PhD 807 Qualitative Methods evaluation rubric
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This is the evaluation rubric I use for my PhD Qualitative Methods course at Concordia University. The criteria I use are based on measurement and evaluation research in higher education
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Les compétences de la culture maker
: Récemment la fièvre « maker » fait une épidémie dans les écoles, les bibliothèques et les centres communautaires. Les écoles les plus innovatrices veulent des « makerspaces », les bibliothèques s’empressent de s’équiper d’imprimantes 3D pour être à la fine pointe de la technologie et les centres communautaires veulent être le lieu des activités « makers ». Dans cette effervescence, notre équipe de recherche mène des études sur la culture « maker » critique pour mieux comprendre la valeur des activités « maker » pour l’apprentissage. À travers une série d’ateliers portant sur des thématiques telles que la construction d’une table d’arcade, d’une imprimante 3D, de manettes de jeux vidéos accessibles et la participation à des « maker jams », nous avons identifié plusieurs compétences « makers » essentielles. Ces compétences comptent des concepts tels que la prise d’initiatives, l’apprentissage par le jeu, l’adaptation authentique, la collaboration, et le design, la planification et la persistance. Ces compétences se distinguent des compétences retrouvées dans le système éducatif parce qu’elles passent nécessairement toutes par les itérations jalonnées par l’erreur et par une incontournable motivation intrinsèque.
Exploring the Movement of Maker Culture in Education
Recently, many Canadian provinces have started to integrate computer programming in schools. A trend towards engaging learners as producers of knowledge, and the availability of tiny and affordable computers and open-source technologies that enable complex knowledge production, are drawing interest to “maker culture”. Despite an increasing appetite for “digital making” we know very little about what students from a variety of contexts can learn from engaging in “maker” activities. Through maker workshops with learners from high school, college and university, our team studied both the process and the product of “digital making”. We interviewed participants, recorded their interactions during the workshops and conducted focus groups. We will present preliminary results emerging from a series of workshops conducted with a variety of learners who were eager to learn about “digital making”. We will discuss what our team observed, how learners experienced the workshops, what they learned and how those experiences shaped their attitudes towards problem solving.
Beyond disciplines: IMAGinE research differently
These are the slides we used for our presentation on December 1st, about maker culture and community partnerships. The podcast of the event is forthcoming.
CAP Secteur 2013-2016
The objective of this project was to develop a professional learning community of pedagogical leaders with six schools of one geographical sector from Riverside School Board to improve student retention and academic success.
Relations entre les ordinateurs et l’éducation: le cas des formateurs d’ensei...
Cette étude s’est inscrite dans le domaine de l’intégration pédagogique des TIC. Loin d’être un nouveau domaine de recherche, il reste pourtant problématique dans le sens où l’on connaît encore très peu la dynamique des mécanismes entre la pédagogie et les usages des TIC (Watson, 2006). La connaissance scientifique actuelle en matière d’intégration pédagogique des TIC semble se limiter au processus d’adoption des TIC en éducation et aux résultats des pratiques pédagogiques qui intègrent les TIC. Dans cette perspective, nombreux sont ceux qui ont posé l’hypothèse que les TIC s’intègrent mieux dans une perspective constructiviste et qui sont arrivés à la conclusion que généralement les TIC mènent à des pratiques constructivistes. Malheureusement, telles hypothèses et conclusions ne contribuent pas à identifier la relation entre la pédagogie et l’usage des TIC, ni ne permettent d’expliquer une telle relation, ce qui restreint encore notre compréhension du phénomène.
The Housing Project : A Collaborative Action Research With Intellectually Dis...
For most of the human population, living in one’s own place and getting paid employment are necessities for an emancipated adult life. These needs are also experienced by adults with intellectual disabilities (ID) who face the challenge of becoming autonomous contributing citizens. For over thirty years, deinstitutionalization agendas have brought researchers to study different residential integration formulas. However, there are very little studies who looked at the question from an insider’s perspective. What exactly does it mean to go through a process of community and residential integration, above living in one’s own apartment and participating to community programs? This is the question we were asking in this collaborative action research.
Recommended
Les compétences de la culture maker
: Récemment la fièvre « maker » fait une épidémie dans les écoles, les bibliothèques et les centres communautaires. Les écoles les plus innovatrices veulent des « makerspaces », les bibliothèques s’empressent de s’équiper d’imprimantes 3D pour être à la fine pointe de la technologie et les centres communautaires veulent être le lieu des activités « makers ». Dans cette effervescence, notre équipe de recherche mène des études sur la culture « maker » critique pour mieux comprendre la valeur des activités « maker » pour l’apprentissage. À travers une série d’ateliers portant sur des thématiques telles que la construction d’une table d’arcade, d’une imprimante 3D, de manettes de jeux vidéos accessibles et la participation à des « maker jams », nous avons identifié plusieurs compétences « makers » essentielles. Ces compétences comptent des concepts tels que la prise d’initiatives, l’apprentissage par le jeu, l’adaptation authentique, la collaboration, et le design, la planification et la persistance. Ces compétences se distinguent des compétences retrouvées dans le système éducatif parce qu’elles passent nécessairement toutes par les itérations jalonnées par l’erreur et par une incontournable motivation intrinsèque.
