The ViTAAL Project
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PPT presentation on the ViTAAL project at the WorldCALL 2008 Conference at Fukuoka, Japan. Experiments with virtual worlds for promotion and assessment of oral skills in modern language education.
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The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
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This document summarizes Ton Koenraad's presentation about using 3D virtual worlds in language education and teacher training projects. It describes two projects involving student teachers: the ViTAAL Project, which included a Virtual Language Village and interactive story activities, and the NIFLAR project, which focused on developing intercultural communication skills through video chat and virtual world tasks. Evaluations found that the projects provided authentic language practice and increased student motivation, but required substantial preparation time and technical issues sometimes arose. Student teachers gained experience designing materials and interacting with students online.
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The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
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This document provides an overview of the ViTAAL Project, which researches how 3D virtual worlds can contribute to language education, with a focus on oral skills. It describes 3 main formats being researched: 1) a Virtual Language Village for training and assessment, 2) an interactive narrative called LanguageQuest, and 3) events and activities. Details are provided on the organization, materials, and technical features of the Virtual Language Village format. Evaluation from pupil, teacher, and student teacher perspectives is summarized. Issues, future developments, and partnerships are discussed. The goal of the project is to explore the learning potential and added value of blending online and face-to-face language instruction.
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The ViTAAL Project was a 2007-2008 EU-funded project that researched the use of 3D virtual worlds to support secondary modern language education, with a focus on oral skills. It involved schools, teacher education organizations, and educational service providers. The project developed three activity formats for virtual world pilots: a Virtual Language Village for training and assessment, an interactive detective story game, and social events. Evaluations assessed the feasibility of the formats and institutional collaboration. Future plans included expanding implementations, research, and partnerships.
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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.
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E material for pedagogic transaction for secondary school biology syllabus
The document discusses using e-materials for pedagogic transactions in secondary school biology syllabus. It outlines different types of e-materials like hypertext, video-based, animated, and audio-based materials. Future trends in technology that may impact education are discussed like the move to open source software and content as well as increasing use of social software and mobile learning. The advantages of e-materials are that they can help students become more effective researchers and presenters while reinforcing their knowledge and understanding.
Similar to The ViTAAL Project (20)
Project ViTAAL presented at Slanguages conference 2008
Project ViTAAL presented at Slanguages conference 2008
Interactive Whiteboard Projects for Modern Languages
Interactive Whiteboard Projects for Modern Languages
2011 TESOL Seminar 3. Engaging ESL students with blogs, podcasts and mobile d...
2011 TESOL Seminar 3. Engaging ESL students with blogs, podcasts and mobile d...
iTILT & SmartVET: two EU projects to promote effective interactive whiteboard...
iTILT & SmartVET: two EU projects to promote effective interactive whiteboard...
E material for pedagogic transaction for secondary school biology syllabus
E material for pedagogic transaction for secondary school biology syllabus
More from Ton Koenraad
Ideas on Internationalisation presented at Hogeschool Utrecht
Ton Koenraad presented on internationalization and virtual mobility programs. He discussed his experience developing ICT-related international projects and virtual exchange programs at Hogeschool Utrecht University of Applied Sciences from 1990 to 2011. Some key programs he mentioned include iTILT, e-CLIL, CATS Project, and NIFLAR. He also discussed trends in online learning like increased collaborative production learning, open educational resources, technologies that enable co-creation, and students taking a more active role as members of educational collectives rather than just consumers.
CALL developments presented at final meeting of Etalage project in Budapest
This document discusses task-supported language teaching and technology-enhanced learning. It provides an overview of criteria for designing effective language learning activities and how different technologies can support various phases of tasks and aspects of second language acquisition. Examples of tools and applications that can be used for content delivery, learner interaction, and assessment are described. The document also addresses trends in areas like mobile-assisted language learning, virtual worlds, and telecollaboration, as well as resources for professional development.
CALL developments presented at English for Kids Conference, Utrecht
This document discusses new developments in computer-assisted language learning. It outlines 5 key areas for the future of language education: the learning environment, the teacher, the learner, methodology, and technology. Regarding technology, it describes how mobile devices are poised to become the "PC of Africa" and how their use can transform language learning through mobile-assisted language learning apps.
