Project by Paulo Frias, Ricardo Cruz and Ricardo Fernandes - Portuguese as a second language through virtual worlds.
Presented at CICE - Canada International Conference on Education - http://www.ciceducation.org/Ciceducation/CICE-2010/
This project is a proposal for a case study that aims to describe and understand communicative and pedagogical processes involved in Second Life® in a context of second language learning and teaching interaction, by modeling in world lessons of Portuguese as a second language for Erasmus students. The purpose is to understand how an immersive context stimulates learning by evolving students in a virtual reality situation where real life language context situations are provoked and where ‘not possible in real life’ learning routines happen. This will experiment the advantages of this platform compared to real life teaching and learning contexts, as it allows a synchronous and simultaneous use of voice and text both by teacher and students.
This document discusses telecollaboration and co-creation between students at the University of Warwick and Clermont Ferrand using a virtual exchange portal. It introduces chain story exercises where students collaboratively write stories, and provides examples of student work from e-portfolios that was created using mixed media and shows the development of intercultural skills and increased digital competences through the collaborative online activities. The document encourages connecting with the author on social media for more information.
The document discusses using an "Activity Types Approach" to ensure pedagogically sound integration of technology in world language education. It presents the TPACK framework and describes how activity types taxonomies can provide teachers with content-based collections of learning activities organized by communicative skills. These activity types suggest intentional uses of educational technologies to support language learning goals and engage students in meaningful communication.
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology.---Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology. - Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
Group 34: The Age Of Newton project involves students from different European countries each focusing on a different aspect of Sir Isaac Newton's time such as the historical timeline, scientific framework, or literature. The students will then consolidate their findings to share with each other across Europe. The goals are to learn more about the Age of Newton, develop teamwork and communication skills using English, and create multimedia presentations. Teachers will also exchange teaching methods.
Open educational practices in language teachingShona Whyte
This document discusses open educational practices in language teaching, with a focus on telecollaboration. It provides an overview of beliefs about language teaching and learning, including ideas from Lightbown & Spada. Telecollaboration activities should focus on meaning over form, include information gaps, not pre-teach all language, and result in authentic use. Synchronous and asynchronous exchanges can be written or oral. Examples of projects integrating telecollaboration in secondary language learning are provided. Copyright considerations for open resources are also addressed.
A short presentation prepared for a meeting on telecollaboration and introducing the work of Dr. Sarah Pasfield- Neofitou from Monash University, Australia.
This project is a proposal for a case study that aims to describe and understand communicative and pedagogical processes involved in Second Life® in a context of second language learning and teaching interaction, by modeling in world lessons of Portuguese as a second language for Erasmus students. The purpose is to understand how an immersive context stimulates learning by evolving students in a virtual reality situation where real life language context situations are provoked and where ‘not possible in real life’ learning routines happen. This will experiment the advantages of this platform compared to real life teaching and learning contexts, as it allows a synchronous and simultaneous use of voice and text both by teacher and students.
This document discusses telecollaboration and co-creation between students at the University of Warwick and Clermont Ferrand using a virtual exchange portal. It introduces chain story exercises where students collaboratively write stories, and provides examples of student work from e-portfolios that was created using mixed media and shows the development of intercultural skills and increased digital competences through the collaborative online activities. The document encourages connecting with the author on social media for more information.
The document discusses using an "Activity Types Approach" to ensure pedagogically sound integration of technology in world language education. It presents the TPACK framework and describes how activity types taxonomies can provide teachers with content-based collections of learning activities organized by communicative skills. These activity types suggest intentional uses of educational technologies to support language learning goals and engage students in meaningful communication.
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology.---Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology. - Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
Group 34: The Age Of Newton project involves students from different European countries each focusing on a different aspect of Sir Isaac Newton's time such as the historical timeline, scientific framework, or literature. The students will then consolidate their findings to share with each other across Europe. The goals are to learn more about the Age of Newton, develop teamwork and communication skills using English, and create multimedia presentations. Teachers will also exchange teaching methods.
