The document discusses Stanford Language Center's language assessment program which aims to improve student performance and program credibility. It places foreign language students using online tests in Sakai and assesses students upon exit with a Simulated Oral Proficiency Interview (SOPI) conducted using a custom-built Java application that interacts with Sakai. The application allows instructors to monitor student progress in real-time. The assessment program requires significant coordination across different groups.
The Writing Initiative: Granted, Technology Makes Better WritersKenneth Ronkowitz
The Writing Initiative at Passaic County Community College in NJ. A review of the process of creating a gen ed curriculum of writing-intensive courses for the improvement of writing across the curriculum and college.
A presentation at the NJ Best Practices conference March 2008.
Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.
This document outlines the agenda for an online teaching and learning group meeting. The agenda includes check-ins, discussions on accessibility standards, quality assurance through peer reviews, preparing draft online modules, and scheduling upcoming class sessions for online module delivery and support. Participants will work on developing their online teaching skills and online course modules.
SITE 2004 - Both Sides Of The Border: A Snapshot Of Two Internet-Based Profes...Michael Barbour
Barbour, M. K., & Polly, D. (2004, March). Both sides of the border: A snapshot of two internet-based professional development initiatives. A paper presented at the annual Society for Information Technology and Teacher Education conference, Atlanta, GA.
This document evaluates an instructional programming course that aims to develop students' programming and online skills. It will specifically evaluate the course's use of discussion boards as an instructional tool. Surveys will be used to evaluate student interaction in the discussion forums from both a pedagogical and technical perspective. The target audience are 4th year students in an education program who will complete online surveys assessing their social and cognitive engagement with the discussion boards.
The European Approach - where do we stand one year after Yerevan?Colin Tück
This document discusses the progress of implementing the European Approach for quality assurance of joint higher education programs, which was adopted in Yerevan in 2015. It provides background on previous fragmented approaches to quality assurance of joint programs. The European Approach establishes consistent standards and procedures based on existing EHEA frameworks to allow for single quality assurance reviews of joint programs. While most countries would need to change laws to fully implement scenario 1, which provides for external quality assurance at the program level, some have implemented scenario 2 of relying on institutional accreditation. Barriers to further implementation include the need for legal changes and lack of pressure from higher education institutions. The EQAR is working to support implementation through information and discussion.
The document discusses Stanford Language Center's language assessment program which aims to improve student performance and program credibility. It places foreign language students using online tests in Sakai and assesses students upon exit with a Simulated Oral Proficiency Interview (SOPI) conducted using a custom-built Java application that interacts with Sakai. The application allows instructors to monitor student progress in real-time. The assessment program requires significant coordination across different groups.
The Writing Initiative: Granted, Technology Makes Better WritersKenneth Ronkowitz
The Writing Initiative at Passaic County Community College in NJ. A review of the process of creating a gen ed curriculum of writing-intensive courses for the improvement of writing across the curriculum and college.
A presentation at the NJ Best Practices conference March 2008.
Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.
This document outlines the agenda for an online teaching and learning group meeting. The agenda includes check-ins, discussions on accessibility standards, quality assurance through peer reviews, preparing draft online modules, and scheduling upcoming class sessions for online module delivery and support. Participants will work on developing their online teaching skills and online course modules.
SITE 2004 - Both Sides Of The Border: A Snapshot Of Two Internet-Based Profes...Michael Barbour
Barbour, M. K., & Polly, D. (2004, March). Both sides of the border: A snapshot of two internet-based professional development initiatives. A paper presented at the annual Society for Information Technology and Teacher Education conference, Atlanta, GA.
This document evaluates an instructional programming course that aims to develop students' programming and online skills. It will specifically evaluate the course's use of discussion boards as an instructional tool. Surveys will be used to evaluate student interaction in the discussion forums from both a pedagogical and technical perspective. The target audience are 4th year students in an education program who will complete online surveys assessing their social and cognitive engagement with the discussion boards.
