Erasmus Intensive Learning Course at the Faculty of Arts of Porto University: a Blended Learning Experience
|
|
- Bertha Cain
- 6 years ago
- Views:
Transcription
1 Erasmus Intensive Learning Course at the Faculty of Arts of Porto University: a Blended Learning Experience Fátima Silva 1,2, Ana Isabel Fernandes 1, Ana Paula Teixeira 1, Ângela Carvalho 1, Teresa Correia 3 Faculdade de Letras da Universidade do Porto 1 ; Centro de Linguística da Universidade do Porto 2 ; Unidade de Novas Tecnologias da Universidade do Porto 3 (Portugal) mhenri@letras.up.pt, aijesusfernandes@gmail.com, ana_amorim_teixeira@hotmail.com, angela.cf.carvalho@gmail.com, tcorreia@reit.up.pt Abstract This study presents an Erasmus Intensive Language Course in Portuguese for beginners and intermediate level students, held at the Faculty of Arts of the University of Porto, and financed by the Grundtvig Lifelong Learning Programme Erasmus. The main goals of the course are to prepare Erasmus students for their mobility by developing their language skills in Portuguese, such as reading, writing, listening, and speaking; rising the students ability to communicate appropriately and accurately in spoken and written Portuguese, encouraging students to communicate in Portuguese; enabling students to discover and learn Portuguese by and for themselves; and providing students with Portuguese cultural awareness. The students are chosen according to the criteria established by Grundtvig, namely (i) priority to students whose L1 is quite different from Portuguese; (ii) different countries; (iii) several studying areas; and (iv) the creation of a multinational, multicultural and multilingual context. Having in mind the above mentioned goals and participants, a blended-learning (b-learning) course was designed as following: 2 weeks of online training using the Moodle platform, for a total of 20 hours; 3 or 4 weeks of in-class training, with online support, for a total of 76 hours; 4 afternoons for the cultural component, for a total of 12 hours, and 72 hours of individual study. This paper discusses in detail the course s technical and content framework, the advantages of a b- learning approach to teach foreign languages, specially considering there will be an initial e-learning contact with Portuguese, whether to introduce the students to Portuguese sounds and most basic structures before their arrival in Portugal, or by allowing the students who had already had formal contact with Portuguese Language to revise their knowledge and assess their level of proficiency. This approach has proved to be a better choice compared to other intensive courses of the same level and similar background students with only in-class teaching. 1. Introduction This study presents an Erasmus Intensive Language Course in Portuguese (EILC), funded by the Grundtvig Lifelong Programme Erasmus, through the National Agency PROALV, that has been taking place at the University of Porto since 2010, and has been designed following a blended-learning (blearning) approach. After an overall presentation of the course concerning its design, its goals and participants, we present the technical and content framework of the course, mainly focused on the online component, but also its articulation with classroom and cultural visits, aiming to discuss the advantages of taking a b-learning approach to foreign languages teaching. 2. EILC: overall presentation This course is intended for European students who come to Portugal to do their Erasmus Mobility, and who have never studied Portuguese, or have already completed the beginners level at their university. The main criteria for their placement are: having a first language very different from Portuguese; coming from several European countries; guaranteeing equity of gender; and attending different faculties. So, priority is given to a multinational, multicultural and multilingual learning context, which is in total agreement with the Erasmus Program, and underlies the planning of this course, as well as the choice of the abovementioned approach. In fact, this course aims to prepare Erasmus students for their mobility period by developing their language skills in Portuguese language; rising their ability to communicate appropriately and accurately in spoken and written Portuguese, enabling them to learn Portuguese by themselves; showing students the typical way of living of the Portuguese people; encouraging their citizenship and broadmindedness.
