Telecollaboration symposium 2016 tm
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This document discusses telecollaboration and online intercultural exchange for language learning. It identifies existing activities in computer-mediated communication, barriers to mainstreaming online exchange, and resources and research to support practitioners. Finally, it provides recommendations for facilitating the embedding of online intercultural exchange as part of an internationalized student experience, including acceptance of new communication modes, support for virtual mobility models, and incentives for student participation.
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The document contains questions about using songs, rhymes and chants for language learning purposes. It asks about the benefits of using these tools, provides examples of different types like nursery rhymes, choosing rhymes and clapping rhymes. Links are included to YouTube videos demonstrating some popular rhymes like "Twinkle Twinkle Little Star" and "London Bridge is Falling Down." Additional online resources for finding more rhymes and games are also listed.
Prince & Pauper
Mark Twain was an American author born in 1835 in Missouri. He had experiences working as a steamboat pilot and journalist that influenced his writing. Two of his most famous works were The Adventures of Tom Sawyer and Adventures of Huckleberry Finn, which drew from his experiences growing up in Hannibal, Missouri and working on the Mississippi River. These novels typified Twain's style of writing realistically about things he knew firsthand. Even when writing other works set in different time periods and places, like The Prince and the Pauper, Twain drew from his own experiences of boys gradually losing their innocence.
Writing a formal letter
The summary provides the key details of the letter in 3 sentences:
The letter applies for a Saturday job at Music Mania that was advertised. It discusses the applicant's interest in music and customer service experience. The letter encloses the applicant's CV and expresses availability and thanks.
Fce writing
This document provides guidance on how to pass the writing section of the Cambridge First Certificate Exam. It outlines the format of the exam, including two parts - one requiring a 120-150 word letter/email, and the other allowing a choice between longer writing tasks. Scoring is based on structure, organization, grammar, vocabulary and awareness of the situation and reader. The document advises planning answers, using paragraphs, and revising work to do well. It also provides sample questions and phrases to use for different writing tasks.
What’s the word? Practising Relative Sentences and Paraphrasing
This document provides instructions for playing a word guessing game called "What's the Word?" where two teams take turns having one member sit with their back to the board while the other members describe a word without using the actual word. The aim is for the seated player to guess as many words as possible within two minutes. Some useful expressions are provided to help describe the words without saying them directly. The document then lists sample words that could be used in the game and encourages having fun.
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What’s the word? Practising Relative Sentences and Paraphrasing
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The INTENT project
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
GROUP 116 PROJECT SLIDE.pptx
The document discusses the design and implementation of a virtual learning system using webinars. It begins with an introduction on virtual e-learning and how webinars can help provide online instruction. It then discusses some key advantages of e-learning and webinars, such as encouraging self-directed learning. The document also reviews previous literature on webinars and their effectiveness as a teaching tool. Finally, it outlines the objectives, significance and limitations of developing a webinar-based virtual learning system.
Collaborative Language Learning Online
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Using Web Tools To Enhance Teaching & Learning
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Using Web Tools To Enhance Teaching & Learning
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Bridging the digital divide: academic skills and digital literacies to suppor...
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Dezvoltarea Eco-sistemului Educatie Digitala UPT
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2014 e learning innovations conference kavulya, ombajo misava cuea
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Digital Transformation Strategies at organizational level for universities
Presentation as keynote speaker by Dr. Diana Andone at the CONFERENCE DIGITALIZATION OF UNIVERSITIES on April 12, 2023
ONLINE https://university-conf.com/Digitalization_of_universities/ . With the topic Digital Transformation Strategies at organizational level for universities, the presentation included the European University Association report on Strategy and Organisational Culture (2022) adn teh Politehnica University of Timisoara experience.
