Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
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.
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
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
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Recent developments in eTwinning Pilot - Italy 2015-16alexandra tosi
In this presentation I recap the progress made in Italy in the Pilot eTwinning 2015/16 in the different models, with feedback and comments by universities. Since 2013 Italy takes part to the eTwinning pilot that introduces modules on eTwinning in Initial Teacher Training classes and, in some cases, matches ITT Institutes in eTwinning projects.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
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.
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
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
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Cross-disciplinary application of Online International ExchangeSake Jager
Presentation about implementation of Virtual Exchange / Online International Exchange project University of Groningen, UNICollaboration 2018 Conference, Krakow
Researching and Upscaling Virtual Exchange in University EducationSake Jager
Presentation on the Virtual Exchange projects EVOLVE and EVALUATE, given at the EAIE 2018 conference in Geneva by Robert O'Dowd, Sake Jager and Pilar Garces
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
This action research study presents the results of a qualitative analysis of two consecutive years of student work from a Dutch-French e-Tandem project. After an outline of quantitative measures of time-on-task and output, the focus will be on a qualitative analysis of reflection journals, writing assignments, and audio and video samples of the exchanges to examine how students experience the exchanges and what evidence there is of intercultural and language learning. The results reported represent work in progress.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Model Attribute Check Company Auto PropertyCeline George
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Virtual Exchange as tool for Internationalisation
1. Sake Jager, ICT and Education & Applied Linguistics
University of Groningen
and 21-23 April 2016
U4 Humanities Cluster Meeting: Structural exchange opportunities in education
Ghent, 5-6 October 2017
1
Virtual Exchange as tool for internationalisation
Past Experiences and current projects in the University of Groningen
2. European mobility agenda
› The Bologna Mobility Strategy states that, by 2020, 20% of European
higher education graduates should have spent part of their studies
abroad. The European Union adopted this benchmark in November
2011.
http://europa.eu/rapid/press-release_MEMO-13-647_en.htm
› The current percentage is between 5 to 10%.
• EAIE Conference 2017: 5%
• Feasibility study Erasmus Virtual Exchange: 7.5%
http://ec.europa.eu/education/policy/strategic-framework_en (p. 23)
› Even if the European objective of 20% by the year 2020 is achieved,
this will still leave 80% of students without an international,
intercultural experience as part of their university studies.
3. Global ‘knowledge society’
› Intercultural, international and global competencies are required for
employability in the global ‘knowledge society’. There is also a need for
greater attention to notions such as critical global citizenship and civic
engagement.
› In a changing world, Europe’s graduates need the kind of education that
enables them to engage articulately as committed, active, thinking, global
citizens as well as economic actors in the ethical, sustainable development
of our societies.
High Level Group on the Modernisation of Higher Education -
http://ec.europa.eu/education/library/reports/modernisation_en.pdf
› Higher quality and more innovative education practice through the use of
ICT has become a key priority for the EU.
http://ec.europa.eu/education/policy/strategic-framework/education-
technology.htm
4. Virtual Exchange
› Form of computer-mediated
learning in which students from
two or more universities work
together online (in pairs or small
groups) on learning tasks which
are part of the course work in each
institution
› Also known as:
• Telecollaboration
• Online Intercultural Exchange
• Collaborative Online
International Learning
• Rooted in foreign language
and culture education
• Main types: class-to-class
exchanges (above), facilitated
exchanges
8. Why integrate virtual exchange into university education?
For Students: Development of FL competence, intercultural awareness,
digital literacies, acquire new knowledge and international perspectives,
affordable
For University Management: ‘Low cost’ internationalisation strategy /
Opening up new university partnerships / Accessible to high numbers
of students
For Mobility Coordinators: Preparation for physical mobility/ Stimulus
for mobility / Alternative to physical mobility
For University Educators: Internationalisation of curriculum /
Authentic communication and project work / Developing international
network of collaborators / Collaborative teaching
9. Why not used more widely?
Insufficient integration in curriculum, add-on activity,
not part of assessed work
Individual teacher’s initiative
Not enough time for organising
Lack of management support
Failing technology
Poor task design
Unstable partnerships
10. ELC Project: Introduction
› Telecollaboration project in European Languages and Cultures (ELC),
University of Groningen
› ELC: recently established BA programme, replacing separate Language
and Culture programmes (German Language and Culture, Romance
Languages and Cultures, Russian Language and Culture, etc.)
