Linq 2013 session_green_3_si_lang
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The document discusses the siLang project, which aims to promote professional language skills for non-native speakers by developing a situated serious mobile game. The game will immerse learners in work-related language scenarios to address the diverging uses of vehicular languages across cultures. It will analyze language needs, develop "foldback stories" incorporating cultural aspects, and implement these stories in a mobile game. The game aims to improve business communication skills through role-playing and narrative immersion. The project will validate the approach across several European countries with professionals, vocational workers and students.
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The document discusses evaluating the quality of open digital resources using the ACTIONS model. It summarizes the history of open education and applies the ACTIONS criteria to four models of innovative open education: MOOCs, OERs, open universities, and online credit programs. MOOCs scored highest in access and novelty but lowest in teaching and interaction. Open universities scored well overall while online credit programs scored highest in teaching and interaction. No single model is best and more innovation is still needed to improve open education quality.
Linq 2013 session_blue_3_euro_versity
EuroVersity is a 3-year network of 19 core partners across 10 EU countries and 1 partner in Israel. It aims to collect examples of good practice in teaching and learning in virtual worlds, facilitate transferring this knowledge to new contexts, and establish standards for virtual world education. EuroVersity seeks to contribute to innovation and quality in education by sharing knowledge and resources through its online spaces like a website, wiki, and virtual worlds like Second Life.
Linq 2013 session_blue_3_eurobanqua
This document discusses applying the Common Quality Assurance Framework (CQAF) to improve training provision in the European financial services sector. It outlines the aims and objectives of best practicing quality assurance using the CQAF model and supporting the development of the CQAF. It then selects 10 guidelines from the CQAF to map out the quality assurance cycle, including planning, implementation, evaluation, and review stages. The document was presented by Prof. Mario Spatafora on applying the CQAF to improve training quality in European banking and financial services.
Linq 2013 session_blue_2_clip_flair
ClipFlair is a web platform for foreign language learning through interactive video captioning and dubbing activities. It aims to engage learners more actively compared to just watching videos. The platform has tools for creating activities that involve learners dubbing voiceovers, adding subtitles, or commenting on video clips. It also has social networking features for collaboration. The project involves 10 partners across 8 countries developing over 300 activities targeting 15 languages. It seeks to provide new educational tools and make materials for lesser taught languages more accessible online.
Linq 2013 Keynote Rory Mc Greal
This document discusses the evolution of open education and mobile learning. It traces the development of open educational resources (OER) from early open online courses in the 2000s to massive open online courses (MOOCs) in the late 2000s. The document also discusses the growth of mobile technologies and increasing global access to the internet, arguing that OER are necessary to support mobile learning as mobile devices become more prevalent. Issues around copyright and digital rights management that can restrict access to educational resources are also examined.
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The document discusses the iQu project at Heinrich Heine University Düsseldorf. The iQu project aims to improve teaching quality across the university by linking various stakeholders through different action fields like academic feasibility, educational development, and eLearning. It provides general information about the university, including its founding date and faculties. Key aspects of the iQu project are increasing the use of digital technologies and online learning to enhance classroom teaching and provide more opportunities for independent study.
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The document discusses quality assurance in higher education in Kazakhstan. It notes that Kazakhstan aims to meet international standards through the Bologna Process while also meeting national priorities for education. Quality assurance is seen as an essential tool to help universities transition to a knowledge society. The presentation recommends strengthening cooperation between universities and industry and using quality assurance systems to both monitor quality and provide recommendations for enhancement through an approach that balances operational and developmental management.
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This document describes the development of an ontology to semantically relate job profiles, competencies, and learning outcomes based on the European e-Competence Framework. It defines key terms and outlines the 8 steps taken: 1) determining scope, 2) reusing existing ontologies, 3) enumerating terms, 4) defining classes and hierarchies, 5) defining class properties, 6) creating instances, 7) evaluating with queries, 8) presenting the resulting ontology. The goal was to automatically extract information from job profiles to inform course design based on competencies and proficiency levels.
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The study evaluated training provided to early childhood educators in six European countries on using the Early Childhood Environment Rating Scale-Revised (ECERS-R) through a mixed methods approach. 108 educators participated in the training along with lecturers and external observers. Quantitative results showed educators found the training effective for learning and to use in schools. Qualitatively, strengths included knowledge gained and organization, while weaknesses included language skills and preparation. The mixed methods triangulated sources to understand the training's effectiveness in achieving its goals of enhancing educators' self-evaluation and research skills.
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This study assessed the validity of the Dutch version of the Student-Teacher Relationship Scale (STRS) in Greece. The STRS measures relationships through closeness, conflict, and dependency subscales. 275 Greek teachers rated their relationships with 1126 students using the 34-item Dutch STRS. Exploratory factor analysis confirmed the original three-factor structure. Greek teachers reported high closeness, low conflict, and moderate dependency in relationships. While further analysis is needed, this study provides initial evidence that the STRS can validly assess teacher-student relationships cross-culturally in Greece.
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This document discusses innovation pedagogy and developing innovation competencies in higher education. It describes how Turku University of Applied Sciences uses various methods like "hatcheries" to boost these competencies. Hatcheries involve multidisciplinary student groups working on real-world projects from companies and faculty research. Examples of projects include developing social media campaigns and improving customer service. The university also aims to define innovation competencies and create an assessment tool to measure learning outcomes and the impact of different educational methods on developing innovation skills.