Exploring the Movement of Maker Culture in Education
Recently, many Canadian provinces have started to integrate computer programming in schools. A trend towards engaging learners as producers of knowledge, and the availability of tiny and affordable computers and open-source technologies that enable complex knowledge production, are drawing interest to “maker culture”. Despite an increasing appetite for “digital making” we know very little about what students from a variety of contexts can learn from engaging in “maker” activities. Through maker workshops with learners from high school, college and university, our team studied both the process and the product of “digital making”. We interviewed participants, recorded their interactions during the workshops and conducted focus groups. We will present preliminary results emerging from a series of workshops conducted with a variety of learners who were eager to learn about “digital making”. We will discuss what our team observed, how learners experienced the workshops, what they learned and how those experiences shaped their attitudes towards problem solving.
Beyond disciplines: IMAGinE research differently
These are the slides we used for our presentation on December 1st, about maker culture and community partnerships. The podcast of the event is forthcoming.
CAP Secteur 2013-2016
The objective of this project was to develop a professional learning community of pedagogical leaders with six schools of one geographical sector from Riverside School Board to improve student retention and academic success.
Relations entre les ordinateurs et l’éducation: le cas des formateurs d’ensei...
Cette étude s’est inscrite dans le domaine de l’intégration pédagogique des TIC. Loin d’être un nouveau domaine de recherche, il reste pourtant problématique dans le sens où l’on connaît encore très peu la dynamique des mécanismes entre la pédagogie et les usages des TIC (Watson, 2006). La connaissance scientifique actuelle en matière d’intégration pédagogique des TIC semble se limiter au processus d’adoption des TIC en éducation et aux résultats des pratiques pédagogiques qui intègrent les TIC. Dans cette perspective, nombreux sont ceux qui ont posé l’hypothèse que les TIC s’intègrent mieux dans une perspective constructiviste et qui sont arrivés à la conclusion que généralement les TIC mènent à des pratiques constructivistes. Malheureusement, telles hypothèses et conclusions ne contribuent pas à identifier la relation entre la pédagogie et l’usage des TIC, ni ne permettent d’expliquer une telle relation, ce qui restreint encore notre compréhension du phénomène.
The Housing Project : A Collaborative Action Research With Intellectually Dis...
For most of the human population, living in one’s own place and getting paid employment are necessities for an emancipated adult life. These needs are also experienced by adults with intellectual disabilities (ID) who face the challenge of becoming autonomous contributing citizens. For over thirty years, deinstitutionalization agendas have brought researchers to study different residential integration formulas. However, there are very little studies who looked at the question from an insider’s perspective. What exactly does it mean to go through a process of community and residential integration, above living in one’s own apartment and participating to community programs? This is the question we were asking in this collaborative action research.
Relationships between computers and education : a case study of teacher educa...
Even though the pedagogical integration of ICT (information and communication technologies) has a long history, we are still far from understanding the relationships between pedagogy and ICT (Watson, 2006). On one hand, educators are being encouraged to integrate technology in their classes, and on another hand they often feel like the technology offered is yet another element of content to add to their already filled course agendas. Research up to present seems to have limited itself to either investigate empirical evidence related to the process related to the pedagogical integration of ICT or to document results of pedagogical practices that integrate ICT in education (Charlier, Daele, & Deschryver, 2002; Daudelin, Lefebvre, Mercier, Brodeur, Dusseault , & Richer, 2005; Desjardins, 2004, 2005; Guir, 2002; Larose, Lenoir, Karsenti, & Grenon, 2002; Lebrun, 2002). In this viewpoint, several have put forth an hypothesis according to which ICT are better integrated when using a constructivist perspective. The majority of these studies also conclude that integrating technology in classrooms leads to constructivist practices. Unfortunately, these hypothesis and conclusions do not contribute to identify the relationships between ICT and pedagogy, nor do they contribute to explain these relationships, which restrains our present comprehension of the phenomenom.
La Revue Éducation Francophone en Milieu Minoritaire : réfléchir sur le passé...
La revue Éducation francophone en milieu minoritaire est née du besoin de rassembler les diverses publications qui traitent d’éducation francophone en milieu minoritaire dans un même medium de diffusion du savoir scientifique. Au moment où la revue est née, s’il n’existait que très peu de littérature permettant de décrire les particularités de l’éducation francophone en milieu francophone minoritaire, il existait encore moins d’études scientifiques dans ce domaine. En effet, la littérature existante était dispersée dans divers recueils et revues savantes. On retrouvait par exemple un livre de Georges Duquette intitulé Vivre et enseigner en milieu minoritaire (1997, Presses de l’Université Laurentienne) et une série d’articles publiés par Diane Gérin-Lajoie sur une étude portant sur la formation des enseignants en milieu minoritaire francophone (http://www.acelf.ca/c/revue/revuehtml/29-1/02-Gerin-Lajoie.html#ref-Gerin-Lajoiea95). Hermann, aurais-tu d’autres idées? Malgré ces initiatives, la recherche dans le domaine de l’éducation francophone minoritaire restait embryonnaire puisque très peu d’interactions étaient possibles entre les membres de cette communauté scientifique naissante.
Teacher educators reflecting about their pedagogical integration of ICT pract...
