The document discusses the development of a self-navigated, web-based English learning system called SNOWBALLS and how open courseware (OCW) resources could be utilized. It identifies requirements for using OCW, lists relevant OCW courses, and proposes directly linking or fully integrating and remixing OCW materials with supplemental Japanese explanations. Future work includes further developing SNOWBALLS and studying how to best incorporate OCW.
THE CORRELATION BETWEEN ARABIC STUDENT’S ENGLISH PROFICIENCY AND THEIR COMPUT...ijmpict
In order to find the relationship between students’ English ability and the students’ programming
comprehension, we conducted a survey. The survey explores if students’ weakness in the English language
affects the ability of the students to understand the programming with respect to the following factors:
Computer Lab, lecturer, mathematics, and logical thinking. This paper analyzed the results of two surveys
conducted in two Libyan universities. Results of the surveys showed that 37%, 38%, and 25% of students
stated that their programming abilities were negatively affected by English, Computer Lab and Lecturer
respectively. While over half of the lecturers mentioned that the students’ lack of English was the main
reason for their weak performance in understanding programming skills. This study found that the
programming ability had a moderate correlation with the Level of English proficiency, r=0.63, for both
universities. Based on English, Computer Lab and Lecturer factors, a regression model was able to explain
that 45% of the variance in programming skills.
THE CORRELATION BETWEEN ARABIC STUDENT’S ENGLISH PROFICIENCY AND THEIR COMPUT...ijmpict
In order to find the relationship between students’ English ability and the students’ programming
comprehension, we conducted a survey. The survey explores if students’ weakness in the English language
affects the ability of the students to understand the programming with respect to the following factors:
Computer Lab, lecturer, mathematics, and logical thinking. This paper analyzed the results of two surveys
conducted in two Libyan universities. Results of the surveys showed that 37%, 38%, and 25% of students
stated that their programming abilities were negatively affected by English, Computer Lab and Lecturer
respectively. While over half of the lecturers mentioned that the students’ lack of English was the main
reason for their weak performance in understanding programming skills. This study found that the
programming ability had a moderate correlation with the Level of English proficiency, r=0.63, for both
universities. Based on English, Computer Lab and Lecturer factors, a regression model was able to explain
that 45% of the variance in programming skills.
HKES SVP DEGREE COLLEGE, SADASHIVANAGAR, BANGALORE-560080.
‘Multimedia Technology for Effective Communication in English Language’-
(Prospects and perspectives)
‘Multimedia Technology for Effective Communication in English Language’-
(Prospects and perspectives)
UGC Sponsored National workshop-2days Dates: 26/09/14 to27/09/14
Organised by- The English Department
Description: IQAIST: Improving Quality and Accessibility in In-Service Trainings for Teachers
Project number: 2014–1–IT02–KA201–004226
In Service Training for Teachers: project funded with support from the European Commission through Erasmus+ Program
Erasmus+ Key Action 2:
This project is a Strategic Partnership in the field of school education. The new Erasmus+ programme aims to support actions in the fields of Education, Training, Youth and Sport for the period 2014- 2020. The Key Action 2 supports the development, transfer and/or implementation of innovative practise at organisational, local, regional, national or European levels.
Tips for success at engineering studies ( A talk to the freshers at MESCE)Prof. Mohandas K P
These are the slides of a talk given to the first year students admitted to M E S College of Engineering Kuttippuram on 5th Aug 2014. Hope some things will be useful to the young students who see this.
The study aims to explore the problems and difficulties of students speaking
English language for Engineering students hailing from rural background. The study
moreover aims to explore the causes of such difficulties. The researcher designed
certain tasks based on Task based language teaching on the sample of the study.
These tasks are applied for each student to investigate speaking difficulties and the
causes of such difficulties. The results showed and indicated that there are some
difficulties in speaking English due to fear of making mistakes, anxiety, shyness and
lack of confidence. The researcher identified to provide environment support and
encourage the students to speak English frequently
This is the presentation slides for a talk I have given in the IEEE Road map to Success in Engg Studiies 2014 at Kozhikode on 10th May. The orogramme was to tell the engineering aspirants what to study , how to study and choose different streams of engineering based on their aptitude and skills.
Techniques, Tactics, & Tools that support English Language LearnersMartin Cisneros
Learn helpful strategies & unhelpful practices for English language learners. This session will show examples of teacher tried and tested apps, extensions and add-ons as well as built in tools in Google and beyond that support English-language learning in the classroom!
