''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL''
ThoughtFest 2009
Pontydysgu - University of Salford
Manchester , UK
5-6 March 2009
See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning
See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning
Resources at the Interface of Openness for Academic EnglishAlannah Fitzgerald
Presentation given at the Global OER Graduate Network (GO-GN) Research Track at the OpenCourseWare Consortium Global Conference 2014 in Ljubljana, Slovenia on April 24, 2014.
Blended language learning strategies (lecture, Sèvres, July 2011)Claudia Warth
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
integrating technology in fl classroom is challenging and rewarding. Teach culture, demonstrate communication, encourage comparison, broaden community using a connected classroom. Thanks to http://theconnectedclassroom.wikispaces.com/ for the video "a history lesson"
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Resources at the Interface of Openness for Academic EnglishAlannah Fitzgerald
Presentation given at the Global OER Graduate Network (GO-GN) Research Track at the OpenCourseWare Consortium Global Conference 2014 in Ljubljana, Slovenia on April 24, 2014.
Blended language learning strategies (lecture, Sèvres, July 2011)Claudia Warth
Plenary lecture at the Foresite conference and training event, Sèvres, France, July 2011
Blended language learning strategies - Introduction to blended language learning and some ideas for use in the language classroom
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
integrating technology in fl classroom is challenging and rewarding. Teach culture, demonstrate communication, encourage comparison, broaden community using a connected classroom. Thanks to http://theconnectedclassroom.wikispaces.com/ for the video "a history lesson"
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Using Web Tools To Enhance Teaching & Learningguest64acb3a
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.
Using Web Tools To Enhance Teaching & Learningguest64acb3a
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.
Social networks and language didactics: teaching Italian as a second language...eLearning Papers
Author: Emanuela Cotroneo
Being able to create ad hoc social networks for your own class provides new opportunities for experimenting with and testing out L2 teaching, broadening the possibility of improving connections among students and practising language skills in a motivating and active way, as illustrated in the didactic experience presented here.
Presentation by Sarah Guth and Francesca Helm at the Eurocall CMC SIG Workshop in Leon Spain: Skype and the web: how learners develop new online literacies to promote learning in telecollaboration
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Keynote presentation at 'Breaking Barriers – Embracing Literacy through Digital Media organised by the Directorate for Lifelong Learning and Early School Leavers', Valetta, Malta, 30 November-4 December 2015. More info: https://ec.europa.eu/epale/en/content/breaking-barriers-embracing-literacy-through-digital-media
Exlporing New challenges in TELL: Language Learning MOOCsMaria Perifanou
Invited online lecture about Language MOOCs for Language teachers who are enrolled at the Master Course for CALL at the Language Center of Cyprus University of Technology. (7 November 2015)
OPENNESS: A challenge for Education, an opportunity for teachers! Let's work ...Maria Perifanou
My presentation about "Open Education" and Open Education Europa portal at the UIB 2015 Summer School!!
The Universitat de les Illes Balears (UIB) offered this summer a course about ICT trends in Education. The course will took place in the Spanish island of Ibiza during the week of 7-11 September 2015.
Future teachers had the possibility to explore the context of Open Education and the Open Education Europa Portal participating actively in a series of online activities.
http://openeducationeuropa.eu/en/blogs/openness-challenge-education-opportunity-teachers-lets-work-together
Exploring new challenges in TELL: LangMOOC and Open Education EuropaMaria Perifanou
This is the presentation that I did as invited speaker at the Elearning panel at the 28th Foreign Language Education conference in Thessaloniki on 27th and 28th August 2015 organised by the Panhellenic Federation of Language School Owners.
LangMOOC project _EMMA Summer School 2015, Ischia, ItalyMaria Perifanou
This is a presentation of the LangMOOC project (Erasmus+) http://www.langmooc.com/ that took place at the EMMA Summer School, Ischia Italy on July 2015. http://project.europeanmoocs.eu/project/get-involved/summer-school/programme/
The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course.
The LangMOOCs project focus is to step up support for language learning and promote multilingualism via the implementation of Massive Open Online Courses for Language Learning. One of the main outcomes of the project, the Language MOOCs toolkit, will include all the innovative methods and tools for the creation, management and evaluation of MOOCs and OERs for Language Learning. Most of the MOOCs are implemented and run by academic institutions. The LangMOOCs project also aims to non-academic institutions and language teacher and trainers.
"Open minds": another way to access knowledge & share your ideasMaria Perifanou
Workshop proposal for the JTEL & EMMA Summer School 2015
“OPEN Minds”: another way to access knowledge & share your ideas
A proposal for an interactive and collaborative learning activity for early- to mid-stage PhD candidates and for young researchers.
Nowadays everyone has unprecedented access to online resources and materials from all over the world. Finding good online resources and most importantly “open” access resources though is not easy. This remains a big challenge for every PhD student and generally for every researcher. Knowing where to search and how to find, for example, high quality open access journals needs effort and strategy. Furthermore, sharing research to “high quality” open access repositories needs also caution, planning and good knowledge of copyright issues.
Young researchers and PhD students have also enormous possibilities of networking and sharing research (i.e. Academia) as well as the possibility to access a big variety of online open courses of large scale (Massive Online Open Courses, MOOCs) that could support their work such as basic lessons of “qualitative research methods”.