In the present conjecture, many researchers have hypothesized that innovation with technology should lead to improved teaching approaches. Even though there is a lack of evidence and a lack of explanation to prove this hypothesis, in the field of education many have accepted the idea that technology will improve teaching and therefore, technology will make the learning experience better for students. Hence, the initial hypothesis has become a generally accepted premise.
Vid-Ability: a Portable Computing Project Using Instructional Video to Impro...
One of the most disturbing aspects of digital technologies is that they emphasize the extent to which human beings are not ready to deal with the power of their own inventions. Digital technologies have the potential to be devastating to human beings, to create more divisions between classes, to continue oppressing targeted populations, and making them slaves of time spent on technology and of misuse of information. For people living with intellectual disabilities who have been traditionally excluded from society, the inclusion gap is becoming wider as they have limited access to technology and information that is posted on the Internet is usually targeted towards a high functioning population. I attempted to bridge this gap with the Vid-Ability project, a study aiming at helping people with intellectual disabilities develop life skills through instructional videos. This paper describes the foundations of the project and presents the methodology and results and closes with a discussion of the impact of the videos.
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...
There is currently a revolution going on, that is changing how people live, work and play and consequently, how they learn. This revolution is happening through the use of various technological objects that many people are using on a daily basis. The text below calls attention to a proposed research methodology for conducting studies about ubiquitous learning technologies. Two major themes oversee the structure of this text: what should researchers look at and how should they look at it. It starts by describing the context of how these technologies are being used. It then lays out the elements of a conceptual framework. Following this, the text describes the advantages and pitfalls of ethnography and action-research. Finally, it provides recommendations for researchers who are interested in investigating ubiquitous learning.
How can we create video-based interventions for and with people living with i...
This communication will focus on the results of the data collection activities we conducted during a collaborative action-research day with a group of people with intellectual disabilities. Precisely, we will present results from two highly collaborative techniques we used to conduct focus groups in the context of the Vid-Ability project. The Vid-Ability project aimed to use instructional videos and mobile technologies to help people with intellectual disabilities develop abilities to become autonomous. A group of five people with intellectual disabilities used instructional videos on iPods for a duration of 12 weeks, to try to develop the abilities needed for autonomous living such as cooking, using a stove, using a washing machine and keeping oneself safe. We will present the results emerging from these two activities in addition to commenting on the process of conducting these two activities and the positive impressions the group was left with.
Producing Instructional Videos Through Collaborative-Action Research for Peop...
This paper discusses a collaborative action research we conducted with a group of four interveners and five young adults with an intellectual disability, who were taking part in a government service provider program. The research aimed at developing abilities to become autonomous using video. A group of five young adults with intellectual disabilities used instructional videos on iPods for a duration of ten weeks, to try to develop the abilities needed for autonomous living such as cooking, using a stove, using a washing machine and keeping oneself safe. We will present the results from a questionnaire we designed specifically for the project, which had the sole purpose of identifying the needs of participants in terms of social integration abilities, along with the iterative process of the video production and validation. In addition this paper will provide reflections about the experience to identify directions for future research.
Teachers reflecting about the implementation of an ePortfolio to encourage s...
This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.
Collaborative construct analysis as a means to engage teachers into reflectiv...
With about four decades of history, the research domain that relates to the pedagogical integration of technology still doesn’t have a precise epistemology. This is partly because it doesn’t have a well-defined object of research. One could argue that it is about how people learn and perform better with technologies, but this explanation doesn’t give us insight about how teachers prepare pedagogical activities in which they integrate technology. In the last ten years, I posited that perhaps, the problem is related to the approach to collecting data with teachers. This communication will present the methodological perspective I have adopted as an attempt to conduct research that gives insight about the pedagogical integration of ICT and that accompanies practitioners into reflective practices.
Le design, le développement et l’implantation d’un portfolio électronique pou...
Depuis leur apparition sur le marché de l’éducation, les portfolios électroniques sont très en demande et peuvent rencontrer les besoins d’une grande variété d’utilisateurs, incluant de jeunes enfants et des enseignants expérimentés. Les portfolios électroniques peuvent être conçus spécifiquement pour appuyer la formation des enseignants en intégrant des processus tels que l’autorégulation des apprentissages et la réflexion sur les pratiques. Ce texte se penchera sur le design, le développement et l’expérience sur le terrain avec PERLE niveau 4, un portfolio électronique basé sur l’évidence (evidence-based) conçu pour la formation des enseignants et le perfectionnement continu.
Les résultats de notre étude révèlent que les enseignants en formation ont vu la valeur d’un outil leur permettant de mettre en relation leur travail et les compétences professionnelles, de surveiller le progrès de ces compétences et de réfléchir sur leur développement. Ils ont considéré que les rétroactions qu’ils recevaient et la capacité de réfléchir sur leur travail étaient des fonctions utiles. Toutefois, l’outil a été utilisé en surface durant l’année académique. Nos résultats suggèrent que cela est dû au manque de compréhension du processus d’autorégulation des apprentissages et à la non connaissance du logiciel.
An inquiry about using technologies to help people living with intellectual d...