› Project should:
• Increase language proficiency and intercultural competence
• Prepare for study abroad
• Establish VE as structural element in ELC programme
› Implemented for Italian, French, Spanish
› Project from 2013 t0 2017
11. European Languages and Cultures
Spanish French Italian
Partner: Universitat de Barcelona Partner: Université de Strasbourg Partner: Università degli Studi di
Padova
Teacher education
UB: pre-service, UG: Spanish
Tandem
US: Dutch, UG: French
Tandem
UP: Dutch, UG: Italian
c. 25 students each c. 15 students each c. 10 students each
Teacher designed tasks:
• Introducing themselves and
PLE
• Erasmus Survival Guide
• Whatsapp for daily life and
culture exchange
Teacher-trainee designed:
• TC projects involving range of
web 2.0 technologies
Tasks:
• Introducing themselves, city
and student life
• Analysing and comparing
national traditions and work of
art/movie/book
• Co-constructing a bilingual
journal
Tasks:
• Italian and Dutch movies ( 6 full
movies for each language)
• Language and culture tasks
• Translation tasks
Blackboard (VLE, journals, email,
etc)
Blackboard Collaborate
Web 2.0 tools
Skype, Skype recorder
Facebook, Google Drive
Online movies
Blackboard (VLE, journals, email,
etc)
Google Hangouts/Skype
7-10-2017 | 11
12. Results ELC Project
› Data from student surveys and
interviews, reflection reports,
teacher feedback
› Positive teacher and student
reports of effects on language
improvement, increased cultural
awareness
› Very positive overall
› Some problems with technology
› Ambition to continue
› Recommendation to continue to
department board and faculty
Statements for the survey questions
Spanish
Agree or
strongly agree
I am satisfied with the RUG-UB project 63%
This project helped me to feel safer
communicating in Spanish
75%
This project was well integrated in Nestor 63%
This project was well integrated in class 46%
This project was well integrated in
homework
67%
This project was well integrated in the
continuous assessment
79,2%
The 2.0 project has been useful to
improve my communicative competence
in Spanish
91%
The 2.0 project has been useful to
improve my knowledge of the Spanish
culture and society
87%
The 2.0 project was interesting and
motivating
78%
13. › Appreciation
Appreciation:
• Unusual, new experience
• ‘Scary’ at first
• Affective: rapport building,
establishing friendships
• Cognitive: Language learning,
learning about culture
High appreciation overall
Specific aspects appreciated
• Tasks, topic, person or
object talked about
Problems (problème, etc):
• Technical issues
• Linguistic (word finding)
À l’avance, j’avais peur que il serait dur de parler avec une
inconnue qui parle une autre langue pendant une heure,
mais en réalité, ma interlocutrice était très sympathique et
j’ai appris de parler un peu plus librement. Bref, c’était
une bonne expérience. [UG4_1415]
Au départ, je trouvais cette
expérience assez étrange, je n'avais
jamais eu l'occasion de faire de la
télécollaboration. Mais maintenant
que le premier contact a été pris, je
me sens plus à l'aise et j'ai le
sentiment que nous allons faire du
bon travail. XX est très sympa et
c'était assez facile de discuter avec
elle. [US8_1415]
Il y a 4 ans que j’ai participé dans un autre échange où je
suis vraiment allée à Lyon pour une semaine, c’était une
expérience inoubliable. C’est la raison pour laquelle je peux
dire par ma propre expérience que c’est énormément
instructif de parler avec un locuteur natif. J’espère
d’apprendre à parles plus librement. Par ailleurs, je
voudrais augmenter mon vocabulaire. La première
conversation était un peu embarrassante, mais je pense
que cela va bientôt changer. Je me réjouis d’entretien
suivant.
[UG10_1516]
J’aimais l’idée de cet expérience. Des exercices
intéressant en utilisant des modernes formes de la
communication, c’est super. C’était la première fois
que j’ai fait quelque chose comme ça, et je le
trouvais très agréable. [UG6_1516]
14. Final recommendations ELC project
› Continue exchanges as
valuable learning experience
for students
› Extend them to other
languages
› Integrate them in content
(‘profile’) courses, rather than
language courses
› Link them to International
Classroom project
7-10-2017 | 14
15. ENVOIE: Enabling Virtual Online International Exchange
› UG project, 6 faculties, 10 disciplines (exchanges), started Sept 2017
› Objective: Kick start VE / OIE across disciplines in UG
› Aligns with: International Classroom project, Active Learning, eLearning
strategies UG
› Multidisciplinary support: Didactic/professional development experts, ICC
trainers, eLearning/edutech experts, internationalisaton officers, careers
service officers
› Includes U4 partners:
1. Subproject “Things that Matter” (ReMA)
• Raingard Esser (Groningen), Mikael Alm (Uppsala), Dario Tessicini (Durham)
• Students design virtual library collections as preparation for summer school
2. Subproject “World Literature and Cultural Transfer”
• Petra Broomans (Groningen/Ghent), Andreas Hedberg (Uppsala), Duan Fen
(Sichuan University, China)
Short intro to the project here (website available soon)
16. EVOLVE:
Evidence-Validated Online Learning through Virtual Exchange
› KA3 Forward-Looking Policy Project, 2018-2020
› Similar to ENVOIE, at European level, 12 partners
› Creates VE’s (class-to-class and facilitated) in Coimbra &
Santander networks institutions, with participation of other
partners
› Innovative features:
• Online training (Co-laboratory)
• Open badges for certification
• Research into effectiveness
• Engagement with policy makers
› U4 partners invited to participate! OpenBadges.org
17. EVE: Erasmus+ Virtual Exchanges
› E+ Portal (“Hub”):
EVE.ORG
› Facilitated exchanges
› Southern Mediterranean
countries
› Youth and youth workers
(18-30)
› Participants: 8000 Dec
18 to 25000 Dec 19
› Non-formal learning
contexts, but accredited
work
› Topics: popular youth
culture as point of
departure for
intercultural dialogue
Docs:
EVE feasibility study
EVE tender
18. Organisations promoting VE
Class-to-class:
› UNICollaboration:
• Platform for finding partners,
example projects, tasks, etc.
• 3rd Conference on
Telecollaboration in HE, Krakow,
April 2018
• New cross-disciplinary association
› COIL:
• SUNY Center for Collaborative Online
International Learning
• COIL Europe: Increasing interest in
COIL model with universities in Europe
Facilitated:
› Sharing perspectives
• Contemporary themes through
collaborative work and online
videos
› Soliya Connect
• American-based, European branch
(Search for Common Ground)
19. Thank you for your attention!
Contact:
s.jager@rug.nl
www.rug.nl/staff/s.jager
@sakejgr