2 Taking into account the features of Erasmus Program, the goals of the course, the participants, their communicative needs, the learning context, and the human and technological resources available, we opted for a b-learning approach. This approach has already been described extensively with respect to its advantages and disadvantages, and has shown to be very productive in different learning contexts (e.g. Oliver & Trigwell 2005 [1]; Scida & Saury 2006 [2]; Sharma & Barrett (2007) [3]). Overall, it consists of a model that combines the methods of classroom teaching with online learning strategies (Figueiredo 2009 [4]). The last author summarizes the general organisation of a b-learning course pointing out that it offers an integrated environment for teamwork among students, and between students and teachers, who use and integrate multimodal environments, namely synchronous and asynchronous modalities, in order to consider the different learning styles, the choice of the most adequate learning strategies and materials according to the needs of the students and the available resources. 3. EILC: course organisation The EILC course is organized as follows: 2 weeks of online training in the Moodle platform prior to the attendance of classroom lessons, for a total of 20h; 3 or 4 weeks of classroom training, with online support, for a total of 76 hours; 4 afternoons for visiting, for a total of 12 hours, and 72 hours of individual study. In this section, we describe the course in more detail, beginning with the presentation of its online component, followed by a brief overview of the classroom and cultural components, and, finally, the discussion of its results The online component The design and implementation of the EILC online component was done by the U. Porto team of New Technologies in Education (NTE), who used the platform Moodle, which is used worldwide by a significant number of Universities, including the University of Porto, where the Moodle platform is restricted. The role of NTE team in the course had greater emphasis in its first edition, although it has maintained its support throughout the other editions. In fact, first, the NTE group met with the teachers of the course to set together the goals for the online component, and designed the course structure, which was defined and developed using the content seen on Figure 1. In the following editions, some of the contents were updated, new exercises were added and new users were managed by the NTE team. Figure 1: Overall presentation of the EILC course on the Moodle platform
3 In general, the collaboration of NTE team consists essentially of technical support, namely: creation of new contents on the platform; management of users; teachers training in the use of the platform; production of study materials based on a teaching guide developed by the teachers; recording and uploading of small video tutorials that allow students to learn how to perform simple tasks in the platform; recording and uploading of video presentations of the teachers; problems solving, mostly related to user content and activities. Related to the use of the platform, two main topics must be considered: the functionality of the online component within the global organization of the course, and the use of the platform according to the students level. The online component has a double function: as an online autonomous module of 20 hours, representing the first contact of the students with the teacher, the colleagues and the course; and as a complementing tool during classroom lessons and individual study. To the students attending the beginners level, the online course enables them to make the first contact with the Portuguese Language. Since one of the first difficulties of learning a foreign language is the phonological system of a language, this first e-learning approach focuses on this topic, as well as on basic vocabulary and structures from Portuguese. Before starting the classroom lessons they should achieve the following goals: stress words correctly; discriminate one phoneme in the syllable and the word; be familiar with the phonemes of Portuguese; develop skills regarding oral and written expression; acquiring new vocabulary. To do so, the platform offers several tools: learning contents (phonemes, very frequent words or even simple sentences); a glossary (providing the audio of all the words that appear in the learning content, organized alphabetically or by categories); various types of exercises (specially listening, listening and writing, picture and word matching). These materials, generally involving animations with sound and text, are produced by NTE team using Adobe Flash TM, according to the guidelines provided by the teachers. Figure 2 presents an example of that implementation, consisting in explaining the production of a phoneme of Portuguese. All the students are assessed during the online course on synchronous and asynchronous tasks, respectively chats and exercises and/or tests. During the classroom lessons, there is a complementary use of the online component, with online review exercises of the matters addressed during the week available at each week s end. Figure 2: Worksheet for the distribution of a sound produced for beginners level With respect to the intermediate level students, the online component of the course presented a manual produced by the teachers which allowed them to familiarize with the platform Moodle, the programs of the e-learning and the classroom components, the course goals, the timetable, as well as the evaluation criteria. The aim of the first 20 online course hours is to review the contents of the previous levels. The page is organized in modules which are made available periodically. As the background of the students is quite diverse, they are completely free to do the exercises they want, in order to solve their doubts and to develop the skills they need most. The exercises focus on reading comprehension, expansion of vocabulary, structural, oral, and writing skills. Despite the freedom and