In the current deinstutionalisation context, there is an urgent demand for people living with intellectual disabilities to develop independent living skills and find remunerated work. Research in this field has proven video-based intervention to be an efficient means of helping people with intellectual disabilities develop autonomous life skills. Recently, researchers have started to explore the potential of various mobile devices to help this population develop life skills. Our research aimed to use such technologies with a group of ten adults who were in a process of residential integration with the “capabilities” framework. We used an action research protocol, which provided participants with an opportunity to plan, act and reflect on their capabilities. Our preliminary results show that sharing positive experiences, acting as role models for others and receiving positive feedback was a contributing factor in helping people with ID engage in the daily struggle of becoming integrated to society.
Using technologies to develop capabilities with people living with intellectu...
Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005).
We interviewed eight adults with ID in a process of community integration
using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.
Designing a social computing course through the use of social computing chara...
This pecha kucha presentation reports on the experience of a social computing course with a group of graduate students enrolled in an Educational Technology program. The course was designed, using a problem-based learning approach, to involve students with each other and in the community at large, with some moments of reflection on the strengths and limitations of their actions and interactions. When the students showed up at the first course, some already knew each other from studying in the same program, but some never met each other. They were told that the first thing they would have to do is subscribe to at least ten social networking sites and to keep a journal about their foray in social media. Then, they would have to initiate a tech-stewarding project, as suggested by Wenger, White and Smith (2009). By definition, technology stewards attend to the technologies that support distributed communities. While building on their expertise of the various hot research topics related to social computing, students had to find teams to moderate one of the course seminars. Finally, they would have to model how they conceptualize learning with social media. This intimidated about thirty-five percent of the students, who decided to drop out after the first session. The seven remaining students became part of an authentic community of practice during the semester. Interestingly, some students were not that experienced with social media, but they had a strong desire to learn. While going through the assignments, they built strong ties that lived beyond the course. At the end of the course, students came to the conclusion that they had become a community of practice, without even realizing it. This presentation describes the problem identified by the professor, analyzes the content versus the impressive results of the assignments, provides directions for reflection on authentic pedagogy from the students and offers transferable lessons beyond the specific social computing course.
Reflecting about the scholarship of teaching and learning when designing a PB...
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
L’univers numérique : une ouverture sur les nouvelles littératies pour des pe...
Les technologies numériques ont le potentiel de changer l’expérience de vie de nombreuses populations. Il ne s’agit que d’observer les gens dans leur quotidien pour constater qu’une grande masse de la population canadienne a adopté de nombreuses technologies numériques. D’ici la prochaine décennie, les technologies verront un développement sans précédent qui fera en sorte que les technologies deviendront intégrées à l’humain sous diverses formes. Ce changement systémique fera probablement en sorte que l’accès à l’information dépassera le stade de la nécessité et deviendra un droit humain. À cet égard, plusieurs argumentent qu’il existe une fracture numérique entre les pays développés, entre les riches et les pauvres. Nous ajoutons à cet argument qu’il devient essentiel non seulement d’avoir accès aux technologies numériques, mais que chaque être humain devrait recevoir une éducation lui permettant développer un savoir, un savoir-faire et un savoir-être intégrés afin d’être capable de s’émanciper à l’intérieur de l’univers numérique. Pour les personnes avec une déficience intellectuelle, l’accès à l’univers numérique présente un défi de taille puisqu’il y a plusieurs littératies sous-jacentes sans lesquelles il est impossible de fonctionner. En s’appuyant sur la recherche-action collaborative, cette présentation abordera une discussion sur la problématique du développement des nouvelles littératies et l’accès à l’univers numérique.
Arrivera-t-on vraiment au e-Learning à l’université?
Cette communication présente un propos critique sur le e-Learning à l’université dans lequel nous penchons sur la question suivante : « Est-ce que notre utilisation actuelle des technologies nous permet vraiment de faire du e-Learning à l’université? ».
Nous commençons par peindre un tableau qui fait état des technologies utilisées en société. Nous décrivons ensuite les technologies présentement en vogue dans nos établissements d’enseignement universitaire, celles qui sont proscrites et celles qui « manquent de sérieux ». À partir de cette description, nous nous posons une seconde question : « Quel est le scénario idéal pour l’application du e-Learning à l’université ? ». Pour répondre à cette question, nous portons un premier regard critique pour soulever l’incohérence entre les objets technologiques adoptés dans nos institutions universitaires pour le e-Learning et sur la manière dont les étudiants se servent des technologies en société. Nous portons un deuxième regard critique sur la question du e-Learning à l’université, qui a pour but de discuter de l’efficacité des technologies utilisées pour l’apprentissage, la collaboration et le développement des processus cognitifs de haut niveau. Nous appuyons notre propos autant sur des exemples de cours en face-à-face que sur des exemples de cours @ distance. Comme ce sujet se superpose à la question de la qualité de l’apprentissage à l’université, nous proposons aussi une argumentation quant à la valeur ajoutée des technologies. Cette argumentation s’inspirera des questions de l’actualité, telles que la grippe H1N1, l’apprentissage tout au long de la vie, la crise économique, etc.
Entre pédagogie et interaction TIC : création d’un modèle pour faire le desig...