Open educational practices in language teachingShona Whyte
This document discusses open educational practices in language teaching, with a focus on telecollaboration. It provides an overview of beliefs about language teaching and learning, including ideas from Lightbown & Spada. Telecollaboration activities should focus on meaning over form, include information gaps, not pre-teach all language, and result in authentic use. Synchronous and asynchronous exchanges can be written or oral. Examples of projects integrating telecollaboration in secondary language learning are provided. Copyright considerations for open resources are also addressed.
A short presentation prepared for a meeting on telecollaboration and introducing the work of Dr. Sarah Pasfield- Neofitou from Monash University, Australia.
Developing digital communicative strategies in the training of language tea...Joan-Tomas Pujola
This document discusses developing digital communicative strategies in language teacher training. It defines digital communicative competence as the ability to communicate effectively in a digital environment. Key strategies discussed are multimodality, hypertextuality, and interaction. A teaching proposal involves tasks to raise awareness of these strategies, reflect on their aspects, and put them into action. Examples of strategies and a workshop materials are provided to publish for language teachers.
This document discusses the history and definitions of Computer Assisted Language Learning (CALL). It describes CALL as using computers to aid in language teaching through presentation, reinforcement, and assessment of material, with an interactive element. The origins of CALL date back to the 1960s, starting with the PLATO project at the University of Illinois in 1960. Early CALL programs presented stimuli for learners to respond to via keyboard. More recent explorative CALL uses concordance programs and data-driven learning to allow learners to explore language patterns on their own.
Exploring the Competences of the TelecollaborativeRobert O'Dowd
The document outlines the competencies required of teachers involved in telecollaborative exchanges between university classes. It begins by defining telecollaboration and providing an example exchange between classes in Spain, UK, Germany and Israel. It then describes critical incidents that emerged for the teachers, such as platform issues, conflicts between schedules, and intercultural misunderstandings. The document presents a model of telecollaborative competence, including organizational, pedagogical and intercultural skills. It outlines how the INTENT project is developing training and resources to help teachers gain these competencies through workshops, an online platform, and sample exchange projects.
The 7 Monkeys technique enables students to learn concepts independently in 7 steps: 1) Read; 2) Highlight; 3) Draw; 4) Explain; 5) Develop depth; 6) Answer questions; 7) Peer assess. It allows students to learn with minimal teacher input, helping develop resilience and independent learning skills while facilitating deeper understanding of key concepts across multiple subjects.
This document discusses the history and development of computer-assisted language learning (CALL). It begins with early CALL programs in the 1960s focusing on drills and exercises. Communicative CALL emerged in the 1980s with a more learner-centered approach. Integrative CALL in the 21st century uses multimedia and the internet to facilitate collaborative project-based learning. The roles of computers, students, teachers and researchers have evolved from behavioral to sociocultural frameworks.
Languages in 21st century education REVISEDmorris256
Languages in 21st Century Education discusses the importance of language learning for students today. It notes that language is how academic content is taught and how students can become globalized by learning foreign languages to understand other cultures. Technologies like social media, webquests, YouTube, and podcasts allow students to connect with others around the world and communicate in other languages. An example given is how students now learn to use and share their work with broader audiences than just their teacher.
Distance education is defined as education that occurs when students and instructors are separated by physical distance and technology is used to connect them. It allows students to learn independently of location and time constraints. Historically, distance education began with correspondence courses delivered by mail and has evolved with new technologies like the internet and video conferencing to allow more interactive learning experiences across geographic distances. Key aspects of distance education include the physical separation of students and teachers, communication technologies used to deliver content and enable interaction, and independent study.
This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. The first phase, behavioral CALL, used repetitive drills and was based on behaviorist learning theories. The second phase, communicative CALL, focused on authentic communication in response to the communicative language teaching approach. The third and current phase, integrative CALL, utilizes multimedia and the Internet to allow for personalized learning paths through hypermedia as well as collaborative writing and access to authentic materials from around the world. The document also includes an appendix listing CALL program applications for grammar, listening, pronunciation, reading, text reconstruction, and vocabulary.