4 flexibility given to the choice of the exercises, two of which, respectively a forum and a gap-filling exercise, are shown on Figures 3 and 4, and to the skills at stake in each one of those exercises, all the students have to perform a test at each one of the two week's end of the online component. Besides, the activities, participation in discussion forums, and synchronous chat sessions are mandatory. The written record of the various chat sessions is later made available to students with the respective correction of its inputs. As for the synchronous sessions, three sessions of one hour each allow the students to deal with the platform, to ask questions about the content and the exercises, as well as a first contact between their teacher and colleagues, which makes classroom work easier. During the classroom lessons, Moodle remains active and supports the classes regarding the materials used, other relevant materials, such as audio files or videos to listen again or to work with at home, and the sharing of work done by students The classroom lessons and the cultural component Classroom lessons are intended to develop listening, reading, writing, speaking skills, and also communicative grammar. In fact, the course includes different topics, based on dynamic strategies and methods of continuous interaction developed in sessions dedicated to the in-depth study of the structure of the language, to writing practice, and to conversational practice. This involves very different activities, namely listening to and watching audio and video documents, role-playing, basic oral presentations, computer-assisted grammar and lexical work, and production of simple written texts, allowing students to put acquired linguistic competence into practice. The practical exercises are intended to prepare the students in a way that they will be able to develop the proficiency needed to the common use of the language in different situations. All teaching materials (audio, video, written) hook up students with the Portuguese way of life and culture. Conversation classes emphasize relevant aspects of Portuguese recent history, society, teaching system, political, social and economical contemporary aspects, and significant personalities. Figure 3: Guidelines for a forum produced for intermediate level
5 Figure 4: A gap-filling exercise produced for intermediate level Considering that language cannot be dissociated from the people who speak it, their traditions and habits, learning a language means necessarily learning a culture. Thus, the Portuguese course also includes four guided visits to Porto and surrounding cities, aiming to make students aware of the similarities and contrasts between their own cultures and the Portuguese one, broaden their horizons and stimulate their understanding and tolerance towards different cultures. 4. Discussion of the results and conclusion The EILC course represents to the teachers of the Faculty of Arts and the NTE team a continuous challenge, implying an interdisciplinary work and research on new learning approaches and tools. In general, the results of this course proved to be very productive with the students: they had the opportunity to begin or to revise their contact with the Portuguese language and culture prior to their arrival in Portugal, they were able to combine different types of learning styles, to be progressively autonomous in their learning process, to make use of their digital literacy, to amplify the possibilities of interaction, to promote social integration and interpersonal skills, and to communicate in Portuguese and live Portuguese daily routines and cultural events. However, some weaknesses remain to be solved in the future, namely the development of the oral expression and interaction on the Moodle platform. Table 1 sums up these results and the challenges that lie ahead on the form of a SWOT analysis, and should be read as an open conclusion. B-learning approach STRENGTHS Promotes different types of learning experiences Allows the access to different types of materials, activities and experiences Avoids the lack of interpersonal interaction associated to exclusively online approaches The Moodle platform Regulates the quality and quantity of the students participation Allows the introduction of different kinds of resources, granting both participation and evaluation B-learning approach WEAKNESSES When the digital environment is not adequate or fails, the online approach gets difficult It usually implies the students ability to be autonomous and disciplined in their studying It implies a great work of teaching organisation and coordination in order to make the combination between online and classroom The Moodle platform The knowledge of the platform resources by teachers and students The need of developing exercises and activities to enable the improvement of students oral skills, both production and
6 Enables teacher s feedback to students in various ways Promotes interpersonal interaction between teachers and students OPPORTUNITIES The application of this approach to other courses held by the Faculty of Letters Interdisciplinary research between teachers and NTE to create new tools and resources in the University of Porto interaction The continuous updating of the platform and its tools to improve the platform functionality THREATS The limitation in the interpersonal relations The benefit of one or more skills against others, preventing students from developing complete proficiency in Portuguese Table 1: SWOT analysis of the EILC course results and future developments References [1] Oliver & Trigwell (2005). Can blended learning be redeemed? ELearning, 2 (1). [2] Scida & Saury (2006). Hybrid courses and their impact on student and classroom performance: a case study at the University of Virginia. Calico Journal, 23(3). [3] Sharma & Barrett (2007). Blended learning: Using technology in and beyond the language classroom. London: MacMillan. [4] Figueiredo (2009). Estratégias e Modelos para a Educação Online. In Miranda (Org.) Ensino Online e Aprendizagem Multimédia. Lisboa: Relógio d Água.
