Virtual Exchanges
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The document discusses notes on developing intercultural competency in virtual exchanges. It references reports that emphasize the importance of developing students' translingual and transcultural competence. It also references publications by the Council of Europe that promote integrating an intercultural dimension into language teaching. The document discusses definitions of intercultural skills put forth by the Common European Framework of Reference for Languages, including the ability to relate different cultures and deal with intercultural misunderstandings. It notes that teachers need skills for teaching intercultural communication, not just language.
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![MLA Report (2007)
The development of students "translingual and
transcultural competence […] is one of five imperative
needs to which higher education must respond in the
next ten years if it is to remain relevant”.
http://www.mla.org/flreport
Wednesday, July 3, 13](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Anvill2 portfolios-tutorial-port101
The document provides instructions for students to summarize a video or personal story using the ANVILL note-taking platform. It consists of 4 steps: 1) Watch the video and write a summary in the private portfolio entry. 2) Give the summary a title and write it in the provided box or copy from another source. 3) Upload any additional files by clicking "Choose File" and "Upload" buttons. 4) Check that the uploaded file appears in the attachments box and save the entry, which only the instructor can see. Students are asked to follow these steps to share their written summary privately with the instructor using ANVILL's note-taking and file sharing features.
Five reasons for using video
Video can enhance online courses in several ways:
1) It provides context by filling important gaps in meaning, personalities, and cultural situations.
2) Using video of yourself adds familiarity, trust, and clarity to personalize students' experiences.
3) Multiple ways of accessing content through video can improve understanding and learning. Students can narrate videos, take notes, conduct research, and create tutorials or snippets of learning.
4) Video submissions provide compelling evidence of student learning through assignments, role-plays, or ePortfolios.
Anvill2 Creating Interactive Lessons
The document provides instructions for creating a lesson in ANVILL 2 that includes a video prompt and a voiceboard for student responses. It is an 8 step process: 1) Add a new lesson, 2) Name the lesson, 3) Customize the lesson, 4) Add a media file by choosing YouTube, 5) Enter the YouTube URL, 6) Add the video to the lesson, 7) Rearrange content blocks, and 8) Add a voiceboard for student responses. The instructions explain how to drag and drop blocks and add different content types to create interactive oral/aural tasks.
Intercultural Exchange - Telecollaboration slideshow
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and focused.
Weekly Reflections (in ANVILL 2)
ANVILL's "portfolio tool". This short tutorial explains how to add your weekly reflections. These reflections are a dialog between you and your instructor. You're the only ones who can view them.
Week 1 -Trace Effects and Chunquing
While "chunquing" is not a household word in ELT, it is a good attempt to capture a "360 view" of what we try to do in a language lesson.
Anvill 2 - Using Copy and Paste in Portfolios
This document provides instructions for copying and pasting files from a word processor into the course site. It outlines a 4-step process: 1) click the "+" button to add a file, 2) copy text from the word processor document, 3) paste the text using Ctrl-V and click insert, 4) the file will appear with a yellow background and may require a page refresh. Students are asked to document their game journal and ePortfolio for certain tasks in this manner.
Making media-rich quizzes with ANVILL 1
This document provides instructions for creating a multimedia quiz in ANVILL by adding different media elements like images, audio, and URLs. It explains how to insert images less than 600x600 pixels by clicking the insert images button and uploading files from your hard drive. Audio files can be used for listening items and should be saved as MP3 files and reduced in size. Videos can also be added by uploading MOV files under 400x300 pixels. URLs can be included by pasting the link. All media is uploaded through the media tools.
Anvill2 discussion board tutorial
The document provides a 6 step tutorial for getting started with integrated discussions on the ANVILL 2 course system. It explains how to post a new message by clicking the "+" button and writing or pasting in a message. It describes how the message will appear with the option to edit it or add formatting and images. It also explains how to comment on other posts and view notifications and messages on the dashboard.
Anvill2 discussion boards
Participating in online course discussions benefits all students by allowing them to share what they're learning. The document then provides step-by-step instructions for posting and commenting on discussion messages, including how to edit or delete your own posts and view notifications of responses from other students. It highlights the discussion board, dashboard, and notifications features for following and contributing to online conversations.
Using Voiceboards on Blackboard
1. The document provides instructions for checking and setting up microphone and audio settings to complete a voice recording assignment using Voiceboards.
2. It guides the user to check their Adobe Flash Player and microphone are installed and working properly.
3. Detailed steps are outlined for recording and submitting an audio message within a group on Voiceboards, including selecting the group, giving the recording a title, testing and recording the audio, and listening to the submission.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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- 1. Notes on Intercultural Competency in Virtual Exchanges see the Cultura Project at MIT for more information http://cultura.mit.edu these slides come from a talk by the Cultura Authors, Gilberte Furstenberg and Sabine Levet at CALICO 2013. Wednesday, July 3, 13
- 2. MLA Report (2007) The development of students "translingual and transcultural competence […] is one of five imperative needs to which higher education must respond in the next ten years if it is to remain relevant”. http://www.mla.org/flreport Wednesday, July 3, 13
- 3. The Council of Europe Necessity to integrate the 'Intercultural Dimension' into the aims of language teaching --à Publication of a handbook (2002)Developing the intercultural dimension in language teaching – a practical introduction for teachers. Wednesday, July 3, 13
- 4. Definition of Intercultural skills by CEFR (a guideline published by the COE) Wednesday, July 3, 13
- 5. Definition of Intercultural skills by CEFR (a guideline published by the COE) Ability to bring the culture of origin and the foreign culture into relation with each other. Cultural sensitivity and the ability to identify and use a variety of strategies for contact with those of foreign cultures. Capacity to fulfill the role of cultural intermediary between one’s own culture and the foreign culture and to deal effectively with intercultural misunderstandings and conflict situations. Ability to overcome stereotyped relationships. The Common European Framework of Reference for Languages : learning, teaching, assessment Wednesday, July 3, 13
- 6. A new challenge for us? —Above all, we want to demonstrate that an Intercultural Dimension does not mean yet another new method of language teaching but rather a natural extension of what most teachers recognize as important […] The Common European Framework of Reference for Languages : learning, teaching, assessment —However, we are very adept at teaching language, but not necessarily at teaching intercultural communication. —What skills do we need to have, as teachers? Wednesday, July 3, 13
- 7. Report of the Council of Europe (continued) The 'best' teacher is neither the native nor the non-native speaker, but the person who can help learners see relationships between their own and other cultures, can help them acquire interest in and curiosity about 'otherness', and an awareness of themselves and their own cultures seen from other people's perspectives. (2002) Wednesday, July 3, 13
- 8. Why use a comparative approach? A demonstration ---à Wednesday, July 3, 13
- 9. French coffee cups… What can you say? Wednesday, July 3, 13
- 10. Coffee cups in France and in the US Wednesday, July 3, 13
- 11. Making more comparisons… Wednesday, July 3, 13
- 12. Coffee cups as seen in a somewhat larger context: can you say a bit more? Wednesday, July 3, 13