NL Teacher ICT competence framework presented at Ankara Conference 2013
This document summarizes instruments that support the integration of ICT in education, as developed through collaboration between Faculties of Education in the Netherlands. It describes the Dutch ICT standards for teachers, which were collaboratively developed to describe the knowledge, skills, and attitudes needed as well as define performance criteria. It also discusses models like the 4 in Balance Model, TPACK framework, and examples of how these standards and models have been applied in teacher education programs in the Netherlands.
Developments on Interaction and Interactivity presented at Nevsehi University...
This document provides an overview of developments in information and communication technology (ICT) and their implications for teacher education, with a focus on the introduction of interactive whiteboards. It discusses the use of interactive whiteboards in modern language classrooms and presents examples. The document also outlines related European Union projects on ICT and teacher education innovation, and shares the author's experiences with various ICT tools, activity design, teacher education, and communities of practice.
Presentation of Niflar project
The NIFLAR project aimed to develop a 3D virtual learning environment (VLE) to support foreign language acquisition and research through networked interaction from 2009-2011. The project delivered a framework for task design, collection of tasks and scenarios, guides for teachers and researchers, a 3D world, and dissemination of results through publications and conferences. The VLE focused on task design for computer-mediated communication and intercultural competence development. It included different spaces for cultural information, simulations to practice intercultural skills, and games to reinforce cultural knowledge.
Workshop on NIFLAR project at Coimbra University, Portugal
This document summarizes the NIFLAR project, which aims to enrich foreign language education through blended learning using video conferencing and 3D virtual worlds. The project's objectives are to promote networked interactions and study their added value. It involves foreign language learners, teachers, and pre-service teachers. The document outlines the educational potential of these technologies and describes the design of 3D virtual learning environments in Second Life and OpenSim for intercultural competence training and assessment. Pilot experiences have involved academic students, secondary students, and student teachers. Data is being collected from interactions, tests, and surveys to evaluate the approach.
Experiences with 3D worlds at Niflar's final symposium, Utrecht
This document describes NIFLAR's 3D virtual worlds created for language learning. It discusses NIFLAR environments created in Second Life and OpenSimulator, including regions modeled after real-world locations like a Spanish city and Asterix village. These virtual worlds are designed to provide culturally authentic settings and opportunities for social interaction to develop intercultural communication skills. The document outlines several activities and tasks used in the virtual environments, such as treasure hunts, guided tours, problem-solving games, and communicative games.
EUprojects iTILT & SmartVET presented at ISNIET 2013 conference in Ankara
This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It discusses needs analyses conducted for both projects that informed the development of training materials and modules covering basic interactive whiteboard functions and strategies for structuring lessons. The iTILT project specifically focused on developing resources for teaching foreign languages using interactive whiteboards and establishing an online community of practice for sharing materials. Data was collected from teachers and students in multiple countries to document current interactive whiteboard use and inform the training resources.
I tilt smartvet_presentation_ankara_final
This document summarizes two EU projects, iTILT and SMARTVET, that aimed to promote teacher competencies in using interactive whiteboards. It highlights the projects' training activities and materials developed to help teachers exploit the educational potential of interactive whiteboards. The document also discusses needs analysis and recommendations for developing modules on basic interactive whiteboard functions and designing modular materials. It describes the projects' data collection methods, including classroom filming and interviews, to understand effective interactive whiteboard use and share resources.
National ICT-e competence standards for initial teacher education.
Presentation of NL approaches and instruments to promote integration of ICT in (teacher) education at the ISNITE 2013 Conference in Ankara, Turkey.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVET
Invited by Nevsehir university Faculty of Education in Turkey to present TELLConsult's experiences with Technology & Language Teacher Education and the results of the EU projects iTILT and SMARTVET as reported at the ISNITE 2013 Symposium in Ankara.