The European Approach - where do we stand one year after Yerevan?Colin Tück
This document discusses the progress of implementing the European Approach for quality assurance of joint higher education programs, which was adopted in Yerevan in 2015. It provides background on previous fragmented approaches to quality assurance of joint programs. The European Approach establishes consistent standards and procedures based on existing EHEA frameworks to allow for single quality assurance reviews of joint programs. While most countries would need to change laws to fully implement scenario 1, which provides for external quality assurance at the program level, some have implemented scenario 2 of relying on institutional accreditation. Barriers to further implementation include the need for legal changes and lack of pressure from higher education institutions. The EQAR is working to support implementation through information and discussion.
This document provides an overview of trends and best practices in Chinese language assessment for K-16 education. It introduces the Center for Applied Linguistics and its mission to improve language understanding through research. Various types of language assessments are defined, including formative and summative assessments. Innovative assessment resources for K-16 students from CAL are described, such as the Foreign Language Assessment Directory, Understanding Assessment guide, and K-8 assessments like ELLOPA, SOPA, and COPE. Additional resources for 9-16 students including the Computerized Oral Proficiency Instrument and rater training materials are also covered.
The document discusses strategies for expanding world language education in states. It outlines a systems approach with aligned standards, curriculum, and assessments. It also discusses elementary school language programs, innovations in teacher certification like visiting international teacher licenses, and intensive licensure programs. Funding sources and partnerships between K-12 districts and higher education are also presented as ways to establish long-term language learning commitments.
The document provides information about Language Resource Centers (LRCs) in the United States. It begins by explaining that LRCs were established by the US Department of Education to improve foreign language teaching and learning. There are currently 15 LRCs located at various universities across the country. The document then lists each LRC and their specific language focus areas or geographic regions. It provides examples of free resources produced by the LRCs, including teacher guides, journals/newsletters, materials for K-12 language teaching, and materials for specific languages. In summary, the document outlines the mission and activities of LRCs in producing free resources to support foreign language education in the US.
Parisa Mehran has extensive experience in computer assisted language learning (CALL) through online courses, workshops, and membership in professional organizations. She holds a BA in English literature and an MA in teaching English as a foreign language. Mehran's research focuses on integrating technology into English language instruction and validating CALL attitude instruments. Her future plans include developing an online English for academic purposes course for Japanese learners and researching online course design models.
The document provides an analysis of two online performance-based assessment instruments that can be used to evaluate English language skills. It describes each instrument, explains why it was selected, and analyzes its usefulness. The first instrument assesses grammar through explanation of rules and practice exercises. It is found to provide useful context but limited production. The second instrument assesses pronunciation through explanatory videos and automated correction of exercises. It prepares students well despite not directly evaluating speaking. A conceptual map summarizing an article on web-based language testing is also included.
Digital English Language Lab for Schools
Words Worth English Lab is designed for India and is a highly researched initiative of the ACTUniv Group, an ISO 9001: 2008 company certified enterprise and a trusted education company with 2 decades of service in technology education and training. It's expertise in technology, multimedia and content development has been instrumental in presenting a world class Digital Language Lab solution for the academia in India.
Panel: Case Studies in Online Language Learning with Horizon Wimbaekunnen
This panel presentation discussed challenges in online language learning and how Horizon Wimba can help enhance student success. Four institutions presented case studies on using Horizon Wimba and other technologies to support online language teaching inside and outside the classroom. Challenges included scheduling, motivation, developing spoken language skills, and meeting diverse student needs. Horizon Wimba tools like voice email, discussions, and assessments added oral interaction and individual activities to increase interactivity, practice, and time-on-task for improved language acquisition.
The Backbone Project was a two-year European project that created pedagogical corpora in six European languages plus English as a lingua franca to address language learning needs. The project involved collecting audio and video recordings of interviews, transcribing and annotating the data, developing pedagogical tasks using the TELOS software, and piloting the corpora and tasks. The University of Limerick participated by collecting and annotating part of the English corpus, developing pedagogical tasks, and piloting the French corpora and tasks in CLIL contexts. The project provides freely available resources including the corpus search tool, TELOS activities software, and annotated corpora to improve language skills and intercultural
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/63784749
Presentation Description:
While the use technology in language teaching classrooms has become increasingly more common, fewer teachers are comfortable using technology as they assess leaner progress. In this webinar on assessing language using computer technology, I will outline ways in which technology can be used to help inform the assessment of language learners.
