This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Search and Society: Reimagining Information Access for Radical FuturesBhaskar Mitra
The field of Information retrieval (IR) is currently undergoing a transformative shift, at least partly due to the emerging applications of generative AI to information access. In this talk, we will deliberate on the sociotechnical implications of generative AI for information access. We will argue that there is both a critical necessity and an exciting opportunity for the IR community to re-center our research agendas on societal needs while dismantling the artificial separation between the work on fairness, accountability, transparency, and ethics in IR and the rest of IR research. Instead of adopting a reactionary strategy of trying to mitigate potential social harms from emerging technologies, the community should aim to proactively set the research agenda for the kinds of systems we should build inspired by diverse explicitly stated sociotechnical imaginaries. The sociotechnical imaginaries that underpin the design and development of information access technologies needs to be explicitly articulated, and we need to develop theories of change in context of these diverse perspectives. Our guiding future imaginaries must be informed by other academic fields, such as democratic theory and critical theory, and should be co-developed with social science scholars, legal scholars, civil rights and social justice activists, and artists, among others.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...
Sylabuss powerpoitn
1. An Overview of Syllabuses in English Language Teaching William Hall ESL 501
2. What is the definition of Syllabus? In Wilkins’(1981) words, syllabuses are “specifications of the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process.” “a plan or what is to be achieved through our teaching and our student’s learning.”(Breen, 1984)
3. Syllabus definition part 2 function of a syllabus is “to specify what is to be taught and in what order.” (Prabhu, 1984) “a summary of the content to which learners will be exposed.”(Yalden, 1987)
4. Syllabus definition part 3 “social constructions, produced interdependently in classrooms by teachers and learners…They are concerned with the specification and planning of what is to be learned, frequently set down in some written form as prescriptions for action by teachers and learners.” (Candlin, 1984)
5. Syllabuses in ELT Procedural syllabus Cultural syllabus Situational syllabus Skill-based syllabus Structural or formal syllabus Multi-dimensional syllabus Task-based syllabus Process syllabus Learner-led syllabus Proportional syllabus Content-based syllabus Notional/functional syllabus Lexical syllabus
6. Procedural Syllabus Structure can be best learned when attention is concentrated on meaning Focus is on the learner Tasks and activities are designed but not the linguistic content Learner focuses on trying to solve the meaning behind the text
7. Cultural Syllabus Based on learner’s own country Requiring teacher to have knowledge of student’s culture Goals to develop interest, curiosity and empathy for cultures Emphasis on socio-cultural implications of language usage
8. Situational Syllabus Based on real life situations, such as going to the dentist, seeing a movie, meeting a new student Content of language is based on such situations. Learners find meaning from relevant context.
9. Skill-Based Syllabus Skills are taught that are needed for language competency Specific skills such as pronunciation, grammar and discourse are improved through activities such as: listening to language to find the main idea, writing well-formed paragraphs, and giving lectures.
10. Structural (Formal) Syllabus Organized along grammatical lines. Focus on outcomes or the product Learner expected to master each structural step while increasing grammar Uses structured, sequenced practice drills
11. Multi-Dimensional Syllabus Flexible syllabus incorporating elements of other models. Example: a syllabus that includes important functions, reviewing important situations, and teaching specific skills A combination of other models.
12. Task Based Syllabus Using specific task to achieve a purpose Language is developed through interaction and practice. Task must be relevant to the real world
13. Process Syllabus Program is designed as the school year takes place Decision to follow a pre-designed content syllabus, or develop an on-going syllabus using alternative assessment, activities and tasks Develops a strong relationship between subject matter, learning, and the contributions of a classroom.
14. Learner-Led Syllabus Learners engaged in the implementation and design as much as practically possible The hope is that the learner is more motivated due to their awareness of the course and their involvement. Questions on practicality of program as syllabus is guided by learner
15. Proportional Syllabus Focus is on flexibility and spiral technique of language sequencing leading to the recycling of language. Goal is to develop an overall competence Themes are chosen by the learner Shift from form to interaction. States syllabus has to indicate what will be taught, rather than what will be learned
16. Content-Based Syllabus Goal is to teach specific information and content using the language that learners are learning. Subject matter is primary, and language learning happens concurrently. For example, in a chemistry class, linguistic adjustments are made to make the chemistry more understandable.
17. Notional/Functional Syllabus Focus is on the communicative purpose and the conceptual meaning of language. Calls for needs analysis to establish objectives Functions such as inviting, requesting, agreeing, apologizing are taught. Notions such as age, color, size, comparison, time, etc.
18. Lexical Syllabus Firmly based on real language. Use of the commonest words and phrases and their meanings Learning the patterns of language Language is carefully selected for the learner to analyze by themselves.