Ideas for Internationalisation@Home in Higher Education
TELLConsult contributed ideas for Internationalisation@Home policies @ Hogeschool Utrecht Internationalisation Café 2011 conference
Etalage budapest2
On behalf of TELLConsult I contributed a presentation, entitled 'Task-supported language teaching and technology-enhanced learning' to the final meeting of the EU project ETALAGE in Budapest. (more on this below)
Efkf2011 keynote pd_fversion
'New developments in computer assisted language learning´ presented at the International Support & Teach 2011 Conference organised by the English for Kids Foundation,
Eurocall workshop2010 koenraad
The document summarizes a presentation on using interactive whiteboards (IWBs) in foreign language teaching. It discusses various features of IWBs, such as hiding and revealing text, dragging and dropping items, and annotating screenshots. It also describes how IWBs can be used to make learning visible, organize resources, and support collaborative learning activities like matching exercises, concept mapping, and text reconstruction. The document reviews research on the educational roles of IWBs and their potential added value for foreign language instruction, if teachers have relevant competencies in technology skills, language pedagogy, and facilitating discussion.
Ton Koenraad's Exit Lecture
Ton Koenraad's exit lecture on the occasion of leaving Hogeschool Utrecht & the start of TELLConsult
Niflar3 d finalsymposium
NIFLAR's 3D virtual worlds provide experiences for developing intercultural communication skills. They allow for social interaction and flexible settings for functional dialogues. The virtual worlds are designed based on pedagogical principles for blended learning and experiential learning. They include authentic places in Second Life and four voice-enabled regions in OpenSimulator, such as a reception area, Spain/Valencia city, Asterix village, and Projectlandia for ad-hoc projects. Activities for learners include treasure hunts, guided tours, object-based puzzles and games to encourage interaction.
Mobile Phones in Language Education
Using mobile phones for language assessment and oral skills development in secondary education. A pilot project tested using mobile phones to assess students' oral English skills through speaking tasks and questions. Teachers and students provided feedback, noting technical issues, question design, and concerns about costs. Overall, mobile phones showed potential as a tool for oral assessment practice, though in-person testing may be preferred and costs remain an important consideration.
NIFLAR workshop on designing for 3D @ Coimbra Conference
Introduction for the workshop at the Coimbra Conference on NIFLAR's 3D environments in Second Life and Open Sim. Text and Images on the design principles and their realisations to support language practice and intercultural communication skills development.
More from Ton Koenraad (20)
Ideas on Internationalisation presented at Hogeschool Utrecht
Ideas on Internationalisation presented at Hogeschool Utrecht
CALL developments presented at final meeting of Etalage project in Budapest
CALL developments presented at final meeting of Etalage project in Budapest
CALL developments presented at English for Kids Conference, Utrecht
CALL developments presented at English for Kids Conference, Utrecht
NL Teacher ICT competence framework presented at Ankara Conference 2013
NL Teacher ICT competence framework presented at Ankara Conference 2013
Developments on Interaction and Interactivity presented at Nevsehi University...
Developments on Interaction and Interactivity presented at Nevsehi University...
Workshop on NIFLAR project at Coimbra University, Portugal
Workshop on NIFLAR project at Coimbra University, Portugal
Experiences with 3D worlds at Niflar's final symposium, Utrecht
Experiences with 3D worlds at Niflar's final symposium, Utrecht
EUprojects iTILT & SmartVET presented at ISNIET 2013 conference in Ankara
EUprojects iTILT & SmartVET presented at ISNIET 2013 conference in Ankara
National ICT-e competence standards for initial teacher education.
National ICT-e competence standards for initial teacher education.
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVET
ICT & Teacher Education Innovation: focus on EU IWB projects iTILT & SMARTVET
Ideas for Internationalisation@Home in Higher Education
Ideas for Internationalisation@Home in Higher Education
NIFLAR workshop on designing for 3D @ Coimbra Conference
NIFLAR workshop on designing for 3D @ Coimbra Conference
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原版定制【微信:bwp0011】《(nwu毕业证书)美国西北大学毕业证学位证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
University of North Carolina at Charlotte degree offer diploma Transcript
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"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.Exploring-Madhya-Pradesh-Culture-Heritage-and-Land-Records.pptx
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Understanding Ponzi Schemes
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Notable American Ponzi Schemes
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Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
快速办理(RWTH毕业证书)德国亚琛工业大学毕业证录取通知书一模一样
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本公司拥有海外各大学样板无数，能完美还原。
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
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四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微bwp0011】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版美国新罕布什尔大学(unh)毕业证学历认证真实可查
永久可查学历认证【微信：A575476】【美国新罕布什尔大学(unh)毕业证成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
International Sustainability Standards Board
Issb standards
New standard for reporting sustainability on lines of tcfd
13 Jun 24 ILC Retirement Income Summit - slides.pptx
ILC's Retirement Income Summit was hosted by M&G and supported by Canada Life. The event brought together key policymakers, influencers and experts to help identify policy priorities for the next Government and ensure more of us have access to a decent income in retirement.