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The document summarizes the findings of a 2011-2012 survey conducted in 31 European countries on students' use of information and communication technologies (ICT) in primary and secondary education. It finds that on average, students report using ICT during lessons several times a month rather than weekly. Some ICT tools like learning games are never used for most students. Students' ICT use frequency is only slightly related to their learning styles. The survey identified three profiles of students - high ICT use both at school and home, high home use but low school use, and low use overall. Profiles with high school use correlated with higher student confidence in digital skills. All reports and data from the survey are publicly available online.
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This document summarizes an article on the Block Magic system, which aims to enhance manipulative learning for children aged 3-10 using smart objects. The Block Magic system uses traditional logic blocks enhanced with RFID sensors and an interactive tablet. A trial of the system in schools found that it strongly motivated learning, was enjoyable for children, and effectively taught logical and mathematical skills. Teachers felt it could be integrated into classrooms. The results encouraged further exploration of the Block Magic system's potential.
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Dr. Alan Bruce presented at the LINQ Conference in Rome, Italy in May 2013. He discussed the challenges students with special educational needs face with transition periods from preschool to primary school and primary to secondary school. Specifically, he noted the transition is difficult due to a lack of communication between professionals and differences in curricula. The FIESTA network, which Dr. Bruce is involved in, aims to facilitate more successful transitions for students with special needs through collaborative work. The presentation addressed best practices for supporting students with special needs through these important transition periods in their education.
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This document reports on the status of digital further education at German universities. It finds that while the majority of further education offerings are not digital, those that are primarily use learning materials and multimedia content. Blended learning courses are more common than fully online courses. The top objectives for using media in further education are improving teaching and reaching new target groups. Key challenges identified include developing organizational structures and staff, providing adequate resources, and creating flexible digital formats.
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The document discusses the appropriateness and quality of open educational resources (OERs). It defines quality as a resource's ability to satisfy stated needs within a context. While professionally produced educational content targets a specific group, OERs are open to all, varying their target group and quality standards. The appropriateness of an OER depends on an individual's criteria like cultural factors, infrastructure, and how adaptable the resource is to their needs. For an OER to be truly open and useful to everyone, adaptability should be a key part of metadata quality standards.
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- 1. Serious Games for Situated Learning of Vehicular Languages AddressingWork Needs H.Tsalapatas, O. Heidmann, R.Alimisi, E. Houstis Life Long Learning KA2 Project:530951-LLP-1-2012-1-GR-KA2-KA2MP
- 2. The consortium University of Thessaly (Coordinator) Center for Research& Technology Hellas European Welding Federation Universita degli Studi Gulielmo Marconi Tallinn University HiST Contract Research
- 3. The idea 1/2 Individuals are often called to communicate in a foreign language in cultural settings that diverge significantly from their own and from one country to another. To meet work objectives, professionals rely on vehicular languages English, German, or French.
- 4. The idea 2/2 Existing professional training programs strive to bring language competency to working levels, but many fail to address the diverging use of a “lingua franca” Upgrading training practices is important in order to keep pace with the changing career context and rapidly evolving labour-market (Cedefop, 2009) Cedefop. (2009) ‘Continuity, consolidation and change.Towards a European era of vocational education and training’. Cedefop Reference series; 73 Luxembourg: Office for Official Publications of the European Communities.
- 5. Pivotal Question How can we promote professional language skill building addressing the diverging use of a “lingua franca” with its own variations, specific localized expressions and communication norms ?
- 6. siLang objectives The project will improve efficiency in business communication, competitiveness and employability, by implementing: A situated mobile-enabled serious game for language learning on business communication Adaptable learning activities immersing learners into rich, cultural work-related experiences Good practices on deployment, targeting trainers. Target groups: professionals, vocational workers and higher education students
- 7. Core siLang methodologies Situated Learning «meaningful learning experiences can occur when ‘students’ are enculturated into authentic practices through activity and social interaction» Brown, Collins and Duguid (1989) Game-based learning Serious gaming approaches Role- playing practices and ‘narrative immersion’ Brown, J. S., Collins,A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,Vol. 18, No. 1, pp. 32-42
- 8. The siLang process Analysis of current status quo in professional language learning Identify the issues non- natives encounter in English Identify cultural aspects/ local peculiarities Implement ‘foldback’ stories that address the issues that were identified Implement those stories in the siLang software
- 9. siLang ‘foldback stories’ Narrative immersion: acting inside a story A story consists of realistic language scenes/situations that expose the user to a certain work-related language task. i.e communication in international settings, presenting ideas during a meeting, greetings, scheduling etc. Once a task is completed another scene ‘unlocks’ and the plot unfolds. A central ‘hub’ is used to set ‘plot-critical situations’ that the learner cannot ignore or alter.
- 11. The siLang serious game Main characteristics: o Situated adaptable o Portable o Touch-screen interfaces o Traditional Internet access o Mobile access Transfer effects tackled: ◦ Syntax ◦ Basic vocabulary and expression repertory ◦ Basic communication in business ◦ Practicing verbal communication
- 12. Foreseen outcomes the situated serious game for language learning on business communication learning activities that immerse learners into rich cultural and work related experiences good practices on deployment targeting trainers web2.0 services for online communication learning requirements/method ologies reports and status quo analysis
- 13. Validation sites and activities Where? Greece, Norway, Estonia, Italy, Portugal With whom? Learners: professionals, vocational workers, higher education students Trainers How? Validation activities will take place in an on-going manner following the ‘teaching experiments’ methodology.
- 14. Find siLang online at: http://si-lang.net University ofThessaly (Coordinator) Center for Research&Technology Hellas EuropeanWelding Federation Universita degli Studi Gulielmo Marconi Tallinn University HiST Contract Research This project has been funded with support from the European Commission.This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.