They conducted several pilot ePortfolio programs to test the platform's potential for teaching and learning. Initial pilots included staff professional development portfolios, a student work program, and graduate and undergraduate education courses. Lessons learned emphasized using ePortfolios within a full program over time, identifying supportive faculty, and providing guidance on assessment and rationale for its educational value.
The document provides information about the Gateway second edition English textbook. It describes new features such as flipped classroom videos that students can watch as homework, which integrate grammar lessons into reading and listening texts. It also mentions new life skills videos and expanded reading materials. Guidelines are given for how teachers can use the flipped classroom videos in different ways, such as for revision or helping students who missed class.
This document discusses implementing blended learning at an educational institution. It recommends including a 10-50% online component in all publicly-funded learning programs. The institution implemented a 15% blended learning model called PAL with mixed results and is now evolving its model to SOLA. SOLA includes scheduled online learning and assessment of 1-2 hours per week for vocational courses. It outlines the key features and examples of SOLA modules. It also discusses planning considerations and defines roles to support blended learning.
A cloud-based Personal Learning Environment & Network (PLE&N) for peer-based ...2016
This document discusses a cloud-based Personal Learning Environment & Network (PLE&N) created by Professor Eric Tsui for lifelong peer-based learning. The PLE&N allows teachers, students, graduates, and guests to collaborate using Google tools like Feedly and Google+. It provides a platform for knowledge and experience sharing between participants from different backgrounds. Some key benefits of the PLE&N include supporting a co-learning environment, accessing expertise, collaboratively managing information overload, and facilitating lifelong learning beyond a single course or term. However, maintaining trust and quality of discussions is important for the PLE&N's success.
This document discusses myths and facts about online EFL assessment. It addresses several myths, such as the ideas that online assessment only favors copying and pasting, that skills integration is impossible, and that it is only suitable for high-level students. The document provides alternatives and solutions to address these myths, such as using problem-based learning and relating topics to students' real lives. It also provides examples of online tools that can be used to assess different skills, such as comics creators for assessing writing and video and audio resources for assessing listening and pronunciation. Overall, the document argues that online EFL assessment can be reliable and that designing online language tests is comparable to paper-based tests when certain factors are considered.
The flipped classroom model reverses traditional teaching by having students watch video lectures at home and dedicating class time to exercises and projects. This allows class time to focus on applying concepts through collaboration while giving students flexibility to learn at their own pace outside of class. Both flipped classrooms and blended learning incorporate online and in-person learning, but flipped classrooms specifically involve watching lectures as homework while blended learning combines online and face-to-face teaching in a complementary way.
This document summarizes an open online learning program called "Sustainable & Inclusive Landscapes" offered through the GLF Landscape Academy. The following key details are provided:
- Over 4,000 learners from over 150 countries have taken one of the program's 3 courses
- Learners are predominantly bachelor's or master's level aged 30-31 and the gender balance is roughly 50-50
- The program uses a competence-based modular learning approach focusing on knowledge, skills and attitudes through tools, methods and core concepts
- Learning materials include short instructional videos, tutorials, exams, reflective assignments shared in online forums, and a final peer-graded assignment
- Lessons learned indicate a need
The document discusses an ERF reception and awards ceremony that took place at the IATEFL conference in Harrogate, UK in 2014. It provides information on two related events, an ERF reception and awards ceremony, that were part of the larger IATEFL conference held that year in Harrogate, England.
The document provides a date of 1 March 2014 and location of St Andrews, Scotland. It does not contain any other details about the content or purpose. In just two short lines, the document only conveys when and where but provides no context about the topic or what is being discussed on that date in that location.
The document announces an awards ceremony and reception for 2013 that took place at the IATEFL Liverpool 2013 conference. It also mentions that the next conference will be in Harrogate in 2014 and thanks attendees for coming.
This document discusses Shakespeare's language and some common myths about it. It argues that Shakespeare's vocabulary was not unusually large, that he did not invent as many words as believed, and that his language is not as difficult to understand as thought. While Shakespeare used complex language at times, he also effectively conveyed complex ideas with simple language. Understanding the social and historical context as well as imaginative elements like metaphor are more important to comprehending Shakespeare than the specific words themselves. Studying Shakespeare's linguistic techniques can help increase readers' appreciation and understanding of his works.
This document discusses using Shakespeare's works and new technologies in an English for Academic Purposes classroom. It provides context about the course and syllabus, which covers literature, literary criticism, and academic writing. It then gives examples of activities using Henry V and Othello, such as having students watch film clips and discuss adaptations. The document advocates integrating technologies like YouTube, podcasts, and online discussions to extend classroom learning. It acknowledges technologies have limitations but can engage students if used accessibly and to match learning objectives.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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 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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Postgraduate Certificate in Teaching
English for Academic Purposes
English Language Teaching Unit
School of Education
www.le.ac.uk
2. • The Pg Cert in Teaching English for Academic Purposes is a
distance learning course for existing or potential teachers of
English for academic purposes leading to a postgraduate
certificate awarded by the University of Leicester.
• Being an a hundred per cent online course, the PG cert TEAP
is available in all parts of the world with internet connection.
It is delivered via the Blackboard VLE, a globally established,
extremely stable and easy to use online learning
environment. Blackboard is the official VLE at the University
of Leicester.
4. • The course is organized into four modules, all of which are
closely informed by the BALEAP Competency Framework for
Teachers. BALEAP is the leading professional organization for
teachers of EAP in the UK. The modules are divided into three
units. Each unit contains 2 week worth of input and output
activities arranged in a series of six steps.
• The steps are designed to emulate pedagogic practice. Input
activities are audio, audio-video or reading based. Output
activities, called e-tivities, are based around collaborative
learning tools: wiki, blog or discussion forum – all found on
Blackboard.
8. • The e-tivities and discussion for a are moderated by
an experienced EAP teacher trainer. Consideration
must be given to the particular skills of encouraging
participation, and provoking reflection and
investigation on the part of the learners.
• YouTube videos and Talis Aspire reading lists can all
be accessed from within the Blackboard
environment. This keeps the course materials behind
one single log in and reduces the frustrations of
multiple loggins and learning new environments as
well as reducing the number of technical issues.
12. The course also aims to demonstrate the power of
online tools for EAP teaching. Participants
experience using a range of web2 tools for their
work learning based tasks. Work based learning
gives participants the opportunity to apply EAP
learning and teaching theory to their own teaching
contexts as well as provide evidence of how far they
meet BALEAP professional criteria.
www.le.ac.uk
17. A great deal of attention has been given to the
incorporation synthesis of a range of tools and
platforms to create a socially engaging online
community to support distance learners wherever
they are in the world.
www.le.ac.uk