Contributors included:
Jo Blanden, Professor in Economics, University of Surrey
Clive Bolton, CEO, Life Insurance M&G Plc
Jim Boyd, CEO, Equity Release Council
Molly Broome, Economist, Resolution Foundation
Nida Broughton, Co-Director of Economic Policy, Behavioural Insights Team
Jonathan Cribb, Associate Director and Head of Retirement, Savings, and Ageing, Institute for Fiscal Studies
Joanna Elson CBE, Chief Executive Officer, Independent Age
Tom Evans, Managing Director of Retirement, Canada Life
Steve Groves, Chair, Key Retirement Group
Tish Hanifan, Founder and Joint Chair of the Society of Later life Advisers
Sue Lewis, ILC Trustee
Siobhan Lough, Senior Consultant, Hymans Robertson
Mick McAteer, Co-Director, The Financial Inclusion Centre
Stuart McDonald MBE, Head of Longevity and Democratic Insights, LCP
Anusha Mittal, Managing Director, Individual Life and Pensions, M&G Life
Shelley Morris, Senior Project Manager, Living Pension, Living Wage Foundation
Sarah O'Grady, Journalist
Will Sherlock, Head of External Relations, M&G Plc
Daniela Silcock, Head of Policy Research, Pensions Policy Institute
David Sinclair, Chief Executive, ILC
Jordi Skilbeck, Senior Policy Advisor, Pensions and Lifetime Savings Association
Rt Hon Sir Stephen Timms, former Chair, Work & Pensions Committee
Nigel Waterson, ILC Trustee
Jackie Wells, Strategy and Policy Consultant, ILC Strategic Advisory Board
Ending stagnation: How to boost prosperity across Scotland
A toxic combination of 15 years of low growth, and four decades of high inequality, has left Britain poorer and falling behind its peers. Productivity growth is weak and public investment is low, while wages today are no higher than they were before the financial crisis. Britain needs a new economic strategy to lift itself out of stagnation.
Scotland is in many ways a microcosm of this challenge. It has become a hub for creative industries, is home to several world-class universities and a thriving community of businesses – strengths that need to be harness and leveraged. But it also has high levels of deprivation, with homelessness reaching a record high and nearly half a million people living in very deep poverty last year. Scotland won’t be truly thriving unless it finds ways to ensure that all its inhabitants benefit from growth and investment. This is the central challenge facing policy makers both in Holyrood and Westminster.
What should a new national economic strategy for Scotland include? What would the pursuit of stronger economic growth mean for local, national and UK-wide policy makers? How will economic change affect the jobs we do, the places we live and the businesses we work for? And what are the prospects for cities like Glasgow, and nations like Scotland, in rising to these challenges?
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The ViTAAL Project
- 1. How can 3D MUVEs contribute to Language Education? The ViTAAL Project 3D Virtual World Experiments in 2ndary Modern Language Education Ton Koenraad Hogeschool Utrecht, The Netherlands
- 2. EU-project: www.micall.net www.koenraad.info Promoting Quality in Web-based Language Education Council of Europe www.lquest.net The TalenQuest Consortium www.talenquest.nl Tools, CoP, Activity design, Teacher Ed. CorpusCALL CATS Project SL: LanguageLAB AW: ViTAAL
- 8. VLE for student teachers
- 16. Format 2. LanguageQuest: an interactive detective story
- 20. Format 3. Events & Fun activities: Francofolies
- 23. Francofolies: self-access preparation for Karaoke party Asynchronous communication / delayed feedback
- 24. Francofolies: Support activities for self access & in-class use
- 26. Evaluation Methods Pre- and post questionnaires Focus groups Video recordings of classroom sessions In-world audio recordings Project team sessions Teacher (educator) observations
- 34. Join us for e-Twinning activities in our ViTAAL Worlds [email_address]