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
Teaching Programming to Non-Programmers at Undergraduate LevelDr. Amarjeet Singh
This paper focuses on solving the problems faced by
non-IT (Information Technology) background students at
undergraduate level in learning programming language who
are at the same time non-native English language speakers. In
this regard a step by step methodology has been proposed
here which try to take into account the difficulties faced by
this particular niche of programmers and counteract them
with possible solutions. Following this approach may help
lower the problems faced by the non-IT background students
to some extent and fulfill their aim in being professional or
conversational or end- user programmers according to their
career choices.
Catering for linguistic domain specialisations through computer-assisted lang...Ana Gimeno-Sanz
Invited key-note session delivered at the XXIIIe Congrès RANACLES: Centres de langues et spécialité(s), Universtié Toulouse Jean Jaurès, 26-28 nov. 2015.
Presentation of Anka Mulder for the Open Education Event in Delft on March 7th 2012. More information about the event: http://opencourseware.eu/OpenEducationEvent2012
HKES SVP DEGREE COLLEGE, SADASHIVANAGAR, BANGALORE-560080.
‘Multimedia Technology for Effective Communication in English Language’-
(Prospects and perspectives)
‘Multimedia Technology for Effective Communication in English Language’-
(Prospects and perspectives)
UGC Sponsored National workshop-2days Dates: 26/09/14 to27/09/14
Organised by- The English Department
Description: IQAIST: Improving Quality and Accessibility in In-Service Trainings for Teachers
Project number: 2014–1–IT02–KA201–004226
In Service Training for Teachers: project funded with support from the European Commission through Erasmus+ Program
Erasmus+ Key Action 2:
This project is a Strategic Partnership in the field of school education. The new Erasmus+ programme aims to support actions in the fields of Education, Training, Youth and Sport for the period 2014- 2020. The Key Action 2 supports the development, transfer and/or implementation of innovative practise at organisational, local, regional, national or European levels.
Tips for success at engineering studies ( A talk to the freshers at MESCE)Prof. Mohandas K P
These are the slides of a talk given to the first year students admitted to M E S College of Engineering Kuttippuram on 5th Aug 2014. Hope some things will be useful to the young students who see this.
The study aims to explore the problems and difficulties of students speaking
English language for Engineering students hailing from rural background. The study
moreover aims to explore the causes of such difficulties. The researcher designed
certain tasks based on Task based language teaching on the sample of the study.
These tasks are applied for each student to investigate speaking difficulties and the
causes of such difficulties. The results showed and indicated that there are some
difficulties in speaking English due to fear of making mistakes, anxiety, shyness and
lack of confidence. The researcher identified to provide environment support and
encourage the students to speak English frequently
This is the presentation slides for a talk I have given in the IEEE Road map to Success in Engg Studiies 2014 at Kozhikode on 10th May. The orogramme was to tell the engineering aspirants what to study , how to study and choose different streams of engineering based on their aptitude and skills.
Techniques, Tactics, & Tools that support English Language LearnersMartin Cisneros
Learn helpful strategies & unhelpful practices for English language learners. This session will show examples of teacher tried and tested apps, extensions and add-ons as well as built in tools in Google and beyond that support English-language learning in the classroom!
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
Teaching Programming to Non-Programmers at Undergraduate LevelDr. Amarjeet Singh
This paper focuses on solving the problems faced by
non-IT (Information Technology) background students at
undergraduate level in learning programming language who
are at the same time non-native English language speakers. In
this regard a step by step methodology has been proposed
here which try to take into account the difficulties faced by
this particular niche of programmers and counteract them
with possible solutions. Following this approach may help
lower the problems faced by the non-IT background students
to some extent and fulfill their aim in being professional or
conversational or end- user programmers according to their
career choices.
Catering for linguistic domain specialisations through computer-assisted lang...Ana Gimeno-Sanz
Invited key-note session delivered at the XXIIIe Congrès RANACLES: Centres de langues et spécialité(s), Universtié Toulouse Jean Jaurès, 26-28 nov. 2015.
Presentation of Anka Mulder for the Open Education Event in Delft on March 7th 2012. More information about the event: http://opencourseware.eu/OpenEducationEvent2012
"Moodle Empresarial - Open Source Learning para Negocios y Gobierno" - Jason...Nivel 7
Mientras Moodle en un principio comenzó como un LMS para los profesores y las
escuelas, ha habido un crecimiento significativo de la cuota de mercado de las
empresas y el gobierno. Moodle, con extensiones empresariales como ELIS,
proporciona una solución rentable para impartir formación a múltiples audiencias
dentro de una organización. En esta presentación, vamos a explorar cómo se utiliza
Moodle a través de una amplia gama de organizaciones, los beneficios del código
abierto y la forma en que Moodle se puede utilizar para cumplir con los objetivos de
rendimiento de negocio.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
What would happen if a professional editor were given the task of getting PhD engineering students up to speed on academic writing to the point where they could publish two top-tier journal papers in a 3 year period?