Peu importe la variété d »opinions que nous pouvons avoir sur la place qu’occupent les technologies au sein de nos systèmes d’éducation, ces dernières ont pénétré tous les aspects de nos vies. Que nous acceptions ou refusions d’intégrer les technologies dans notre enseignement, nos élèves y ont accès au quotidien et ont appris à penser avec ces technologies. Étant donné ce contexte, il est plus qu’urgent de s’interroger sur les relations possibles entre un modèle d’approche pédagogique global et un modèle d’interaction TIC généralisable à l’extérieur du système éducatif. Même si ce sujet fait l’objet de discussions depuis plus d’un quart de siècle, nous sommes loin de connaître la dynamique entre l’approche pédagogique et l’usage des TIC. Il existe certes plusieurs hypothèses, qui indiquent certains un changement de direction pédagogique lorsque les technologies sont intégrées. Plutôt que de présenter une taxonomie d’approche pédagogique et d’usage des TIC, nous présentons deux modèles basés sur des typologies permettant d’identifier le profil de groupes au sein d’institutions. Par la suite, nous présentons une approche de recherche collaborative qui permet de faire le design de recherche-action à partir des problèmes locaux que vivent les participants de nos recherches lorsqu’ils sont dans le processus d’intégrer les TIC.
Reflecting on pedagogical practices with electronic portfolios.
This communication discusses the implementation of an ePortfolio designed to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study strived to answer two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the influence of an ePortfolio on student learning and on their pedagogical approaches? We conducted interviews and a focus group with French Québécois teachers. The results of this grounded theory show that the ePortfolio implementation was a good experience for some teachers, but other teachers faced more important issues during the implementation phase.
Apprendre à exister et apprendre pour exister: une théorie ancrée sur les ado...
Cette communication présentera les résultats d’une théorie ancrée à propos de l’apprentissage des médias sociaux par les adolescents. Cette étude visait à comprendre les représentations mentales que les adolescents se font de leur utilisation des médias sociaux. À partir de leurs expériences dans les médias sociaux, les participants on pu parler de leur apprentissage des interfaces, des interactions et des processus de socialisation et résolution de problèmes. Selon la littérature, dans l’univers des médias sociaux, l’apprentissage informel et accidentel prime. Les résultats de notre étude sont cohérents avec la littérature, toutefois, la méthodologie participative en trois temps (entretiens, analyses de construits et entretiens de validation) nous a permis de comprendre en profondeur le phénomène tel que vécu par douze adolescents. La théorie ancrée qui s’en dégage part du phénomène de l’existence. Pour les adolescents, apprendre à utiliser les médias sociaux est une nécessité pour qu’ils puissent exister par rapport aux autres qui y sont. De plus, apprendre à exister à l’intérieur des médias sociaux est une question de survie sociale. Cette étude contribue à la connaissance dans deux perspectives. Premièrement, elle contribue une méthodologie participative permettant d’entrer en dialogue avec adolescents. Deuxièmement, elle contribue à la littérature dans le domaine de l’usage que les adolescents font des médias sociaux et leur motivation à apprendre.
Template Jadual Bertugas Kelas (Boleh Edit)
Jadual Bertugas kelas dalam bentuk softcopy PowerPoint. Cikgu boleh download >> edit >> print >> laminate. Semoga bermanfaat.
Introduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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Relationships between computers and education : a case study of teacher educa...
Even though the pedagogical integration of ICT (information and communication technologies) has a long history, we are still far from understanding the relationships between pedagogy and ICT (Watson, 2006). On one hand, educators are being encouraged to integrate technology in their classes, and on another hand they often feel like the technology offered is yet another element of content to add to their already filled course agendas. Research up to present seems to have limited itself to either investigate empirical evidence related to the process related to the pedagogical integration of ICT or to document results of pedagogical practices that integrate ICT in education (Charlier, Daele, & Deschryver, 2002; Daudelin, Lefebvre, Mercier, Brodeur, Dusseault , & Richer, 2005; Desjardins, 2004, 2005; Guir, 2002; Larose, Lenoir, Karsenti, & Grenon, 2002; Lebrun, 2002). In this viewpoint, several have put forth an hypothesis according to which ICT are better integrated when using a constructivist perspective. The majority of these studies also conclude that integrating technology in classrooms leads to constructivist practices. Unfortunately, these hypothesis and conclusions do not contribute to identify the relationships between ICT and pedagogy, nor do they contribute to explain these relationships, which restrains our present comprehension of the phenomenom.
La Revue Éducation Francophone en Milieu Minoritaire : réfléchir sur le passé...
La revue Éducation francophone en milieu minoritaire est née du besoin de rassembler les diverses publications qui traitent d’éducation francophone en milieu minoritaire dans un même medium de diffusion du savoir scientifique. Au moment où la revue est née, s’il n’existait que très peu de littérature permettant de décrire les particularités de l’éducation francophone en milieu francophone minoritaire, il existait encore moins d’études scientifiques dans ce domaine. En effet, la littérature existante était dispersée dans divers recueils et revues savantes. On retrouvait par exemple un livre de Georges Duquette intitulé Vivre et enseigner en milieu minoritaire (1997, Presses de l’Université Laurentienne) et une série d’articles publiés par Diane Gérin-Lajoie sur une étude portant sur la formation des enseignants en milieu minoritaire francophone (http://www.acelf.ca/c/revue/revuehtml/29-1/02-Gerin-Lajoie.html#ref-Gerin-Lajoiea95). Hermann, aurais-tu d’autres idées? Malgré ces initiatives, la recherche dans le domaine de l’éducation francophone minoritaire restait embryonnaire puisque très peu d’interactions étaient possibles entre les membres de cette communauté scientifique naissante.
