Models of English Language across the Curriculum at the Open University and t...johnroseadams1
English language is the primary medium of learning and teaching at the Open University and is therefore central to students’ attainment and progression (see Erling, 2009). Over the past five years, six models of English language across the curriculum and three models of English language student support have been established at the OU. In 2011, the English Language Provision (ELP) Programme carried out an evaluation of the impact of these models on students, and to a lesser extent tutors and module teams (see Adinolfi and Kerr, 2011). As a result of the evaluation, the ELP Steering Group has proposed that a mixed economy of language provision be considered consisting of English for academic purposes modules and a range of language awareness and development provision ‘embedded’ within subject and programme areas. This presentation will outline the models and the findings of the evaluation and draw out the implications for the university’s curriculum development and widening participation strategies, including a number of key focus areas from OU Futures 2010-13.
This paper presents a practical approach to transform a traditional mature university course into a MOOC. The approach has been applied to LFSAB1402 Informatics 2, a second- year bachelor university level course about programming paradigms of 5 credits (ECTS), taught at Université catholique de Louvain (UCL) to about 300 students in engineering. The transformation was done in three steps spread over two years. A SPOC limited to our students was first created, covering part of the material of the traditional course. It was then opened worldwide as a MOOC. Finally, two MOOCs followed at the same time by our students and worldwide learners and covering all the material of the traditional course have been created. In addition to our 300 students, we had about 7000 (resp. 4000) external students for the first (resp. second) MOOC. About 90% of on-site students and about 4% of registered external students got a certificate at the end of the course. This gradual transformation of the traditional course has three main advantages. First, it makes it possible to reach two different publics given roughly the same efforts and human resources. Second, it opens the possibility for both publics to interact through the discussion forums. Third, it offers to our students a new learning experience supporting them in their regular work and allowing them to study the course autonomously.
This paper presents one possible sustainable evolution of MOOCs based on a permanent transformation of selected university courses into two-public courses. Two MOOCs have been developed to replace a traditional university course. They are followed at the same time by on-site students and by worldwide learners. The transformation has been spread over two years to cope with limited human resources, that were not experienced with MOOC creation. On-site students benefit from extra supervised activities to satisfy university-level course requirements. This paper summarises the transformation of the traditional course into MOOCs, and how it has been used in a hybrid pedagogy paradigm. It then presents some statistics about this year's run of the course and concludes with a proposal about how to make MOOCs sustainable.
Inquiry-Based Whole-Class Teaching with Computer Simulations in PhysicsNico Rutten
This presentation is about Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics. We published an article about this in the International Journal of Science Education: http://bit.ly/simobsart.
Models of English Language across the Curriculum at the Open University and t...johnroseadams1
English language is the primary medium of learning and teaching at the Open University and is therefore central to students’ attainment and progression (see Erling, 2009). Over the past five years, six models of English language across the curriculum and three models of English language student support have been established at the OU. In 2011, the English Language Provision (ELP) Programme carried out an evaluation of the impact of these models on students, and to a lesser extent tutors and module teams (see Adinolfi and Kerr, 2011). As a result of the evaluation, the ELP Steering Group has proposed that a mixed economy of language provision be considered consisting of English for academic purposes modules and a range of language awareness and development provision ‘embedded’ within subject and programme areas. This presentation will outline the models and the findings of the evaluation and draw out the implications for the university’s curriculum development and widening participation strategies, including a number of key focus areas from OU Futures 2010-13.
This paper presents a practical approach to transform a traditional mature university course into a MOOC. The approach has been applied to LFSAB1402 Informatics 2, a second- year bachelor university level course about programming paradigms of 5 credits (ECTS), taught at Université catholique de Louvain (UCL) to about 300 students in engineering. The transformation was done in three steps spread over two years. A SPOC limited to our students was first created, covering part of the material of the traditional course. It was then opened worldwide as a MOOC. Finally, two MOOCs followed at the same time by our students and worldwide learners and covering all the material of the traditional course have been created. In addition to our 300 students, we had about 7000 (resp. 4000) external students for the first (resp. second) MOOC. About 90% of on-site students and about 4% of registered external students got a certificate at the end of the course. This gradual transformation of the traditional course has three main advantages. First, it makes it possible to reach two different publics given roughly the same efforts and human resources. Second, it opens the possibility for both publics to interact through the discussion forums. Third, it offers to our students a new learning experience supporting them in their regular work and allowing them to study the course autonomously.
This paper presents one possible sustainable evolution of MOOCs based on a permanent transformation of selected university courses into two-public courses. Two MOOCs have been developed to replace a traditional university course. They are followed at the same time by on-site students and by worldwide learners. The transformation has been spread over two years to cope with limited human resources, that were not experienced with MOOC creation. On-site students benefit from extra supervised activities to satisfy university-level course requirements. This paper summarises the transformation of the traditional course into MOOCs, and how it has been used in a hybrid pedagogy paradigm. It then presents some statistics about this year's run of the course and concludes with a proposal about how to make MOOCs sustainable.
Inquiry-Based Whole-Class Teaching with Computer Simulations in PhysicsNico Rutten
This presentation is about Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics. We published an article about this in the International Journal of Science Education: http://bit.ly/simobsart.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. The CELTA Online: one year on Colin Paton and Celia Noble IH DOS Conference
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7. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Home page
8. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Course page
9. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Course page
10. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Online observation video and task
11. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Discussion thread
12. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Liveroom
13. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Assignments drop box
14. An Introduction to the CELTA Online Colin Paton and Celia Noble 2012 Activity log
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16. Results Pilot cohort April-July 2011: 10 students Cohort 2 Sep-Dec 2011: 15 students Feedback and results from the first two courses at IH London 1 A, 3 B, 2 Pass, 1 Fail, 3 Withdrawn 1 A, 6 B, 8 Pass Colin Paton and Celia Noble 2012
17. Feedback from both pilot and second course Feedback and results from the first two courses at IH London + - Course materials (Online) support Observation (videos) Collaborative tasks TP CELTA 5 Technical issues (pilot) Platform Liveroom Colin Paton and Celia Noble 2012
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19. Q & A Any questions? Colin Paton and Celia Noble 2012
![[object Object],[object Object],[object Object],[object Object],Planned agenda Colin Paton and Celia Noble 2012](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)