Webinar Date: April 10, 2013
ClipFlair Revoicing and Captioning ActivitiesClipFlair
This report presents the results of the work done by 58 foreign language teachers, i.e. more than 350 activities based on subtitling and dubbing video clips.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
This document provides a summary of recommended resources for foreign language teachers, including professional organizations for various languages, resource centers, technology tools, and publications. Some key resources mentioned are ACTFL for standards and proficiency guidelines, state-level groups like PSMLA, and centers like CAL and CARLA that provide summer workshops and materials. Books, tests, and articles on topics like authentic assessment and standards-based evaluation are also listed.
The document discusses a workshop on using computer-assisted language learning (CALL) to encourage vocabulary learning strategies online. It describes modeling and training techniques for expanding the use of tools like Moodle, ReadingEnglish.net, WordChamp, and Google Docs. The workshop involves modeling how to use the tools, providing in-class practice opportunities, and assigning homework. Pre- and post-test results are presented showing improvements in students' reading scores and vocabulary after using the tools.
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
This document provides a summary of Computer Assisted Language Learning (CALL). It defines CALL as any process where a learner uses a computer to improve their language skills. It discusses how CALL incorporates the use of various technologies, including smartphones, and how language learning occurs. It also outlines some of the major issues, organizations, conferences, and publications related to CALL.
Catering for linguistic domain specialisations through computer-assisted lang...Ana Gimeno-Sanz
This document summarizes three ways of enhancing language learning in specific purpose contexts: 1) The InGenio First Certificate in English Online Course and Tester which aims to prepare students for the Cambridge FCE exam through online courseware. Evaluation found high student satisfaction except for speaking activities and videos. 2) A digital storytelling project for aerospace engineering students to develop language and technical skills. Evaluation found improvements in all language areas. 3) The Clilstore online resource store for content and language integrated learning materials.
Discussion boards as tools in blended efl learning programs. Diana Cantor. 2009Claudia Mesa
This presentation describe some important aspects of the paper: Discussion Boards as Tools in Blended EFL Learning Programs published in Profile Journal in Colombia.
The author is Diana Isabel Cantor from Universidad Nacional de Colombia - Bogota
This document discusses using technology to improve language skills. It covers communicative competence, which includes grammatical, sociolinguistic, and strategic competence. Communicative performance is the actual use of language. The document recommends using tools like oral presentations, student-generated videos, and internet resources to develop language skills. It provides examples of intermediate and basic students using online tools and discusses challenges of implementing technology, including familiarity with tools and managing student groups and recordings. The goal is to improve motivation, collaboration, and authentic language use inside and outside the classroom.
L2 Acquisition of Chinese Directed Manner-of-motion with Goal PPsUniversity of Arizona
The document summarizes research on the acquisition of Chinese directed motion constructions by English speakers learning Chinese as a foreign language. It discusses how Chinese expresses manner of motion and goal differently than English, using light verb constructions. An experiment tested learners' judgments on transitivity and placement of goal phrases. Results showed advanced learners distinguished transitive/intransitive verbs but struggled with goal phrases, suggesting pedagogical approaches could help learners acquire these Chinese-specific patterns.
Digital storytelling uses multimedia tools like graphics, audio, and video to tell a story. It is a powerful and student-centered way to showcase creativity, though the objective is for students to learn language skills rather than create fancy projects. Teachers should provide a rubric to guide students on elements like storyboards, pictures, titles, characters, sentences, humor, background music, pronunciation, and intonation. Sample projects include describing a clothing garage sale or doing a weather report about China.
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This document provides an overview of trends and best practices in Chinese language assessment for K-16 education. It introduces the Center for Applied Linguistics and its mission to improve language understanding through research. Various types of language assessments are defined, including formative and summative assessments. Innovative assessment resources for K-16 students from CAL are described, such as the Foreign Language Assessment Directory, Understanding Assessment guide, and K-8 assessments like ELLOPA, SOPA, and COPE. Additional resources for 9-16 students including the Computerized Oral Proficiency Instrument and rater training materials are also covered.
The document discusses strategies for expanding world language education in states. It outlines a systems approach with aligned standards, curriculum, and assessments. It also discusses elementary school language programs, innovations in teacher certification like visiting international teacher licenses, and intensive licensure programs. Funding sources and partnerships between K-12 districts and higher education are also presented as ways to establish long-term language learning commitments.
