Lingua2Go
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This document proposes a project to create an interactive digital textbook called Lingua2Go to teach language skills to older adults. The textbook would be available as an iBook or mobile app with support in 4 languages. It would include features like audio, glossary items, images, and annotations. The project would involve testing how older adults use such a textbook, adapting existing materials, and producing support materials in multiple languages. Partners in Denmark, Germany, Portugal, Italy, and the UK would create a 10-chapter textbook, provide guidance for teachers, and pilot the textbook in their countries.
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The What If Technique presented by Motivate Design
Why "What If"...?
The What If Technique tackles the challenge of engaging a creative, disruptive mindset when it comes to design thinking and crafting innovative user experiences.
Thinking disruptively is a disruptive thing to do, which means it's a very hard thing to do, especially when you add in risk-averse business leaders and company cultures, who hold on tight to psychological blocks, corporate lore, and excuse personas that stifle creativity and possibilities (see www.motivatedesign.com/what-if for more details).
The What If Technique offers key steps, tools and examples to help you achieve incremental changes that promote disruptive thinking, overcome barriers to creativity, and lead to big, innovative differences for business leaders, companies, and ultimately user experiences and products.
Let's find out what's what together! Explore your "What Ifs" with us. See www.motivatedesign.com/what-if for details about the What If Technique, studio workshops, the book, case studies and more downloads--including a the sample chapter "Corporate Lore and Blocks to Creativity"
Connect with us @Motivate_Design
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Using and creating case studies is an important strategy of the Prof E Sus project that is developing training for teachers of vocational hospitality skills.
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This document outlines a training program for developing a culture of sustainability in vocational education. The program includes 4 modules that blend residential and online learning over 10 months. Module 1 involves a week in Finland to form study groups and learn about sustainability in guest-oriented vocational education. Module 2 involves 6 weeks of online peer-supported learning about sustainability. Module 3 involves 8 weeks of online peer-supported planning and implementing an action research project. Module 4 involves a week in Austria to exchange best practices and plan for the future. The goal is to help educators develop skills like futures thinking and systems thinking to incorporate sustainability into their teaching practices.
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This document discusses culturally responsive training and provides tools for its implementation. It begins by defining culturally responsive teaching as creating an environment where diverse groups feel comfortable, welcome and valued. It then presents five tools for culturally responsive training: 1) Wlodkowski's motivational framework, 2) participation guidelines, 3) communication strategies, 4) cooperative learning, and 5) observation guides. The document advocates applying these tools to respect different cultures while building a common learning culture.
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This document discusses culturally responsive teaching (CRT) strategies for adult education classrooms. It defines CRT as leveraging students' cultures to accelerate learning in any subject. The document recommends establishing inclusion, developing student attitudes, enhancing meaning, and engendering competence based on the Wlodkowski framework. Specific in-classroom CRT strategies are presented, such as using mixed language/culture groupings, learning about students' cultures, and including lessons on anti-immigrant bias. CRT is said to emphasize cultural learning styles over superficial representations and to highlight personalized, collaborative, and explicit cognitive approaches.
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Session link: https://www.google.com/url?q=https%3A%2F%2Fsas.elluminate.com%2Fd.jnlp%3Fsid%3D2008350%26password%3DGEC15Part162&ust=1416313379686000&usg=AFQjCNHSfcbPVym52RgyF5oYPQvq-QCgkw
Have Erasmus+, will travel
Slides for a session at RSCON 2014
This session will be about how you could get virtually free PD by travelling to another EU country to take part in a course or other activity such as work-shadowing.
January 2014 marked the start of a new 7 year EU programme to enable educational professionals to attend courses and other PD events across Europe. The new Erasmus+ programme is very different to its predecessor up to 2013 and I will go through some of these new features and how they might benefit you and your organisation. In particular I want to highlight:
The increase in funding available
The widened access (not just teachers are eligible)
The strategic approach
This session will not concentrate on the technical aspects of applying for funding but on the changed mindset that this new funding stream represents and how this could benefit you as an individual teacher and your organisation.
Websites / URLs Associated with Your Session:
http://annefox.eu
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Distributed CCeD is a process potentially useful for the development of projects for large numbers of students who are widely spread geographically.
ConCurrent eDesign is an approach to planning from the engineering world which has been transferred to the task of developing student projects. The idea originated when NASA needed to save money and shorten planning time. It has now been adapted to the planning of digital pedagogical projects.
In my session I will present a broad outline of the process which basically revolves around 'if you are not in the room then you are not part of the process'. This means that all relevant decision-makers and stakeholders should be part of the process so that it can move on quickly. When challenges are identified, the relevant person can be consulted, the challenge resolved and so the process can move on.
This process has been tried and tested by the Technical University College of Trondheim with companies such as the major telecoms company Telenor and the the Statoil petroleum company. In these cases the facilitators from the university worked in the same room with the key people in the target organisation.
The UnderstandIT project, supported financially by the European Union under their Leonardo program, is now testing out a distributed version of CCeD. This means that the development process is carried out online instead of physically in the same room. In UnderstandIT we are looking at what is needed to transfer this proven approach online.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template. This has beneficial implications for groups wishing to develop digital projects across large distances where it is simply not practical to meet physically for the four or five intensive meeting sessions needed for the CCeD process.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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South African Journal of Science: Writing with integrity workshop (2024)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
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NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
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Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Lingua2Go
- 1. Lingua2Go A Grundtvig Erasmus+ Project proposal
- 2. Why this project? • The market for interactive digital textbooks will increase rapidly over the next 5 years. Compulsory education and HE will be prioritised. • Tablets & smartphones make the digital world more accessible to older people through ease of use • Being able to communicate on holiday helps to keep older people’s minds active.
- 3. Learning is going mobile
- 4. Publishers are partnering with tool developers
- 5. Publishers are in interactive text book market converting existing texts for mainstream education
- 6. What about the active retired?
- 10. From this…
- 11. …to this…
- 12. … and this Audio/video Glossary items annotation Images Support language
- 13. Project Products 1. 10 chapter iBook/app with support in 4 languages 2. Guidance for trainers in adapting class pedagogy to work with interactive books accessible to the older person.
- 14. Project tasks • ascertain the new pedagogical possibilities for language teaching available in ibooks/apps Eg audio, glossary, quiz, annotation • test how our target group would use such material • adapt the Danish materials to the medium and extend/adapt them to make best use of the technology. • produce support material (eg glossary, FAQ) in the partner target languages, Danish, German, Portuguese, Italian & English • Produce the 4 language product • Pilot the product in 4 partner countries • Help others use the Lingua2Go interactive book/apps with free trainer guidance
- 15. Partners • Hanne Andreassen, Denmark, author & pilot teacher • Anne Fox, Denmark, elearning expert, valorisation through NooA • VHS Passau, Germany, piloting of ibook version • Portugal, university, piloting, pedagogical development • IFAO, Italy, quality assurance • XX, UK, dissemination & valorisation
- 16. Valorisation