This document discusses Computer Assisted Language Learning (CALL). CALL uses computers to facilitate language learning. It is defined as applying computers to language teaching and learning. CALL aims to take advantage of computers' flexibility and ability to interact with learners to encourage language learning and develop communicative competence. Potential advantages include developing autonomous learners, creating effective learning, and motivating students. However, CALL can also be less handy, costly, and more difficult for reading long texts. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning, though it has limitations like reduced human contact and bandwidth.
This document discusses telecollaboration, which refers to using computer-mediated communication to collaborate with others at a distance. It originated from early 20th century educational networks and became more widespread with Internet access in the 1990s. Telecollaboration allows students to work on projects and develop language skills through virtual exchanges. Research on telecollaboration focuses on its benefits for developing linguistic proficiency and intercultural competence. Examples provided include classes from different countries collaborating on topics like waste management to solve problems and learn from each other across borders.
Myriam Al-Azhary is an English teacher at Lycee Francais du Caire in Cairo, Egypt. She has taught English to grades 7, 9, and 11 since 2014. She also completed an internship at Baker and Mackenzie International Law Firm in Cairo where she conducted legal research and supported associates. Al-Azhary earned a Bachelor's degree in Political Science from the American University in Cairo, specializing in international relations and international law with a psychology minor. She is proficient in Arabic, French, and English and has experience in civil society work and model United Nations programs.
Using virtual reality for learning foreign languagesEileen O'Connor
Virtual reality can be used to learn foreign languages by immersing learners in cultural experiences and allowing them to practice with native speakers. It reduces anxiety while learning by providing a safe virtual space. Learners can visit realistic recreations of foreign locations and interact with avatars to practice pronunciation and language skills without traveling abroad. Popular virtual worlds for language learning include Second Life and open-source options like Kitely, which provide culturally authentic islands and events to engage in foreign language use.
Multilingualism & pluriculturalism; key e-competences for global citizenshipHenk Sligte
Multilingualism and cultural pluralism are key competencies for developing global citizenship in the 21st century. Schools must educate students to be responsible participants in an increasingly diverse and interconnected world. This requires developing students' functional literacy with technology, media literacy, and cultural understanding to interact respectfully with those from different backgrounds. International collaborative learning projects can help students learn about other cultures while developing important social and communication skills for bridging differences in a global society.
Seminar University of Peking, October 2011Mike Sharples
The document discusses innovations in mobile learning from an international perspective, including how mobile technologies can support learning across different contexts such as in the classroom, field trips, and lifelong learning. It provides examples of innovative mobile learning projects from around the world that utilize technologies like smartphones, tablets, and sensors to enhance learning in both formal and informal settings and support personalized, collaborative, and contextualized learning experiences.
This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Going Global: Using italki to Connect with Native SpeakersErin O'Reilly
This document discusses using italki to connect language learners with native speakers for online language practice. It provides examples of how italki allows learners to have one-on-one lessons with professional teachers or language exchange partners to practice speaking. The document also discusses how italki can complement classroom learning by providing opportunities for real communication and cultural exchange with native speakers.
Developing digital communicative strategies in the training of language tea...Joan-Tomas Pujola
This document discusses developing digital communicative strategies in language teacher training. It defines digital communicative competence as the ability to communicate effectively in a digital environment. Key strategies discussed are multimodality, hypertextuality, and interaction. A teaching proposal involves tasks to raise awareness of these strategies, reflect on their aspects, and put them into action. Examples of strategies and a workshop materials are provided to publish for language teachers.