The document provides information about Language Resource Centers (LRCs) in the United States. It begins by explaining that LRCs were established by the US Department of Education to improve foreign language teaching and learning. There are currently 15 LRCs located at various universities across the country. The document then lists each LRC and their specific language focus areas or geographic regions. It provides examples of free resources produced by the LRCs, including teacher guides, journals/newsletters, materials for K-12 language teaching, and materials for specific languages. In summary, the document outlines the mission and activities of LRCs in producing free resources to support foreign language education in the US.
Parisa Mehran has extensive experience in computer assisted language learning (CALL) through online courses, workshops, and membership in professional organizations. She holds a BA in English literature and an MA in teaching English as a foreign language. Mehran's research focuses on integrating technology into English language instruction and validating CALL attitude instruments. Her future plans include developing an online English for academic purposes course for Japanese learners and researching online course design models.
The document provides an analysis of two online performance-based assessment instruments that can be used to evaluate English language skills. It describes each instrument, explains why it was selected, and analyzes its usefulness. The first instrument assesses grammar through explanation of rules and practice exercises. It is found to provide useful context but limited production. The second instrument assesses pronunciation through explanatory videos and automated correction of exercises. It prepares students well despite not directly evaluating speaking. A conceptual map summarizing an article on web-based language testing is also included.
Digital English Language Lab for Schools
Words Worth English Lab is designed for India and is a highly researched initiative of the ACTUniv Group, an ISO 9001: 2008 company certified enterprise and a trusted education company with 2 decades of service in technology education and training. It's expertise in technology, multimedia and content development has been instrumental in presenting a world class Digital Language Lab solution for the academia in India.
Panel: Case Studies in Online Language Learning with Horizon Wimbaekunnen
This panel presentation discussed challenges in online language learning and how Horizon Wimba can help enhance student success. Four institutions presented case studies on using Horizon Wimba and other technologies to support online language teaching inside and outside the classroom. Challenges included scheduling, motivation, developing spoken language skills, and meeting diverse student needs. Horizon Wimba tools like voice email, discussions, and assessments added oral interaction and individual activities to increase interactivity, practice, and time-on-task for improved language acquisition.
The Backbone Project was a two-year European project that created pedagogical corpora in six European languages plus English as a lingua franca to address language learning needs. The project involved collecting audio and video recordings of interviews, transcribing and annotating the data, developing pedagogical tasks using the TELOS software, and piloting the corpora and tasks. The University of Limerick participated by collecting and annotating part of the English corpus, developing pedagogical tasks, and piloting the French corpora and tasks in CLIL contexts. The project provides freely available resources including the corpus search tool, TELOS activities software, and annotated corpora to improve language skills and intercultural
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/63784749
Presentation Description:
While the use technology in language teaching classrooms has become increasingly more common, fewer teachers are comfortable using technology as they assess leaner progress. In this webinar on assessing language using computer technology, I will outline ways in which technology can be used to help inform the assessment of language learners.
Webinar Date: April 10, 2013
ClipFlair Revoicing and Captioning ActivitiesClipFlair
This report presents the results of the work done by 58 foreign language teachers, i.e. more than 350 activities based on subtitling and dubbing video clips.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
This document provides a summary of recommended resources for foreign language teachers, including professional organizations for various languages, resource centers, technology tools, and publications. Some key resources mentioned are ACTFL for standards and proficiency guidelines, state-level groups like PSMLA, and centers like CAL and CARLA that provide summer workshops and materials. Books, tests, and articles on topics like authentic assessment and standards-based evaluation are also listed.
The document discusses a workshop on using computer-assisted language learning (CALL) to encourage vocabulary learning strategies online. It describes modeling and training techniques for expanding the use of tools like Moodle, ReadingEnglish.net, WordChamp, and Google Docs. The workshop involves modeling how to use the tools, providing in-class practice opportunities, and assigning homework. Pre- and post-test results are presented showing improvements in students' reading scores and vocabulary after using the tools.