Besides that, there are open access spaces of collaboration where PhD students can peer-review their unpublished research work (e.g. Prolearn Website/mediabase) as well open access databases where they can upload their PhD (e.g TEL Map Confolio).
But how easy is for PhD students and for young researchers to take advantage of all the “open access” possibilities? Which are the challenges and what are the risks?
INTED 2014 M. PERIFANOU & A. ECONOMIDES
The paper will first present
the requirements for a successful online Language Learning course and then it will continue with the
exploration of the use of MOOCs in Language Education. Next an evaluation of the platforms and the
instructional design used so far for Massive Open Online Language Learning Courses will follow.
Finally, after the presentation of possible concerns and recommendations regarding the Language
Learning MOOCs, there will be a discussion that aims to draw the first conclusions of this research
and share some future research plans.
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQue...Maria Perifanou
Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
Jtelss12, Workshop: “Webquest 2.0 training scenarios: Connecting TEL research...Maria Perifanou
Bridging the gap between TEL research and workplace practices is a big challenge for
researchers, trainers and professionals especially nowadays. The focus of this workshop is to invite phd TEL students to design WebQuest 2.0 training scenarios in order to promote TEL practices in a workplace contex
PLE11 Workshop proposal:
Design WebQuest 2.0 training scenarios focused on the creation of PLEs for professional development.
Maria A. Perifanou, Pontydysgu,Wales, UK
Graham Attwell, Pontydysgu,Wales, UK
Organic.edunet: Join our virtual “agrotouristic” journey to Tuscany!!Maria Perifanou
“Enhancing Environmental and Ecological Awareness and Education in Schools, Training Teachers on the Use of Web2.0 tools and Open Educational Resources, Organic.Edunet”, organised by the “Corvinus” University of Budapest, Hungary for the European project “Metaschool” (15-18/09/2010)
Presentation of 'Our Nature ' scenario concepts created for Language Learning context.
This is presentation for a proposal of a new blended Learning Model, the Collaborative Blended Learning Model The Collaborative Blended Learning model (CBLM) refers to web2quest collaborative projects that take place less in class (F2F) but mostly online out of class, supported by (a)synchronous web 2.0 technologies combining at the same time collaborative learning with self paced learning.This learning model aims to be implemented in the context of HRM.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thesis Statement for students diagnonsed withADHD.ppt
Thoughtfest09
1. Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL Maria A. Perifanou School of Philosophy, Faculty of Italian and Spanish Language and Literature, National and Kapodistrian University of Athens. ThoughtFest 2009 Pontydysgu - University of Salford Manchester , UK 5-6 March 2009
2. Fest of thoughts and experiences………… … .sharing my journey.. … ..my story….!
7. Α. Italian Language in Web – ‘ exploration and classification’ Educational sites dedicated to teachers teachers - learners 7 . Course plans/ material 8. Magazines/Journals 9. Information for teachers training, seminars, jobs 2 . Italian Language Courses 3 . Authoring tools for language learning material 1. Practice ( exercises , tests , etc .) 6. Portals/ Data Bases for Italian Language 4. Tandem Learning, E-pals 5. Forum s/ Discussion Lists
8. B . Italian Language in Web – ‘ exploration and classification’ Supportive - authentic teaching material/tools 2. e-libraries, translators, glossaries, thesaurus, dictionaries, etc 1. Magazines/ Journals 5 . e-commerce, e-business 6. Communication Tools: forums , chat, discussion lists 4. Edutainment 3. Electronic C orpus, Concordan cers 7. Authoring tools- free multimedia software 8. Portals/Data bases for Italian culture
Introduction to Quest The introduction is a short paragraph written in second person that introduces the students to the activity. It should catch the students’ attention, provide background information and include the role being taken in the quest. For example, “You just found out your best friend is an alien from another planet and need to explain Christmas . . . “ or “Your favorite author will be visiting . . . .” WebQuest Task The task is what should be accomplished through the WebQuest. It typically starts with a paragraph, but may also contain a list of what the students will be required to do. Another primary component of the task section is to explain to the students what is expected to be created for evaluation and any specific tools, such as PowerPoint, that will be used to create them. Step-by-Step Process The process is a logical, step-by-step guide for the students to follow. It should provide responsibilities, either for individuals or for each group member. It should also suggest to students how to organize or save their information for the final product. This is also the section where links are provided to specific Internet sites. These sites should be investigated in advance for content, relevance and even availability from school. The links would be placed as part of the steps involved in the process so students know where to go to look for the information. Evaluation Using Rubrics The evaluation section contains the rubric with which students will be evaluated. This could be for an individual or group. It could also be a self-evaluation, overall evaluation or a combination as deemed appropriate by the teacher. Though the evaluation style is objective it should be written in such a way that students understand how they will be evaluated. Conclusion or Summary of WebQuest The conclusion is an overall summary of the WebQuest. It should provide students with a way to reflect about the process. Also, it should provide advanced, related questions that might be investigated at another time. Throughout the WebQuests, students should be engaged through second person writing, as if the lesson speaks directly to them. By following this basic form the WebQuest also provides a structure that is easy for teachers to design and for students to follow.