Language communities on the web: creating authentic writing opportunities in post-secondary
2010 ETUG Spring Workshop - presentation by Catherine Caws, University of Victoria
Workshop Descriptions: http://etug.ca/?page_id=835
#CulturaTándem, research and citizenship through telecollaborationamparolallana
Overview of #CulturaTándem, an online collaboration project between SDI Munchen and Regents University London, presented in Krakow at Unicollaboration Conference 2018
#CulturaTándem, research and citizenship through telecollaborationamparolallana
Overview of #CulturaTándem, an online collaboration project between SDI Munchen and Regents University London, presented in Krakow at Unicollaboration Conference 2018
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
A presentation given at the Reference @ the Metcalfe Seminar 2012.A written version of this argument with more sensible notes is available on my blog at http://ramblibrarian.blogspot.com.au/2012/05/open-library-data-invitation.html
Creating Great Content for Library WebsitesMartin Boyce
A presentation on taking a professional approach creating and maintaining content for library websites given at the NSW.net Seminar on 25 Oct 2011.
In this presentation I talked about what libraries can learn about improving their content from the web design industry.
The thoughts and ideas presented in this slideshow are my own personal opinions and do not necessarily represent the views of any previous, current or future employer. There was never an intention to reflect poorly on any organisation, but just to point to the way forward for libraries and their web presence; to point to libraries that are outstanding in the way they present their services online. I could have used any of 1000 library websites to illustrate my point.
Interactive Power Point presentation intended to introduce learners to the basics of learning analytics.
Prepared by Tanya Elias and shared in the Learning and Knowledge Analytics course https://landing.athabascau.ca/pg/file/tanyael/read/43701/learning-analytics-oer
How Free is Free?: Building courses with OERsBCcampus
How Free is Free?: Building courses with OERs
Presenters:
Griff Richards and Tanya Elias, Athabasca University
2010 ETUG Spring Workshop (see session descriptions http://etug.ca/?page_id=835)
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
Spoiler Alert! The Digital Literacy Development & Online Language Learning o...Shannon Sauro
This study is situated in prior work on online fan practices and computer-assisted language learning (Sauro, 2017) and reports on a case study of the informal language and digital literacy development of a Sherlock Holmes fan who engaged in the fan practice of spoiling. Presented as part of the invited colloquium on Fan Practices for Language and Literacy Development at AAAL on March 11, 2019 in Atlanta, Georgia, USA.
A presentation given at the Reference @ the Metcalfe Seminar 2012.A written version of this argument with more sensible notes is available on my blog at http://ramblibrarian.blogspot.com.au/2012/05/open-library-data-invitation.html
Creating Great Content for Library WebsitesMartin Boyce
A presentation on taking a professional approach creating and maintaining content for library websites given at the NSW.net Seminar on 25 Oct 2011.
In this presentation I talked about what libraries can learn about improving their content from the web design industry.
The thoughts and ideas presented in this slideshow are my own personal opinions and do not necessarily represent the views of any previous, current or future employer. There was never an intention to reflect poorly on any organisation, but just to point to the way forward for libraries and their web presence; to point to libraries that are outstanding in the way they present their services online. I could have used any of 1000 library websites to illustrate my point.
Interactive Power Point presentation intended to introduce learners to the basics of learning analytics.
Prepared by Tanya Elias and shared in the Learning and Knowledge Analytics course https://landing.athabascau.ca/pg/file/tanyael/read/43701/learning-analytics-oer
How Free is Free?: Building courses with OERsBCcampus
How Free is Free?: Building courses with OERs
Presenters:
Griff Richards and Tanya Elias, Athabasca University
2010 ETUG Spring Workshop (see session descriptions http://etug.ca/?page_id=835)
This presentation explores the definition of collaboration in the classroom, provides some brief history of composition (and related) theories that support collaboration, and looks at some of the benefits of having students collaborate, whether in small classroom exercises or on larger projects. The majority of the presentation focuses on some practical ways to get students writing together in the classroom, including a model for scaffolding and modeling the process before leaving students to alternately write both collaborative and independently. The presentation concludes with some additional examples of collaborative writing exercises for the classroom and by sharing some online resources for team assignments and online collaboration.
A pedagogy of_multiliteracies_designing_sociabluegrassjb
This presentation describes the theory of Multiliteracies as presented by the New London Group in their seminal article published in 1996 in the Harvard Educational Review.