This did happen, for a ten year period, and the realizations were rich.
[Presented at joint 8th International Conference on ESP in Asia and 3rd International Symposium on Innovative Teaching and Research in ESP, UEC, Tokyo. August 19, 2016]
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Building Sustainability into an EAP CoursePeter Levrai
This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Task post mortems as writing center preparationLawrie Hunter
Presented at the 4th Symposium on Writing Centers in Asia, Tokyo, 12.02.04.
Exploring means of aiding second language writers of English technical academic writing to develop the noticing and cohesion skills to become semi-autonomous writers of research papers.
Designing and Developing a Blended Course: Best Practices for Japanese LearnersParisa Mehran
This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University, implemented in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and development of the blended course will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design and development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. The use of Open Educational Resources (OERs) will also be expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits will be described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
Language Oriented Approach of Teaching Programming SkillsIJCI JOURNAL
Owing to the lost of real meaning after translated English textbook into Chinese, the author carries on using English textbook for the software programming teaching. This paper introduce the author’s practice focus on the native language of technology inventor.The teaching reform detail include selecting textbook from all language version, giving lessons in inventor’s native language, concentrating the content based on the predecessor courses, demonstrating occupational operating environment in experimental scenes, and so on. After four years practices, the renovation have achieved good effective and efficiency. With causality analysis and induction method the author proposed a new issue of Language Oriented Approach of Teaching.
This poster presentation describes an in-service hybrid-type semi-ESP course teaching basic scientific content that was developed for 1st year undergraduate engineers at Kochi University of Technology. The course has two components, one CALL based and the other classroom-based. Objectives of this course are to provide a bridging point between EGP and ESP, to improve general communicative competence, particularly oral communication skills, and to encourage interest in and motivation for learning and communicating in English through a task-based learning paradigm. Students practice language in the classroom in textbook based exercises that they then use in a series of mini individual and group projects. The presentation describes; the rationales and objectives for creating the course; the practicalities of designing and implementing the course; the main components of the course; finally there are summary observations on its efficacy.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
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.
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.
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
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.
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.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
14. OCW Materials Suitable for SNOWBALLS Modules # Basics: Glossary, expressions, basic knowledge, etc Engineering basics (common requirement) Discipline- oriented Issue/ problem- oriented Basics Basics Advanced level & application Practice project, seminar, etc. Advanced level & application Math, physics, etc. # Eng. & sci. writing (paper, essay, report) ・・・ Mech. Eng. # EECS # Global literacy basics (Thinking and communication skills) ・・・ Environment # Bio-eng. # : selected as appropriate
15.
16.
17. MIT OCW Course Candidates for SNOWBALLLS Category No. Lecture Title Note Engineering common requirement (communi-cation) 21F.222 ( Fall 2002 ) Expository Writing for Bilingual Students 21F.223 / 21F.224 ( Fall 2004 ) Listening, Speaking, and Pronunciation with video lectures 21F.228 / 21F.227 (Spring 2007) Advanced Workshop in Writing for Social Sciences and Architecture (ELS) Global/Inter-national communi- cation skill ESD.932 ( Spring 2006) Engineering Ethics Multimedia content,MP3 lecture files can be downloaded 15.996 (Fall 2004 ) Cross-Cultural Leadership Sloan School of Management 15.974 (Spring 2003) Leadership Lab 15.974 (Fall 2004) Practical Leadership 15.978 (Spring 2007) Leadership Tools and Teams: A Product Development Lab TA training 5.95J / 6.982J / 7.59J / 8.395J / 18.094J ( Spring 2009) Teaching College-Level Science and Engineering As taught in Electrical Engineering and Computer Science
18. The Open University Course Candidates for SNOWBALLLS Category No. Lecture Title Note Engineering Basics MU120_4M6 Language, notation and formulas Slides with a voice clip Self-test clips MU120_4M4 Squares, roots and powers Basics and how to write, read elements, etc. Engineering common request (communi-ca-tion) LDT_5 Essay and report writing skills Language-independent useful materials GSG_1 What is good writing? Technical paper, report U072_1 Key skill assessment: communication Skill development on presentation, etc. Global communi-cation skill LDT101_2 Extending and developing your thinking skills LDT101_10 Giving presentations Language-independent A215_1 Writing what you know For advanced learners T205_2 Groups and teamwork B823_1 Managing local practices in global contexts TA training E111_1 Teaching assistants: support in action For instructors TL_SCIT5 A global dimension to science education in schools Why global education is necessary for science edu.