Teacher educators reflecting about their pedagogical integration of ICT pract...
In the present conjecture, many researchers have hypothesized that innovation with technology should lead to improved teaching approaches. Even though there is a lack of evidence and a lack of explanation to prove this hypothesis, in the field of education many have accepted the idea that technology will improve teaching and therefore, technology will make the learning experience better for students. Hence, the initial hypothesis has become a generally accepted premise.
Vid-Ability: a Portable Computing Project Using Instructional Video to Impro...
One of the most disturbing aspects of digital technologies is that they emphasize the extent to which human beings are not ready to deal with the power of their own inventions. Digital technologies have the potential to be devastating to human beings, to create more divisions between classes, to continue oppressing targeted populations, and making them slaves of time spent on technology and of misuse of information. For people living with intellectual disabilities who have been traditionally excluded from society, the inclusion gap is becoming wider as they have limited access to technology and information that is posted on the Internet is usually targeted towards a high functioning population. I attempted to bridge this gap with the Vid-Ability project, a study aiming at helping people with intellectual disabilities develop life skills through instructional videos. This paper describes the foundations of the project and presents the methodology and results and closes with a discussion of the impact of the videos.
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...
There is currently a revolution going on, that is changing how people live, work and play and consequently, how they learn. This revolution is happening through the use of various technological objects that many people are using on a daily basis. The text below calls attention to a proposed research methodology for conducting studies about ubiquitous learning technologies. Two major themes oversee the structure of this text: what should researchers look at and how should they look at it. It starts by describing the context of how these technologies are being used. It then lays out the elements of a conceptual framework. Following this, the text describes the advantages and pitfalls of ethnography and action-research. Finally, it provides recommendations for researchers who are interested in investigating ubiquitous learning.
How can we create video-based interventions for and with people living with i...
This communication will focus on the results of the data collection activities we conducted during a collaborative action-research day with a group of people with intellectual disabilities. Precisely, we will present results from two highly collaborative techniques we used to conduct focus groups in the context of the Vid-Ability project. The Vid-Ability project aimed to use instructional videos and mobile technologies to help people with intellectual disabilities develop abilities to become autonomous. A group of five people with intellectual disabilities used instructional videos on iPods for a duration of 12 weeks, to try to develop the abilities needed for autonomous living such as cooking, using a stove, using a washing machine and keeping oneself safe. We will present the results emerging from these two activities in addition to commenting on the process of conducting these two activities and the positive impressions the group was left with.
Producing Instructional Videos Through Collaborative-Action Research for Peop...
This paper discusses a collaborative action research we conducted with a group of four interveners and five young adults with an intellectual disability, who were taking part in a government service provider program. The research aimed at developing abilities to become autonomous using video. A group of five young adults with intellectual disabilities used instructional videos on iPods for a duration of ten weeks, to try to develop the abilities needed for autonomous living such as cooking, using a stove, using a washing machine and keeping oneself safe. We will present the results from a questionnaire we designed specifically for the project, which had the sole purpose of identifying the needs of participants in terms of social integration abilities, along with the iterative process of the video production and validation. In addition this paper will provide reflections about the experience to identify directions for future research.
Teachers reflecting about the implementation of an ePortfolio to encourage s...
This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.
Collaborative construct analysis as a means to engage teachers into reflectiv...
With about four decades of history, the research domain that relates to the pedagogical integration of technology still doesn’t have a precise epistemology. This is partly because it doesn’t have a well-defined object of research. One could argue that it is about how people learn and perform better with technologies, but this explanation doesn’t give us insight about how teachers prepare pedagogical activities in which they integrate technology. In the last ten years, I posited that perhaps, the problem is related to the approach to collecting data with teachers. This communication will present the methodological perspective I have adopted as an attempt to conduct research that gives insight about the pedagogical integration of ICT and that accompanies practitioners into reflective practices.
Le design, le développement et l’implantation d’un portfolio électronique pou...
Depuis leur apparition sur le marché de l’éducation, les portfolios électroniques sont très en demande et peuvent rencontrer les besoins d’une grande variété d’utilisateurs, incluant de jeunes enfants et des enseignants expérimentés. Les portfolios électroniques peuvent être conçus spécifiquement pour appuyer la formation des enseignants en intégrant des processus tels que l’autorégulation des apprentissages et la réflexion sur les pratiques. Ce texte se penchera sur le design, le développement et l’expérience sur le terrain avec PERLE niveau 4, un portfolio électronique basé sur l’évidence (evidence-based) conçu pour la formation des enseignants et le perfectionnement continu.
Les résultats de notre étude révèlent que les enseignants en formation ont vu la valeur d’un outil leur permettant de mettre en relation leur travail et les compétences professionnelles, de surveiller le progrès de ces compétences et de réfléchir sur leur développement. Ils ont considéré que les rétroactions qu’ils recevaient et la capacité de réfléchir sur leur travail étaient des fonctions utiles. Toutefois, l’outil a été utilisé en surface durant l’année académique. Nos résultats suggèrent que cela est dû au manque de compréhension du processus d’autorégulation des apprentissages et à la non connaissance du logiciel.
An inquiry about using technologies to help people living with intellectual d...