This document discusses different types of CALL (computer-assisted language learning) tools including dedicated language learning software, websites, and Web 2.0 applications, and examines how students and teachers use these resources. It also defines evaluation in CALL as investigating resources to determine appropriateness, effective implementation, and success. Finally, it outlines common approaches to CALL evaluation such as checklists, methodological frameworks, SLA-based criteria, and action research.
This document provides a summary of Computer Assisted Language Learning (CALL). It defines CALL as any process where a learner uses a computer to improve their language skills. It discusses how CALL incorporates the use of various technologies, including smartphones, and how language learning occurs. It also outlines some of the major issues, organizations, conferences, and publications related to CALL.
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This document summarizes three ways of enhancing language learning in specific purpose contexts: 1) The InGenio First Certificate in English Online Course and Tester which aims to prepare students for the Cambridge FCE exam through online courseware. Evaluation found high student satisfaction except for speaking activities and videos. 2) A digital storytelling project for aerospace engineering students to develop language and technical skills. Evaluation found improvements in all language areas. 3) The Clilstore online resource store for content and language integrated learning materials.
Discussion boards as tools in blended efl learning programs. Diana Cantor. 2009Claudia Mesa
This presentation describe some important aspects of the paper: Discussion Boards as Tools in Blended EFL Learning Programs published in Profile Journal in Colombia.
The author is Diana Isabel Cantor from Universidad Nacional de Colombia - Bogota
This document discusses using technology to improve language skills. It covers communicative competence, which includes grammatical, sociolinguistic, and strategic competence. Communicative performance is the actual use of language. The document recommends using tools like oral presentations, student-generated videos, and internet resources to develop language skills. It provides examples of intermediate and basic students using online tools and discusses challenges of implementing technology, including familiarity with tools and managing student groups and recordings. The goal is to improve motivation, collaboration, and authentic language use inside and outside the classroom.
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The document summarizes research on the acquisition of Chinese directed motion constructions by English speakers learning Chinese as a foreign language. It discusses how Chinese expresses manner of motion and goal differently than English, using light verb constructions. An experiment tested learners' judgments on transitivity and placement of goal phrases. Results showed advanced learners distinguished transitive/intransitive verbs but struggled with goal phrases, suggesting pedagogical approaches could help learners acquire these Chinese-specific patterns.
Digital storytelling uses multimedia tools like graphics, audio, and video to tell a story. It is a powerful and student-centered way to showcase creativity, though the objective is for students to learn language skills rather than create fancy projects. Teachers should provide a rubric to guide students on elements like storyboards, pictures, titles, characters, sentences, humor, background music, pronunciation, and intonation. Sample projects include describing a clothing garage sale or doing a weather report about China.
Cool Edit Pro 2.0 allows users to create their own podcasts by recording with a microphone in single track mode, modifying the audio by lowering background noise, and compiling the final file by inserting saved sound files into a multi-track model.
The document summarizes the currencies used in East Asia, including Korea, China, and Japan. It outlines that Korea used the mun, yang, won, and yen at different points from 1633 to 1945. North Korea uses the won since 1947 while South Korea used the won, hwan, and won from 1945 to present. China used cowry shells, copper coins during the Qin dynasty, and gold/silver yuan before adopting the renminbi. Japan first used rice and oldest coins before using the mon from 1336 to 1870 and the current yen since 1871. It also provides current currency exchange rates between the Japanese yen and US dollar, euro, British pound, Swiss franc, and Australian
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Traditional East Asian medicine has its origins in ancient China and is based on concepts like yin-yang balance and the flow of qi through meridian pathways. It views the body holistically and aims to treat the root cause of illness rather than just symptoms. Diagnosis evaluates pulses, the tongue, sounds/smells, and lifestyle factors without instruments. Treatments include acupuncture, herbal medicine, cupping, and dietary therapies to restore harmony between the body and universe.
This document provides a summary of the history of music and musical instruments in East Asia, with a focus on China, from prehistoric times through the Qing Dynasty. It describes the development of various instruments over dynasties in China, including string, wind, percussion and others made of materials like silk, bamboo, wood, stone, metal and more. Specific instruments are outlined along with their origins and cultural influences. The document also summarizes daily life, culture, arts and politics during the Tang and Song Dynasties, including cities, religions, fashion, examinations, marriage customs, and the rise of footbinding. The Mongol and Qing conquests are briefly outlined.