Introduction to Moodle
Center for Excellence in Teaching and Learning Mr. Philip Daoud Introduction to Moodle Beginner s guide Center for Excellence in Teaching and Learning / Teaching Resource This manual is part of a serious
More informationFROM QUASI-VARIABLE THINKING TO ALGEBRAIC THINKING: A STUDY WITH GRADE 4 STUDENTS 1
FROM QUASI-VARIABLE THINKING TO ALGEBRAIC THINKING: A STUDY WITH GRADE 4 STUDENTS 1 Célia Mestre Unidade de Investigação do Instituto de Educação, Universidade de Lisboa, Portugal celiamestre@hotmail.com
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationCOMPUTER-ASSISTED INDEPENDENT STUDY IN MULTIVARIATE CALCULUS
COMPUTER-ASSISTED INDEPENDENT STUDY IN MULTIVARIATE CALCULUS L. Descalço 1, Paula Carvalho 1, J.P. Cruz 1, Paula Oliveira 1, Dina Seabra 2 1 Departamento de Matemática, Universidade de Aveiro (PORTUGAL)
More informationUsing Moodle in ESOL Writing Classes
The Electronic Journal for English as a Second Language September 2010 Volume 13, Number 2 Title Moodle version 1.9.7 Using Moodle in ESOL Writing Classes Publisher Author Contact Information Type of product
More informationCorrespondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy
1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain
More informationSpanish III Class Description
Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationLanguage Center. Course Catalog
Language Center Course Catalog 2016-2017 Mastery of languages facilitates access to new and diverse opportunities, and IE University (IEU) considers knowledge of multiple languages a key element of its
More informationInternational Business BADM 455, Section 2 Spring 2008
International Business BADM 455, Section 2 Spring 2008 Call #: 11947 Class Meetings: 12:00 12:50 pm, Monday, Wednesday & Friday Credits Hrs.: 3 Room: May Hall, room 309 Instruct or: Rolf Butz Office Hours:
More informationMethodological Basics of Blended Learning in Teaching English for Academic Purposes to Engineering Students
Asian Social Science; Vol. 10, No. 20; 2014 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education Methodological Basics of Blended Learning in Teaching English for Academic
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationMater Dei Institute of Education A College of Dublin City University
MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme
More informationStrategy and Design of ICT Services
Strategy and Design of IT Services T eaching P lan Telecommunications Engineering Strategy and Design of ICT Services Teaching guide Activity Plan Academic year: 2011/12 Term: 3 Project Name: Strategy
More informationProcedia - Social and Behavioral Sciences 93 ( 2013 ) rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 93 ( 2013 ) 1169 1173 3rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012
More informationMoodle Goes Corporate: Leveraging Open Source
www.elearningguild.com Moodle Goes Corporate: Leveraging Open Source Michelle Moore, Remote-Learner.net 508 Moodle Goes Corporate: Leveraging Open Source Michelle Moore Open Source: What is it? Free redistribution
More informationFrom Virtual University to Mobile Learning on the Digital Campus: Experiences from Implementing a Notebook-University
rom Virtual University to Mobile Learning on the Digital Campus: Experiences from Implementing a Notebook-University Jörg STRATMANN Chair for media didactics and knowledge management, University Duisburg-Essen
More informationInnovation, e-learning and Higher Education: An Example of a University LMS Adoption Process
Innovation, e-learning and Higher Education: An Example of a University LMS Adoption Process Ana Mafalda Gonçalves, Neuza Pedro Abstract The evolution of ICT has changed all sections of society and these
More informationLearning Microsoft Office Excel
A Correlation and Narrative Brief of Learning Microsoft Office Excel 2010 2012 To the Tennessee for Tennessee for TEXTBOOK NARRATIVE FOR THE STATE OF TENNESEE Student Edition with CD-ROM (ISBN: 9780135112106)
More informationIntroduction to the Common European Framework (CEF)
Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching
More informationHeritage Korean Stage 6 Syllabus Preliminary and HSC Courses
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by
More informationTeaching ideas. AS and A-level English Language Spark their imaginations this year