In the current deinstutionalisation context, there is an urgent demand for people living with intellectual disabilities to develop independent living skills and find remunerated work. Research in this field has proven video-based intervention to be an efficient means of helping people with intellectual disabilities develop autonomous life skills. Recently, researchers have started to explore the potential of various mobile devices to help this population develop life skills. Our research aimed to use such technologies with a group of ten adults who were in a process of residential integration with the “capabilities” framework. We used an action research protocol, which provided participants with an opportunity to plan, act and reflect on their capabilities. Our preliminary results show that sharing positive experiences, acting as role models for others and receiving positive feedback was a contributing factor in helping people with ID engage in the daily struggle of becoming integrated to society.
Using technologies to develop capabilities with people living with intellectu...
Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005).
We interviewed eight adults with ID in a process of community integration
using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.
Designing a social computing course through the use of social computing chara...
This pecha kucha presentation reports on the experience of a social computing course with a group of graduate students enrolled in an Educational Technology program. The course was designed, using a problem-based learning approach, to involve students with each other and in the community at large, with some moments of reflection on the strengths and limitations of their actions and interactions. When the students showed up at the first course, some already knew each other from studying in the same program, but some never met each other. They were told that the first thing they would have to do is subscribe to at least ten social networking sites and to keep a journal about their foray in social media. Then, they would have to initiate a tech-stewarding project, as suggested by Wenger, White and Smith (2009). By definition, technology stewards attend to the technologies that support distributed communities. While building on their expertise of the various hot research topics related to social computing, students had to find teams to moderate one of the course seminars. Finally, they would have to model how they conceptualize learning with social media. This intimidated about thirty-five percent of the students, who decided to drop out after the first session. The seven remaining students became part of an authentic community of practice during the semester. Interestingly, some students were not that experienced with social media, but they had a strong desire to learn. While going through the assignments, they built strong ties that lived beyond the course. At the end of the course, students came to the conclusion that they had become a community of practice, without even realizing it. This presentation describes the problem identified by the professor, analyzes the content versus the impressive results of the assignments, provides directions for reflection on authentic pedagogy from the students and offers transferable lessons beyond the specific social computing course.
Reflecting about the scholarship of teaching and learning when designing a PB...
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
L’univers numérique : une ouverture sur les nouvelles littératies pour des pe...
Les technologies numériques ont le potentiel de changer l’expérience de vie de nombreuses populations. Il ne s’agit que d’observer les gens dans leur quotidien pour constater qu’une grande masse de la population canadienne a adopté de nombreuses technologies numériques. D’ici la prochaine décennie, les technologies verront un développement sans précédent qui fera en sorte que les technologies deviendront intégrées à l’humain sous diverses formes. Ce changement systémique fera probablement en sorte que l’accès à l’information dépassera le stade de la nécessité et deviendra un droit humain. À cet égard, plusieurs argumentent qu’il existe une fracture numérique entre les pays développés, entre les riches et les pauvres. Nous ajoutons à cet argument qu’il devient essentiel non seulement d’avoir accès aux technologies numériques, mais que chaque être humain devrait recevoir une éducation lui permettant développer un savoir, un savoir-faire et un savoir-être intégrés afin d’être capable de s’émanciper à l’intérieur de l’univers numérique. Pour les personnes avec une déficience intellectuelle, l’accès à l’univers numérique présente un défi de taille puisqu’il y a plusieurs littératies sous-jacentes sans lesquelles il est impossible de fonctionner. En s’appuyant sur la recherche-action collaborative, cette présentation abordera une discussion sur la problématique du développement des nouvelles littératies et l’accès à l’univers numérique.
Arrivera-t-on vraiment au e-Learning à l’université?
Cette communication présente un propos critique sur le e-Learning à l’université dans lequel nous penchons sur la question suivante : « Est-ce que notre utilisation actuelle des technologies nous permet vraiment de faire du e-Learning à l’université? ».
Nous commençons par peindre un tableau qui fait état des technologies utilisées en société. Nous décrivons ensuite les technologies présentement en vogue dans nos établissements d’enseignement universitaire, celles qui sont proscrites et celles qui « manquent de sérieux ». À partir de cette description, nous nous posons une seconde question : « Quel est le scénario idéal pour l’application du e-Learning à l’université ? ». Pour répondre à cette question, nous portons un premier regard critique pour soulever l’incohérence entre les objets technologiques adoptés dans nos institutions universitaires pour le e-Learning et sur la manière dont les étudiants se servent des technologies en société. Nous portons un deuxième regard critique sur la question du e-Learning à l’université, qui a pour but de discuter de l’efficacité des technologies utilisées pour l’apprentissage, la collaboration et le développement des processus cognitifs de haut niveau. Nous appuyons notre propos autant sur des exemples de cours en face-à-face que sur des exemples de cours @ distance. Comme ce sujet se superpose à la question de la qualité de l’apprentissage à l’université, nous proposons aussi une argumentation quant à la valeur ajoutée des technologies. Cette argumentation s’inspirera des questions de l’actualité, telles que la grippe H1N1, l’apprentissage tout au long de la vie, la crise économique, etc.
Entre pédagogie et interaction TIC : création d’un modèle pour faire le desig...