The document discusses several questions about languages and their relationships. It explores why it is difficult to count the total number of languages in the world due to insufficient study of some regions and distinguishing between languages and dialects. It also examines how languages evolve over time from a common ancestral language into distinct daughter languages through the process of dialect chains where separation causes dialects to diverge. The document analyzes different explanations for similarities between languages, including genetic relationships, borrowing, chance, and linguistic universals.
This is a presentation made by Hyunwoo Jung in one of my classes (Languages & Cultures of East Asia) at University of Arizona. All rights are reserved by the author.
1. Young people in Japan frequently use text messaging instead of phone calls due to lower cost, convenience, and ability to revise messages.
2. Japanese text messages employ non-standard scripts like hiragana, katakana, romaji, emojis, emoticons, and "gal" characters. These are used to convey different impressions and emotions.
3. While creative characters help express feelings and cuteness, their overuse could give an impression of less seriousness or politeness, especially with older individuals. Proper context is important when using non-standard characters in text messages.
This is a presentation made by Qiyang Qiao
in one of my classes (Languages & Cultures of East Asia) at University of Arizona. All rights are reserved by the author.
This document provides an overview and examples for an intermediate Chinese vocabulary study lesson. It introduces vocabulary terms like copyright, license, and trial version in Chinese characters and pinyin romanization. Example sentences in Chinese and pinyin demonstrate the proper usage of each term. It concludes by providing a link to a YouTube video for additional practice.
The document provides an overview and vocabulary for an intermediate Chinese vocabulary study on various topics, including industries, software/hardware, genuine/pirated products, services, customers, and business environment. Sample sentences are given to practice the vocabulary words in context. A reading comprehension exercise follows to test understanding of a passage related to the growth and challenges facing the GPS industry in China.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Web-based Assessment Tools for Effective Online Language Courses
1. Web-based Assessment Tools for Effective Online Language Courses KePeng | 彭珂kekepengpeng@gmail.comwww.slideshare.net/kekepengpeng
2. Outline Online Chinese Language Programs & Models ChineseTeachers.com, GLOSS, LearnNC.org Web-based Assessment Tools LinguaFolio Early Language Assessments of CAL (Center for Applied Linguistics) SOPA: Student Oral Proficiency Assessment (for Grades 2-8) ELLOPA: Early Language Listening and Oral Proficiency Assessment (for Grades PreK-2) COPE: CAL Oral Proficiency Exam (for Grades 5-8) STAMP …
34. Online Resources for Language Assessment Early Language Assessments of CAL (Center for Applied Linguistics): www.cal.org/ela Foreign Language Assessments of CAL: www.cal.org/topics/ta/flassess.html & www.cal.org/flad Center for Advanced Research on Language Acquisition (CARLA): http://www.carla.umn.edu/assessment/VAC/.html Assessment and rubric development resources and general assessment resources. Consortium for Assessing Performance Standards Rubrics: http://flenj.org/CAPS/?page=147 The rubrics that are found here were developed during the three years of this project and are based on the ACTFL Performance Guidelines for K-12 Learners. FAIRFAX County Public Schools: Performance Assessment for Language Students: http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics Examples of holistic and analytic rubrics, reflects K-12 Performance Guidelines Language. Languages Other Than English (LOTE)Center for Educator Development: http://www.sedl.org/loteced/lotelinks/general.html
35. Online Resources for Language Assessment NOELLA:http://casls.uoregon.edu/noella.php Description of the National Online Early Language Learning Assessment from the Center for Applied Second Language Studies at the University of Oregon, including a free pilot. Creating games and quizzes online with Quia: http://www.quia.com/web AVANT Assessment: http://www.avantassessment.com/education.html STAMP: A web-based, adaptive, multi-skill proficiency test based on national standards; ClassPak: A web-based instructional support tool that helps teachers build, deliver and manage reading, writing and speaking quizzes, lessons, and assignments throughout the year.
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37. How to assess students’ language proficiency and acquisition?Suggestions: Goal setting & Planning Technology use with Pedagogical Considerations Assessment & Evaluation Reports & Feedback