Slides from the International Forum of the Faculty of Slavic Studies at the Sofia University “St. Kliment Ohridski” 2019 where I talked about how I saw digital text. First published at: http://www.teodorapetkova.com/intertextuality/digital-text-as-a-phenomenon-of-culture/
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
The Intercultural Being: Fostering Cross-Cultural Interactions in a Globalize...Amanda M. Bent
Today we live in a globalized world where we engage in cross-cultural dialogue on a daily basis. As a result of our participation in this growing multicultural environment, our cultural identities are being redefined, as we transcend borders, and broaden our connections to various communities, at home and abroad. While we have achieved new levels of peace and unity, it is evident that discrimination, prejudice, and bias still plague our society and impact our interactions with others.
In this presentation I will critically examine cross-cultural interactions that take place in the ESL classroom, discussing how we as teachers can shape our students into multilingually aware and interculturally competent world citizens.
Training course about New Media Literacies: an inspiration for new approaches to the classroom practices, held by professor Ilaria Filograsso, of the University of Chieti-Pescara
From Cave Prisoners to Future Educators: from an Ancient Text to New Interpretation. Decoding Thinking
Processes through On-line Dialogue .................................................................................................................................... 1
Yonit Nissim and Iris Pinto
Learning by Going Social: Do We Really Learn from Social Media? ............................................................................ 14
Minakshi Lahiri and James L. Moseley j
A Pedagogical Synergy of Visualization Pictures and Scenarios to Teach the Concept of Parallelograms .............. 26
Marie-Thérèse Saliba
Self-Efficacy in Career Planning: A New Approach to Career Exploration ................................................................. 40
Despina Sidiropoulou-Dimakakou, Kostas Mylonas and Katerina Argyropoulou
The Civic Education in Greek Kindergartens. The Views and the Practices of Greek Kindergarten Teachers
Concerning Civic Education ............................................................................................................................................... 55
Kostis Tsioumis, Argyris Kyridis, Despina Papageridou and Elena Sotiropoulou
Applying the Theory of Simplexity in Home Economics Education for the Acquisition of Transversal
Competencies to Face Complexity...................................................................................................................................... 71
Erika Marie Pace, Paola Aiello, Maurizio Sibilio and Suzanne Piscopo
Student-Centered Learning in a First Year Undergraduate Course .............................................................................. 88
Saras Krishnan
Hispanic Doctoral Students Challenges: Qualitative Results ........................................................................................ 96
Bobbette M. Morgan, Ed. D. and Luis F. Alcocer, M.A.M
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Sapir (1949) insisted on the strong relationship
between culture and languages and argued that
linguists must "become increasingly concerned
with the many anthropological, sociological, and
psychological problems which invade the field
of language" (p. 77).
4. Writing in 2010?
Education is entering a particularly critical stage that
is marked by an urgent need to examine the role that
digitally mediated, collaborative tools play, not only as
learning tools, but as authentic means of
communication and relationship building” (Sykes et al,
2008, p. 528)
5. Redefining writing in a L2 as a
true communicative genre
seeing reading and writing literacy as “characteristic of a
social group’s practices rather than the cognitive
competence of a single individual” (Locke 2004, p.13)
communication is viewed both as a form of knowledge
transmission and information negotiation, and a
discursive practice within a community in which
individuals feel engaged in order to achieve trust as
much as truth (Kramsch & Thorne, 2002).
6. Engaging learners/writers
inout output
interaction
fan fiction: http://www.fanfiction.net/ constructivism
socio-cultural
a space for thought experimentation and literacy
practice
collaborative enterprise in writing with fast
review, feed-back and constructive criticism
genre, rating, editing, multi-lingual
http://www.fanfic-fr.net/
7. Calling on several theories
of learning
✓ form-focused instruction (FFI)
✓ constructivism
✓ socio-cultural theory (Vygotsky’s ZDP)
✓ activity theory (Engeström, Lantolf & Thorne, Blin)
...it is the activity and significance that shape the
individuals’ orientation to learn or not ...(Lantolf &
Pavlenko, 2001, p.148)
attention to form will work most effectively for acqui-
sition if it occurs in the context of meaning-focused
communication (Long, 1988, 1991; Ellis, 2001)
8. looking at writing (i.e. a text) as a product and a
process (Halliday & Hasan, 1985)
is there a transfer of
hybrid language from one
language to the other
(see Thorne 2008
melding of textual and
conversational style)
qualitative based research to study interventions
and learners’ response to them
9. Sample of tools
creating authentic writing spaces to allow
individuals to express themselves in words
and also through other communicative
genre
allowing individuals to become part of a
writing communities, comment each other
texts, edit each pother, and thus exploit
ands explore the content as much as the
form Wikis <pbworks.com>
Blogs <blogger.com>
Discussions forums in Moodle
<uvic.moodle.com>
Delicious, Twitter, ...
10. linguistic
engagement
linguistic !
analysis!
use of meta-!
language!
meta-cognitive !
skills!