Teaching ideas AS and A-level English Language Spark their imaginations this year We ve put together this handy set of teaching ideas so you can explore new ways to engage your AS and A-level English Language
More informationBusuu The Mobile App. Review by Musa Nushi & Homa Jenabzadeh, Introduction. 30 TESL Reporter 49 (2), pp
30 TESL Reporter 49 (2), pp. 30 38 Busuu The Mobile App Review by Musa Nushi & Homa Jenabzadeh, Shahid Beheshti University, Tehran, Iran Introduction Technological innovations are changing the second language
More informationTour. English Discoveries Online
Techno-Ware Tour Of English Discoveries Online Online www.englishdiscoveries.com http://ed242us.engdis.com/technotms Guided Tour of English Discoveries Online Background: English Discoveries Online is
More informationPROJECT DESCRIPTION SLAM
PROJECT DESCRIPTION SLAM STUDENT LEADERSHIP ADVANCEMENT MOBILITY 1 Introduction The SLAM project, or Student Leadership Advancement Mobility project, started as collaboration between ENAS (European Network
More informationCOURSE GUIDE: PRINCIPLES OF MANAGEMENT
1 COURSE GUIDE: UNIVERSIDAD CATÓLICA DE VALENCIA SAN VICENTE MÁRTIR PRINCIPLES OF MANAGEMENT Teaching Guide FOUNDATIONS OF BUSINESS MANAGEMENT 2 COURSE GUIDE TO PRINCIPLES OF MANAGEMENT ECTS MODULE: Business
More informationMOODLE 2.0 GLOSSARY TUTORIALS
BEGINNING TUTORIALS SECTION 1 TUTORIAL OVERVIEW MOODLE 2.0 GLOSSARY TUTORIALS The glossary activity module enables participants to create and maintain a list of definitions, like a dictionary, or to collect
More informationEvaluation of Learning Management System software. Part II of LMS Evaluation
Version DRAFT 1.0 Evaluation of Learning Management System software Author: Richard Wyles Date: 1 August 2003 Part II of LMS Evaluation Open Source e-learning Environment and Community Platform Project
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationDragon Tales: Lessons Learnt from multiple COIL courses taught at a 4-year institution
Dragon Tales: Lessons Learnt from multiple COIL courses taught at a 4-year institution Maria del Rosario Escalada Ruiz, Director Language Center Isis Castellanos Sanchez, Head of English Program, Language
More informationCourse Specification Executive MBA via e-learning (MBUSP)
LEEDS BECKETT UNIVERSITY Course Specification Executive MBA via e-learning 2017-18 (MBUSP) www.leedsbeckett.ac.uk Course Specification Executive MBA via e-learning Faculty: School: Faculty of Business
More informationPerception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)
Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study) Enkeleda Jata PhD Cand. European University of Tirana, Albania, enki_jata@yahoo.it Abstract Of all the changes
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationACCT 100 Introduction to Accounting Course Syllabus Course # on T Th 12:30 1:45 Spring, 2016: Debra L. Schmidt-Johnson, CPA
ACCT 100 Introduction to Accounting Course Syllabus Course # 22017 on T Th 12:30 1:45 Spring, 2016: Debra L. Schmidt-Johnson, CPA Course Description: This class introduces the student to the basics of
More informationPlanning a Webcast. Steps You Need to Master When
10 Steps You Need to Master When Planning a Webcast If you are new to the world of webcasts, it is easy to feel overwhelmed when you sit down to plan. If you become lost in all the details, you can easily
More informationLingüística Cognitiva/ Cognitive Linguistics
Lingüística Cognitiva/ Cognitive Linguistics Grado en Estudios Ingleses Grado en Lenguas Modernas y Traducción Universidad de Alcalá Curso Académico 2017-2018 Curso 3º y 4º 2º Cuatrimestre GUÍA DOCENTE
More informationROLE DESCRIPTION. Name of Employee. Team Leader ICT Projects Date appointed to this position 2017 Date under review Name of reviewer
ROLE DESCRIPTION Position Title ICT Trainer Name of Employee Grade PO Reports to Team Leader ICT Projects Date appointed to this position 2017 Date under review Name of reviewer Purpose: This position
More informationTAIWANESE STUDENT ATTITUDES TOWARDS AND BEHAVIORS DURING ONLINE GRAMMAR TESTING WITH MOODLE
TAIWANESE STUDENT ATTITUDES TOWARDS AND BEHAVIORS DURING ONLINE GRAMMAR TESTING WITH MOODLE Ryan Berg TransWorld University Yi-chen Lu TransWorld University Main Points 2 When taking online tests, students
More informationEnvironment Josef Malach Kateřina Kostolányová Milan Chmura
Students in Electronic Learning Environment Josef Malach Kateřina Kostolányová Milan Chmura University of Ostrava, Czech Republic The study is a part of the project solution in 7th Framework Programme,