This document discusses the history and definitions of Computer Assisted Language Learning (CALL). It describes CALL as using computers to aid in language teaching through presentation, reinforcement, and assessment of material, with an interactive element. The origins of CALL date back to the 1960s, starting with the PLATO project at the University of Illinois in 1960. Early CALL programs presented stimuli for learners to respond to via keyboard. More recent explorative CALL uses concordance programs and data-driven learning to allow learners to explore language patterns on their own.
Exploring the Competences of the TelecollaborativeRobert O'Dowd
The document outlines the competencies required of teachers involved in telecollaborative exchanges between university classes. It begins by defining telecollaboration and providing an example exchange between classes in Spain, UK, Germany and Israel. It then describes critical incidents that emerged for the teachers, such as platform issues, conflicts between schedules, and intercultural misunderstandings. The document presents a model of telecollaborative competence, including organizational, pedagogical and intercultural skills. It outlines how the INTENT project is developing training and resources to help teachers gain these competencies through workshops, an online platform, and sample exchange projects.
The 7 Monkeys technique enables students to learn concepts independently in 7 steps: 1) Read; 2) Highlight; 3) Draw; 4) Explain; 5) Develop depth; 6) Answer questions; 7) Peer assess. It allows students to learn with minimal teacher input, helping develop resilience and independent learning skills while facilitating deeper understanding of key concepts across multiple subjects.
This document discusses the history and development of computer-assisted language learning (CALL). It begins with early CALL programs in the 1960s focusing on drills and exercises. Communicative CALL emerged in the 1980s with a more learner-centered approach. Integrative CALL in the 21st century uses multimedia and the internet to facilitate collaborative project-based learning. The roles of computers, students, teachers and researchers have evolved from behavioral to sociocultural frameworks.
Languages in 21st century education REVISEDmorris256
Languages in 21st Century Education discusses the importance of language learning for students today. It notes that language is how academic content is taught and how students can become globalized by learning foreign languages to understand other cultures. Technologies like social media, webquests, YouTube, and podcasts allow students to connect with others around the world and communicate in other languages. An example given is how students now learn to use and share their work with broader audiences than just their teacher.
Distance education is defined as education that occurs when students and instructors are separated by physical distance and technology is used to connect them. It allows students to learn independently of location and time constraints. Historically, distance education began with correspondence courses delivered by mail and has evolved with new technologies like the internet and video conferencing to allow more interactive learning experiences across geographic distances. Key aspects of distance education include the physical separation of students and teachers, communication technologies used to deliver content and enable interaction, and independent study.
This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. The first phase, behavioral CALL, used repetitive drills and was based on behaviorist learning theories. The second phase, communicative CALL, focused on authentic communication in response to the communicative language teaching approach. The third and current phase, integrative CALL, utilizes multimedia and the Internet to allow for personalized learning paths through hypermedia as well as collaborative writing and access to authentic materials from around the world. The document also includes an appendix listing CALL program applications for grammar, listening, pronunciation, reading, text reconstruction, and vocabulary.
This document discusses Computer Assisted Language Learning (CALL). CALL uses computers to facilitate language learning. It is defined as applying computers to language teaching and learning. CALL aims to take advantage of computers' flexibility and ability to interact with learners to encourage language learning and develop communicative competence. Potential advantages include developing autonomous learners, creating effective learning, and motivating students. However, CALL can also be less handy, costly, and more difficult for reading long texts. The document then discusses the history and roles of web-based learning as well as its advantages like availability, affordable cost, and personalized learning, though it has limitations like reduced human contact and bandwidth.
This document discusses telecollaboration, which refers to using computer-mediated communication to collaborate with others at a distance. It originated from early 20th century educational networks and became more widespread with Internet access in the 1990s. Telecollaboration allows students to work on projects and develop language skills through virtual exchanges. Research on telecollaboration focuses on its benefits for developing linguistic proficiency and intercultural competence. Examples provided include classes from different countries collaborating on topics like waste management to solve problems and learn from each other across borders.