Peu importe la variété d »opinions que nous pouvons avoir sur la place qu’occupent les technologies au sein de nos systèmes d’éducation, ces dernières ont pénétré tous les aspects de nos vies. Que nous acceptions ou refusions d’intégrer les technologies dans notre enseignement, nos élèves y ont accès au quotidien et ont appris à penser avec ces technologies. Étant donné ce contexte, il est plus qu’urgent de s’interroger sur les relations possibles entre un modèle d’approche pédagogique global et un modèle d’interaction TIC généralisable à l’extérieur du système éducatif. Même si ce sujet fait l’objet de discussions depuis plus d’un quart de siècle, nous sommes loin de connaître la dynamique entre l’approche pédagogique et l’usage des TIC. Il existe certes plusieurs hypothèses, qui indiquent certains un changement de direction pédagogique lorsque les technologies sont intégrées. Plutôt que de présenter une taxonomie d’approche pédagogique et d’usage des TIC, nous présentons deux modèles basés sur des typologies permettant d’identifier le profil de groupes au sein d’institutions. Par la suite, nous présentons une approche de recherche collaborative qui permet de faire le design de recherche-action à partir des problèmes locaux que vivent les participants de nos recherches lorsqu’ils sont dans le processus d’intégrer les TIC.
Reflecting on pedagogical practices with electronic portfolios.
This communication discusses the implementation of an ePortfolio designed to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study strived to answer two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the influence of an ePortfolio on student learning and on their pedagogical approaches? We conducted interviews and a focus group with French Québécois teachers. The results of this grounded theory show that the ePortfolio implementation was a good experience for some teachers, but other teachers faced more important issues during the implementation phase.
Apprendre à exister et apprendre pour exister: une théorie ancrée sur les ado...
Cette communication présentera les résultats d’une théorie ancrée à propos de l’apprentissage des médias sociaux par les adolescents. Cette étude visait à comprendre les représentations mentales que les adolescents se font de leur utilisation des médias sociaux. À partir de leurs expériences dans les médias sociaux, les participants on pu parler de leur apprentissage des interfaces, des interactions et des processus de socialisation et résolution de problèmes. Selon la littérature, dans l’univers des médias sociaux, l’apprentissage informel et accidentel prime. Les résultats de notre étude sont cohérents avec la littérature, toutefois, la méthodologie participative en trois temps (entretiens, analyses de construits et entretiens de validation) nous a permis de comprendre en profondeur le phénomène tel que vécu par douze adolescents. La théorie ancrée qui s’en dégage part du phénomène de l’existence. Pour les adolescents, apprendre à utiliser les médias sociaux est une nécessité pour qu’ils puissent exister par rapport aux autres qui y sont. De plus, apprendre à exister à l’intérieur des médias sociaux est une question de survie sociale. Cette étude contribue à la connaissance dans deux perspectives. Premièrement, elle contribue une méthodologie participative permettant d’entrer en dialogue avec adolescents. Deuxièmement, elle contribue à la littérature dans le domaine de l’usage que les adolescents font des médias sociaux et leur motivation à apprendre.
More from Ann Davidson (20)
Relationships between computers and education : a case study of teacher educa...
Relationships between computers and education : a case study of teacher educa...
La Revue Éducation Francophone en Milieu Minoritaire : réfléchir sur le passé...
La Revue Éducation Francophone en Milieu Minoritaire : réfléchir sur le passé...
Teacher educators reflecting about their pedagogical integration of ICT pract...
Teacher educators reflecting about their pedagogical integration of ICT pract...
Vid-Ability: a Portable Computing Project Using Instructional Video to Impro...
Vid-Ability: a Portable Computing Project Using Instructional Video to Impro...
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...
How can we create video-based interventions for and with people living with i...
How can we create video-based interventions for and with people living with i...
Producing Instructional Videos Through Collaborative-Action Research for Peop...
Producing Instructional Videos Through Collaborative-Action Research for Peop...
Teachers reflecting about the implementation of an ePortfolio to encourage s...
Teachers reflecting about the implementation of an ePortfolio to encourage s...
Collaborative construct analysis as a means to engage teachers into reflectiv...
Collaborative construct analysis as a means to engage teachers into reflectiv...
Le design, le développement et l’implantation d’un portfolio électronique pou...
Le design, le développement et l’implantation d’un portfolio électronique pou...
An inquiry about using technologies to help people living with intellectual d...
An inquiry about using technologies to help people living with intellectual d...
Using technologies to develop capabilities with people living with intellectu...
Using technologies to develop capabilities with people living with intellectu...
Designing a social computing course through the use of social computing chara...
Designing a social computing course through the use of social computing chara...
Reflecting about the scholarship of teaching and learning when designing a PB...
Reflecting about the scholarship of teaching and learning when designing a PB...
L’univers numérique : une ouverture sur les nouvelles littératies pour des pe...
L’univers numérique : une ouverture sur les nouvelles littératies pour des pe...
Arrivera-t-on vraiment au e-Learning à l’université?
Arrivera-t-on vraiment au e-Learning à l’université?
Entre pédagogie et interaction TIC : création d’un modèle pour faire le desig...
Entre pédagogie et interaction TIC : création d’un modèle pour faire le desig...
Reflecting on pedagogical practices with electronic portfolios.
Reflecting on pedagogical practices with electronic portfolios.
Apprendre à exister et apprendre pour exister: une théorie ancrée sur les ado...
Apprendre à exister et apprendre pour exister: une théorie ancrée sur les ado...
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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.
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How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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