More informationInternational Business Bachelor. Corporate Finance. Summer Term Prof. Dr. Ralf Hafner
International Business Bachelor 1. Syllabus and Outline 2 General Information Lecture: Thursdays, 15:30 17:00, room C (!) 218 (starting 06 April 2017) Tutorials Tutorial 1: Tuesdays, 09:45 11:15, room
More informationKentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations
Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website
More informationStatewide Strategic Plan for e-learning in California s Child Welfare Training System
Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,
More informationEUA Annual Conference Bergen. University Autonomy in Europe NOVA University within the context of Portugal
EUA Annual Conference 2017- Bergen University Autonomy in Europe NOVA University within the context of Portugal António Rendas Rector Universidade Nova de Lisboa (2007-2017) Former President of the Portuguese
More informationCreating Travel Advice
Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,
More informationParticipant Report Form Call 2015 KA1 Mobility of Staff in higher education - Staff mobility for teaching and training activities
Participant Report Form Call 2015 KA1 Mobility of Staff in higher education - Staff mobility for teaching and training activities Fields marked with are mandatory. 1 Purpose of the participant report This
More informationMárcia Novais CV www.marcia-novais.com PERSONAL INFORMATION First name(s) / Surname(s) Address Mobile E-mail(s) Nationality Date of birth Gender Márcia Novais Rua da Igreja, 163, 4480-754 Vila do Conde
More informationParaprofessional Evaluation: School Year:
Paraprofessional Evaluation: School Year: 2014-2015 Name Evaluator Contributing Evaluator Program Grade Site Observat ion Date: Observation Date Post-Conference Date Additional Observation Date-As Needed
More informationExperience of Tandem at University: how can ICT help promote collaborative language learning between students of different mother tongues.
Experience of Tandem at University: how can ICT help promote collaborative language learning between students of different mother tongues. Annick Rivens Mompean 1 1 University Lille 3, UMR STL 8163 (France),
More informationThe Moodle and joule 2 Teacher Toolkit
The Moodle and joule 2 Teacher Toolkit Moodlerooms Learning Solutions The design and development of Moodle and joule continues to be guided by social constructionist pedagogy. This refers to the idea that
More informationTeacher: Mlle PERCHE Maeva High School: Lycée Charles Poncet, Cluses (74) Level: Seconde i.e year old students
I. GENERAL OVERVIEW OF THE PROJECT 2 A) TITLE 2 B) CULTURAL LEARNING AIM 2 C) TASKS 2 D) LINGUISTICS LEARNING AIMS 2 II. GROUP WORK N 1: ROUND ROBIN GROUP WORK 2 A) INTRODUCTION 2 B) TASK BASED PLANNING
More informationThe University of Salamanca, Cursos Internacionales
Waseda University, Study Abroad 2018 CS-L (1S) Waseda Thematic Studies Abroad at The University of Salamanca, Cursos Internacionales Location: Patio de Escuelas Menores 37008 Salamanca, SPAIN Title: Spanish
More informationReading Horizons. A Look At Linguistic Readers. Nicholas P. Criscuolo APRIL Volume 10, Issue Article 5
Reading Horizons Volume 10, Issue 3 1970 Article 5 APRIL 1970 A Look At Linguistic Readers Nicholas P. Criscuolo New Haven, Connecticut Public Schools Copyright c 1970 by the authors. Reading Horizons
More informationATENEA UPC AND THE NEW "Activity Stream" or "WALL" FEATURE Jesus Alcober 1, Oriol Sánchez 2, Javier Otero 3, Ramon Martí 4
ATENEA UPC AND THE NEW "Activity Stream" or "WALL" FEATURE Jesus Alcober 1, Oriol Sánchez 2, Javier Otero 3, Ramon Martí 4 1 Universitat Politècnica de Catalunya (Spain) 2 UPCnet (Spain) 3 UPCnet (Spain)
More informationInterview on Quality Education
Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens
More informationLegal English/ Inglés Jurídico
Legal English/ Inglés Jurídico Grado en Derecho Universidad de Alcalá Curso Académico 2015 /16 Curso 4º 1er Cuatrimestre GUÍA DOCENTE Nombre de la asignatura /Subject: Inglés Jurídico Código: 400029 Titulación
More information3 of Policy. Linking your Erasmus+ Schools project to national and European Policy
1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This
More informationPronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...
BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,
More informationThe Impact of the Multi-sensory Program Alfabeto on the Development of Literacy Skills of Third Stage Pre-school Children
The Impact of the Multi-sensory Program Alfabeto on the Development of Literacy Skills of Third Stage Pre-school Children Betina von Staa 1, Loureni Reis 1, and Matilde Conceição Lescano Scandola 2 1 Positivo
More informationCentral Institute of Educational Technology (CIET)
Central Institute of Educational Technology (CIET) 13.01 Pilot Study of using Mobile Devices for Delivery of Educational Content and Interaction with the Students : To explore the possibilities of delivering
More informationSTUDENT MOODLE ORIENTATION
BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page
More informationQuality in University Lifelong Learning (ULLL) and the Bologna process
Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards
More informationCreative Technologies & Entrepreneurship. academic guide
Creative Technologies & Entrepreneurship academic guide KdG exchange programme for Marketing, Multimedia and Creative Studies Academic year 2017-2018 A unique programme, presented to you by the faculty
More informationEvaluation of Hybrid Online Instruction in Sport Management
Evaluation of Hybrid Online Instruction in Sport Management Frank Butts University of West Georgia fbutts@westga.edu Abstract The movement toward hybrid, online courses continues to grow in higher education
More informationLaunching an International Web- Based Learning and Co-operation Project: YoungNet as a Case Study
Aineenopettajankoulutuksen vaihtoehdot ja tutkimus Launching an International Web- Based Learning and Co-operation Project: YoungNet as a Case Study Katrine Arbøl Department of Teacher Education, University
More information2 di 7 29/06/
2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth
More informationChamilo 2.0: A Second Generation Open Source E-learning and Collaboration Platform
Chamilo 2.0: A Second Generation Open Source E-learning and Collaboration Platform doi:10.3991/ijac.v3i3.1364 Jean-Marie Maes University College Ghent, Ghent, Belgium Abstract Dokeos used to be one of
More informationSpeech Recognition at ICSI: Broadcast News and beyond
Speech Recognition at ICSI: Broadcast News and beyond Dan Ellis International Computer Science Institute, Berkeley CA Outline 1 2 3 The DARPA Broadcast News task Aspects of ICSI
More informationFire safety in the home
Fire safety in the home Overview Fire safety in the home comprises a set of five units; Fire safety in the home, Make your home safe, Bedtime safety checks, Fire! and Fire safety in the home - research
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationREVIEW OF CONNECTED SPEECH
Language Learning & Technology http://llt.msu.edu/vol8num1/review2/ January 2004, Volume 8, Number 1 pp. 24-28 REVIEW OF CONNECTED SPEECH Title Connected Speech (North American English), 2000 Platform
More informationAssessment. the international training and education center on hiv. Continued on page 4
the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework
More information4. Long title: Emerging Technologies for Gaming, Animation, and Simulation
CGS Agenda Item: 17 07 Eastern Illinois University Effective Fall 2018 New Course Proposal DGT 4913, Emerging Technologies for Gaming, Animation, Simulation Banner/Catalog Information (Coversheet) 1. _X_New
More informationCITIZENSHIP AND MEDIA EDUCATION: TWO STRONGLY RELATED CONCEPTS IN THE DIGITAL MEDIA AGE
CITIZENSHIP AND MEDIA EDUCATION: TWO STRONGLY RELATED CONCEPTS IN THE DIGITAL MEDIA AGE Vitor Tomé 1, Maria Helena Menezes 2,3 e Guilhermina Miranda 1 vitor@rvj.pt, gmiranda@fpce.ul.pt, helena_menezes@ese.ipcb.pt
More informationRole of Blackboard Platform in Undergraduate Education A case study on physiology learning in nurse major
I.J. Education and Management Engineering 2012, 5, 31-36 Published Online May 2012 in MECS (http://www.mecs-press.net) DOI: 10.5815/ijeme.2012.05.05 Available online at http://www.mecs-press.net/ijeme
More informationWP 2: Project Quality Assurance. Quality Manual
Ask Dad and/or Mum Parents as Key Facilitators: an Inclusive Approach to Sexual and Relationship Education on the Home Environment WP 2: Project Quality Assurance Quality Manual Country: Denmark Author:
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationWorldwide Online Training for Coaches: the CTI Success Story
Worldwide Online Training for Coaches: the CTI Success Story Case Study: CTI (The Coaches Training Institute) This case study covers: Certification Program Professional Development Corporate Use icohere,
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationImplementing cross-disciplinary learning environment benefits and challenges in engineering education