Myriam Al-Azhary is an English teacher at Lycee Francais du Caire in Cairo, Egypt. She has taught English to grades 7, 9, and 11 since 2014. She also completed an internship at Baker and Mackenzie International Law Firm in Cairo where she conducted legal research and supported associates. Al-Azhary earned a Bachelor's degree in Political Science from the American University in Cairo, specializing in international relations and international law with a psychology minor. She is proficient in Arabic, French, and English and has experience in civil society work and model United Nations programs.
Using virtual reality for learning foreign languagesEileen O'Connor
Virtual reality can be used to learn foreign languages by immersing learners in cultural experiences and allowing them to practice with native speakers. It reduces anxiety while learning by providing a safe virtual space. Learners can visit realistic recreations of foreign locations and interact with avatars to practice pronunciation and language skills without traveling abroad. Popular virtual worlds for language learning include Second Life and open-source options like Kitely, which provide culturally authentic islands and events to engage in foreign language use.
Multilingualism & pluriculturalism; key e-competences for global citizenshipHenk Sligte
Multilingualism and cultural pluralism are key competencies for developing global citizenship in the 21st century. Schools must educate students to be responsible participants in an increasingly diverse and interconnected world. This requires developing students' functional literacy with technology, media literacy, and cultural understanding to interact respectfully with those from different backgrounds. International collaborative learning projects can help students learn about other cultures while developing important social and communication skills for bridging differences in a global society.
Seminar University of Peking, October 2011Mike Sharples
The document discusses innovations in mobile learning from an international perspective, including how mobile technologies can support learning across different contexts such as in the classroom, field trips, and lifelong learning. It provides examples of innovative mobile learning projects from around the world that utilize technologies like smartphones, tablets, and sensors to enhance learning in both formal and informal settings and support personalized, collaborative, and contextualized learning experiences.
This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...the INTENT project
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
Going Global: Using italki to Connect with Native SpeakersErin O'Reilly
This document discusses using italki to connect language learners with native speakers for online language practice. It provides examples of how italki allows learners to have one-on-one lessons with professional teachers or language exchange partners to practice speaking. The document also discusses how italki can complement classroom learning by providing opportunities for real communication and cultural exchange with native speakers.
Iatefl 2021- Virtual Exchanges for Pre-service Teachers in a Globalized WorldSusana Galante
1. The document discusses using virtual exchanges to connect pre-service teachers internationally.
2. It describes an exchange between students in Israel and the US where they shared digital stories and provided feedback using tools like Flipgrid and Google Tour Builder.
3. Students found the exchange added value by improving their language skills and cultural understanding, and teachers saw benefits like incorporating technology into language learning.
Weaving Global Partnerships: Telecollaboration in University EducationRobert O'Dowd
This document discusses telecollaboration and its use in university education. It begins by noting that while the goal is for 20% of university students to study abroad, telecollaboration can provide international experiences for the remaining 80%. Telecollaboration involves online intercultural exchange projects between classes in different locations. Examples of telecollaboration set-ups and projects are provided. Benefits identified include developing language skills, intercultural awareness, and international networks. Research shows benefits for learner autonomy, linguistic competence, and intercultural competence. Barriers to wider adoption include the time needed, difficulties integrating into curriculums, lack of pedagogical knowledge, and lack of technical skills.
Open Educational Resources for less used languages in an increasingly digital...LangOER
Open Educational Resources for less used languages in an increasingly digital everyday culture: What are the challenges and how do we tackle them?
Presentation by Sylvi Vigmo, University of Gothenburg
#LangOER project: http://langoer.eun.org
Storify of the webinar: http://bit.ly/1ysnIZy
The document discusses the challenges and benefits of using MOOCs based on Professor Jonathan Pitches' experience developing and leading a MOOC on Meyerhold's actor training techniques. It provides context on the growth of MOOCs in the UK higher education system. It then outlines the planning process for the course, including considerations around structure, content, and production. Finally, it discusses some of the losses and gains of the MOOC format compared to traditional in-person teaching, such as fewer opportunities for hands-on practice but a more international student audience.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
Uni Bridges Workshop: Virtual Learning Environmentsdigimuve
The document discusses virtual learning environments and moving beyond traditional schooling towards a network of learning communities. It describes the Uni Bridges network which allows students to connect with each other and La Trobe University, interact with decentralized content, and have informal conversations to support learning. Web 2.0 applications and platforms like flipped classrooms and project-based learning are presented as part of exploring new pedagogies in virtual spaces.