19 Nov08 Student Engagement K Duffner
1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
A new approach to digital capacity building for university educators in Europe
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Emerging open courseware projects: Bakary Diallo, AVU
Dr. Bakary Diallo gives a presentation on AVU's OER repository as a part of the Emerging OCW Project panel discussions
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The document introduces the ECML project "E-LANG", which aims to train language teachers to better integrate digital tools and online interactions into their teaching. The project is led by a team of 4 researchers from France, Austria, Ireland, and Greece. It will develop training modules on an online platform focusing on task-based language didactics and methodology. The training will help teachers design tasks incorporating varied online interactions and select appropriate digital tools and resources to develop students' language and intercultural skills. The project builds on findings from previous related research and projects.
A new approach to critical digital competence building for university educato...
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Presentation by Fabio Nascimbeni, Universidad Internacional de La Rioja, EDEN Senior Fellow at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
British council new delhi_walkerfeb2016 wb
This paper summarises recent findings from UCISA case study and survey research on the pace of change in the institutional adoption of technology enhanced learning tools across the UK higher education sector, and will address the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support their learning experience. The paper discusses the impact these technological developments are having on the delivery of campus-based courses – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum. Through a presentation of case examples from the University of York we consider how the affordances of mobile and online learning technologies are being applied to support active learning opportunities for students.
Capacity building to address Innovation - Some Examples from the University o...
Some activities at the University of Mauritius to address capacity building for innovation. The case study focuses on the centre for innovative and lifelong learning which was set up in 2014. It also highlights issues that public institutions face to collaborate with private sector in a context where the legislations surrounding conflicts of interests are quite restrictive.
Chisholm Institute presentation - Neil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
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This document discusses telecollaboration and the collaborative potential of web 2.0 technologies in language learning. It provides definitions of telecollaboration from scholars as online communication that brings together language learners from different countries to work on collaborative projects. While technologies enable these connections, human time and energy is still needed to make virtual exchanges work effectively. The document also outlines some of the challenges of developing international joint degree programs through online collaboration, including legal and administrative barriers between institutions.
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Open badges provide a way for individuals to earn digital credentials and display skills and experiences online. Badges can be created and stored using platforms like Open Badge Factory or displayed on profiles using Open Badge Passport. Individuals can earn badges for activities like participating in virtual exchange programs. While technology enables new forms of recognition, sustainable educational futures rely more on addressing underlying injustices and individualization within education.
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VIRTUAL EXCHANGE FOR INNOVATION IN EDUCATION UNiversity of Padova June 2020
Communication in the 21st century
Virtual exchange (VE) allows students from different geographic locations to work together online on learning tasks. While student mobility programs like Erasmus+ aim for 20% international experience by 2020, this will still leave 80% without such opportunities. VE initiatives like Erasmus+ Virtual Exchange and EVOLVE seek to expand intercultural learning through facilitated online discussions, open online courses, and training educators in VE to give more students international experience.
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- Two initiatives discussed are the Erasmus+ Virtual Exchange program and the EVOLVE project. Erasmus+ Virtual Exchange expands Erasmus+ opportunities through virtual exchanges. EVOLVE aims to mainstream virtual exchange across disciplines in European higher education.
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Telecollaboration symposium 2016 tm
- 2. Telecollaboration. Existing activities in computer mediated communication for language learning Barriers to mainstreaming online intercultural exchange Resources and research to support practitioners Facilitating the embedding of online intercultural exchange a part of an internationalised student experience.
- 3. Existing activities in computer mediated communication for language learning
- 4. Barriers to mainstreaming online intercultural exchange Levels of: awareness of contribution to internationalisation electronic literacies and openess to possibilities suitable technical support and infrastructure pedagogical support for learning design integration in curricula Institutional integration
- 5. Resources and research to support practitioners Networks connecting online language professionals are robust Growing normalisation of CMC and VOIP Growing body of knowledge to support understanding of online communication Launch of UniCollaboration platform HEA events and awareness raising
- 6. Facilitating the embedding of online intercultural exchange. Acceptance of the value of new modes of communication Support for virtual mobility models Inclusion of OIE in training and staff development Recognition of time required to develop effective models Incentives for student and institutional participation in OIE