Implementing cross-disciplinary learning environment benefits and challenges in engineering education Taru Penttilä¹, Liisa Kairisto-Mertanen², Matti Väänänen³ ¹ Turku University of Applied Sciences, Turku,
More informationDeliverable n. 6 Report on Financing and Co- Finacing of Internships
TRANSNATIONAL PLACEMENT SCHEME FOR TRANSLATION STUDENTS Agreement Number: 2012-3831/001-001 - Project Number: 526642- LLP- 1-2012- 1- IT- ERASMUS- ECUE Deliverable n. 6 Report on Financing and Co- Finacing
More informationLower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
More informationInterdisciplinary and International Research Collaborations in Life Sciences Luis M. T. Jesus
Crossing Boundaries: Establishing Interdisciplinary and International Research Collaborations in Life Sciences Luis M. T. Jesus School of Health and Institute of Electronics and Telematics Engineering
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationBENCHMARKING OF FREE AUTHORING TOOLS FOR MULTIMEDIA COURSES DEVELOPMENT
36 Acta Electrotechnica et Informatica, Vol. 11, No. 3, 2011, 36 41, DOI: 10.2478/v10198-011-0033-8 BENCHMARKING OF FREE AUTHORING TOOLS FOR MULTIMEDIA COURSES DEVELOPMENT Peter KOŠČ *, Mária GAMCOVÁ **,
More informationELS LanguagE CEntrES CurriCuLum OvErviEw & PEDagOgiCaL PhiLOSOPhy
ELS Language Centres Curriculum Overview & Pedagogical Philosophy .. TABLE OF CONTENTS ELS Background. 1 Acceptance of ELS Levels. 1 Features of ELS Language Centres Academic Program 2 English for Academic
More informationTraining Catalogue for ACOs Global Learning Services V1.2. amadeus.com
Training Catalogue for ACOs Global Learning Services V1.2 amadeus.com Global Learning Services Training Catalogue for ACOs V1.2 This catalogue lists the training courses offered to ACOs by Global Learning
More informationUniversity of Pittsburgh Department of Slavic Languages and Literatures. Russian 0015: Russian for Heritage Learners 2 MoWe 3:00PM - 4:15PM G13 CL
1 University of Pittsburgh Department of Slavic Languages and Literatures Russian 0015: Russian for Heritage Learners 2 MoWe 3:00PM - 4:15PM G13 CL Spring 2011 Instructor: Yuliya Basina e-mail basina@pitt.edu
More informationTEKS Comments Louisiana GLE
Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.
More informationEmpirical research on implementation of full English teaching mode in the professional courses of the engineering doctoral students
Empirical research on implementation of full English teaching mode in the professional courses of the engineering doctoral students Yunxia Zhang & Li Li College of Electronics and Information Engineering,
More informationBachelor Programme Structure Max Weber Institute for Sociology, University of Heidelberg
Bachelor Programme Structure Max Weber Institute for Sociology, University of Heidelberg The programme contains the following compulsory and elective modules, whose successful completion will be certified
More informationStages of Literacy Ros Lugg
Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities
More informationCOVER SHEET. This is the author version of article published as:
COVER SHEET This is the author version of article published as: Sivapalan, Siva and Cregan, Peter (2005) Value of online resources for learning by distance education. CAL-laborate 14:pp. 23-27. Copyright
More informationWELLCOME 2
Guide to Services WELLCOME 2 INDEX Who we are? Consultancy Training, classroom and blended learning Platforms Content Creation And other complementary services Customers who have believed in us Agreements
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationAviation English Solutions
Aviation English Solutions DynEd's Aviation English solutions develop a level of oral English proficiency that can be relied on in times of stress and unpredictability so that concerns for accurate communication
More informationShared Portable Moodle Taking online learning offline to support disadvantaged students
Shared Portable Moodle Taking online learning offline to support disadvantaged students Stephen Grono, School of Education University of New England, Armidale sgrono2@une.edu.au @calvinbal Shared Portable
More informationArts, Literature and Communication (500.A1)
Arts, Literature and Communication (500.A1) Pre-University Program College Education This document was produced by the Ministère de l Éducation et de l Enseignement supérieur. Coordination and content
More informationAN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282)
B. PALTRIDGE, DISCOURSE ANALYSIS: AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC. 2012. PP. VI, 282) Review by Glenda Shopen _ This book is a revised edition of the author s 2006 introductory
More information