Telecollaborative exchange involves groups of students engaging in online intercultural interaction and collaboration with partner classes from other cultures or locations, guided by educators. Effective tasks go beyond superficial exchanges, instead providing opportunities for genuine collaboration, such as jointly creating presentations. Tasks should also introduce intercultural interaction gradually and provide opportunities for reflection on the online interaction.
This document provides information about the upcoming EDENRW8 Research Workshop including themes, contributions, publications, and speakers. The workshop will focus on challenges in open and distance learning such as 21st century skills, employability, mobile learners, and MOOCs. It will also examine challenges in researching learning design and measuring research impact. The document calls for paper presentations, workshops, posters, and demonstrations. Selected papers will be published in two journals. Confirmed keynote speakers include experts from Delft University of Technology, University of Oxford, MIT Media Lab, and Swiss Federal Institute of Technology.
The document discusses using drama in the classroom as a powerful teaching tool. It captures students' attention and can transform the classroom into a quasi-real language situation. Drama provides opportunities for personal growth, exploring language aspects practically, and developing communicative skills. The language comes alive in context through improvisation, making learning fun and memorable. Benefits include meaningful interaction, assimilation of pronunciation/prosody, vocabulary/structure acquisition, and confidence in the target language. Drama also improves cooperation, critical thinking, social awareness, and a healthy release of emotion.
Similar to Second Language for Erasmus Students - Presentation in Toronto on May 24 (20)
O documento descreve a associação MUBi, formada em 2009 para promover o uso da bicicleta como meio de transporte em Portugal. A MUBi defende o reconhecimento social e legislativo da bicicleta no trânsito e medidas para torná-la mais competitiva em meio urbano. A organização tem parcerias com câmaras municipais e realiza projetos como mentorado para novos ciclistas e eventos semanais de incentivo ao uso da bicicleta.
Apresentação da MUBi - Mobilidade Ciclável em Braga - 18 de julho de 2013Ricardo Cruz
Apresentação da MUBi - Mobilidade Ciclável em Braga - 18 de julho de 2013. Debate organizado pela Associação Braga+.
O programa inclui breves apresentações por parte dos cinco oradores convidados, todos eles ligados de alguma forma à questão da mobilidade sustentável, desde o planeamento urbano à implementação de transportes públicos urbanos e à promoção do uso da bicicleta como meio de transporte: Eng. Baptista da Costa, Ricardo Cruz (MUBi), Tiago Carvalho (FPCUB), Artur Silva (TUB), Victor Domingos (Braga Ciclável).
Este curso visa ensinar os participantes a usar tecnologias da informação para facilitar a implementação do Acordo Ortográfico de 1990, incluindo como configurar processadores de texto, usar conversores ortográficos online e off-line, e criar materiais didáticos sobre o acordo.
Fernando Pessoa nasceu em 1888 em Lisboa. Teve uma infância influenciada pela cultura anglo-saxã na África do Sul, onde viveu até 1905 quando regressou a Portugal. Publicou textos em 1917 e em 1914 "explodiu" com a criação de heterónimos, criando múltiplas personalidades poéticas. Viveu uma existência dominada pela melancolia e tédio, tendo falecido em 1935.
Fernando Pessoa, ortónimo - características temáticasRicardo Cruz
Fernando Pessoa passou por várias fases criativas como lírica tradicional, simbolismo, paulismo e intersecionismo. Suas características temáticas incluem identidade perdida, consciência do absurdo da existência e tensão entre sinceridade e fingimento. Ele também explorou temas como solidão, tédio e angústia, além de tentar superar a dor através da evocação do passado e do refúgio no sonho.
O documento discute o Modernismo em Portugal, definindo-o como um corte revolucionário com o passado entre 1880-1950, que levou à fragmentação do eu através da euforia do moderno, tédio existencial, dissolução do sujeito e esforço patético de autoconhecimento.
O modernismo surgiu entre a década de 1880 e a Primeira Guerra Mundial como uma reação contra os valores estabelecidos da época. Diversas correntes estéticas procuravam a novidade e a originalidade para expressar a nova realidade. Estas novas experiências constituíram o modernismo, que abrange movimentos como o futurismo, cubismo e dadaísmo. Em Portugal, os principais representantes foram Fernando Pessoa, Mário de Sá-Carneiro e Almada Negreiros.
O documento descreve as mudanças sociais e culturais entre 1871 e 1930 na Europa, dividido em três períodos principais:
1) Belle Époque (1871-1914) - prosperidade econômica e bem-estar social, mas também desigualdades;
2) 1a Guerra Mundial (1914-1918) - crise que questionou valores e crenças no progresso;
3) Os Loucos Anos 20 - alterações de práticas e valores sociais com a emancipação feminina e perda de poder da Igreja.
O documento fornece um roteiro turístico da cidade do Porto, destacando seus principais pontos de interesse culturais e arquitetônicos, como museus, teatros, igrejas e fontes históricas, assim como suas tradições culinárias como o bacalhau e doces típicos. O texto também descreve a cultura do fado e a festa popular de São João na cidade.
Journalism in Virtual Worlds: A new business model? Ricardo Cruz
This document discusses journalism in virtual worlds like Second Life and whether it represents a new business model. It begins with an abstract that outlines how journalism in virtual worlds shares similarities with online journalism. It then provides an introduction and overview of the structure of the document. The document includes interviews with individuals in the journalism business in Second Life, such as Dough Thompson, Marty Keltz, and Robert Bloomfield, to understand the current situation. It also discusses business models that have been used in virtual worlds for journalism activities, such as Metanomics, Metaverse Journal, and The Second Life Newspaper. The document aims to provide evidence that journalism in virtual worlds reflects new trends for an old business.
Second Language for Erasmus Students - VWBPE 10Ricardo Cruz
Este documento propõe o uso do Second Life para ensinar português a estudantes Erasmus da Universidade do Porto. Ele descreve como os alunos podem criar avatares, interagir com objetos virtuais e praticar conversação em português por meio de atividades e role playing no ambiente virtual. O documento também discute os benefícios potenciais do ensino em mundos virtuais para a motivação, retenção e colaboração dos estudantes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. Communication Sciences University of Porto Portugal Second Language Teaching in Virtual Worlds: The Case of European College Students under the Erasmus Programme Paulo Frias, Ricardo Cruz, Ricardo Fernandes
3. What are virtual worlds (VWs)? What is Second Life (SL)? Why should we use them in our teaching practice?
30. Objectives • Understand communicational processes in Second Life, in a context of second language learning
31. Hypothesis • • Students can learn a foreign language in a VW • Students can overcome cultural limitations and expectations usual in traditional classrooms
32. Methodology • • Students can overcome cultural limitations and expectations usual in traditional classrooms • Focus group: sustainability of the project • Lessons: computer-mediated communication
46. Advantages • • Students can overcome cultural limitations and expectations usual in traditional classrooms • E-learning in VWs reduces costs • Stimulates the diversification of courses offered
47. Advantages • • Students can overcome cultural limitations and expectations usual in traditional classrooms • Formation outside the traditional classroom context • No rules: space, class attendance, time and rhythm
53. Expected Results • • Students can overcome cultural limitations and expectations usual in traditional classrooms • Superior levels of interactions and assimilation • Engagement: reciprocity and cooperation • Active learning