scholarly journals Towards new cultures of learning: Personal learning environments as a developmental perspective for improving higher education language courses

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Ilona Laakkonen ◽  
Peppi Taalas
Keyword(s):  
Higher Education ◽  
New Media ◽  
Language Learning ◽  
Formal Education ◽  
Approaches To Learning ◽  
Knowledge Work ◽  
Development Project ◽  
Pedagogical Practices ◽  
Digital Literacies ◽  
Personal Learning

AbstractThis article provides readers with an understanding of the concept of the personal learning environment (PLE). It suggests that PLEs can be used in two complementary ways: as a developmental lens for integrating ICT and creating new pedagogical practices and digital literacies for academic language learning, and as a context in which learners can practise and develop core skills such as digital literacies, team and knowledge work, and interactional skills – skills that are needed for success in today’s knowledge economy. The article places PLEs within the broader development related to the cultural changes brought on by the proliferation of Web 2.0 technologies – participation, teamwork and co-design – and considers PLEs in relation to digital literacies and 21st-century skills. It then reports on a research-and-development project that makes use of design-based research and creates tools and models for learner-centred technology integration on the basis of a rich set of data and experiments. The article presents theoretical as well as practical insights into implementing PLEs in higher education (HE) language centre teaching and outlines principles for implementation in formal education. It concludes by expressing the need to purposefully balance the structure provided by traditional approaches to learning against ways of organising it with the nearly unlimited resources and participatory aspects afforded by the new media.

Use of translation and plurilingual practices in language learning

2020 ◽  
Author(s):  
Maria González-Davies ◽  
David Soler Ortínez
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Secondary School ◽  
Language Learning ◽  
Classroom Practices ◽  
School Context ◽  
Pedagogical Practices ◽  
High Complexity ◽  
Teachers And Students ◽  
Professional Translator

Abstract Here we will present a pedagogical framework for the implementation of an Integrated Plurilingual Approach (IPA) to language learning that has emerged from research and observation of best practices in primary, secondary, and higher education. Researchers, teachers, and students collaborated in three interconnected projects (2012–2015; 2015–2019) whose main aims were to help teachers and learners move towards acknowledging and explicitly connecting their linguistic repertoires to reframe their current classroom practices and engage in new ones. This implied a reformulation of their pedagogical practices, including the use of translation to acquire interlinguistic, intercultural and mediation skills in contexts other than professional translator training (TOLC). Two instruments resulted: one to help the teachers transform their perceptions and, so, their performance, regarding the plurilingual paradigm, a four-phase collaborative reflective cycle; and another to guide their instructional design, the five-dimensional instructional framework (IPA-5DIF). Some classroom examples will be presented here, with special reference to a high-complexity secondary school context (118 students, 4 teachers).

Designing and implementing virtual exchange – a collection of case studies

2020 ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Case Studies ◽  
Mediterranean Region ◽  
Formal Education ◽  
Real Life ◽  
Pedagogical Practices ◽  
Youth Work ◽  
The South ◽  
The World

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration.

scholarly journals New Media in Formal and Non-formal Higher Education in Social Sciences

2018 ◽  
Vol 4 (1) ◽  
pp. 109
Author(s):  
Ljubica Kordić ◽  
Željko Rišner ◽  
Dubravka Papa
Keyword(s):  
Higher Education ◽  
New Media ◽  
Lifelong Learning ◽  
Formal Education ◽  
Tertiary Education ◽  
Teaching Staff ◽  
Translation Tools ◽  
Human Reality ◽  
New Type

IT-era has changed not only the notion of intercultural communication worldwide, but also every aspect of human reality. In this paper, the authors present the application of electronic media in formal and non-formal education in Croatian higher education institutions on the example of the Faculty of Law, University of Osijek. Special attention is paid to specific computer programmes, language databases and tools for machine translation and machine-assisted translation used in the teaching process within the Lifelong Learning Programme for Lawyer-Linguists as a new type of non-formal interdisciplinary education delivered at that faculty. In the introductory part, the authors discuss the role of new media in formal higher education and present results of a questionnaire conducted among teaching staff of the Faculty of Law Osijek related to application of the Internet and other new IT-media in specific courses. The main part of the paper is focused on the analysis of the course Online Translation Tools and EU Vocabulary, carried out within the Lifelong Learning Programme for Lawyer-Linguists. Teaching contents of that course are delivered by using computer technology (translation tools and databases accessible online), which serves as a medium for teaching translation. Simultaneously, instructing students in proper and skilful usage of those media represents the principal goal of that course. In the concluding part, the authors try to determine the role of new media and IT in formal and non-formal types of tertiary education in the future.

scholarly journals Promoting Personal Learning Environment for Emerging Academic Writing for Publication for Higher Education Students

2020 ◽  
Vol 13 (2) ◽  
pp. 293-314
Author(s):  
Nur Arifah Drajati ◽  
A'thi Fauzani Wisudawati ◽  
Anis Handayani
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Environment ◽  
Language Learning ◽  
Academic Writing ◽  
Writing For Publication ◽  
Course Content ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Learning Platform

Academic writing for publication in higher education is cognitively and linguistically complex. University students grapple with academic writing for publication because of academic genre/convention, linguistic competence, and academic literacy among others. For this reason, a learning environment does matter. The Personal Learning Environment (PLE) is a learner-controlled environment for language learning. To examine this issue, a qualitative study with an action research design conducted with 28 graduate students as participants. The three main findings: (1) ways of encouraging students to write academic writing for publication through the personal learning environment as a learning platform; (2) implementing PLE's in the academic writing for publication course: content knowledge consideration; and (3) implementing PLE's in the academic writing for publication course: pedagogical consideration. In general, the findings indicate that PLE gives positive impacts on emerging students' academic writing for publication in the context of higher education. The educational organization needs to consider this issue. Keywords: Action research, academic writing for publication, learning autonomy, personal learning environment 

Use of the Codes of Audio-Visual Media

2020 ◽  
pp. 411-423
Author(s):  
Mykola Yeromin ◽  
Igor Charskykh
Keyword(s):  
Higher Education ◽  
New Media ◽  
Language Learning ◽  
Cultural Background ◽  
Visual Media ◽  
Wide Spread ◽  
Field Of Study ◽  
University Professors ◽  
College And University

This chapter has a purpose to persuade college and university professors to re-consider the role of audio-visual media in the processes of higher education and language learning and give it a try as a great way for educating and building close multi-cultural relation between students and professors, regardless of national and/or cultural background. Its contents are highlighted by examples of successful use of audio-visual media in language learning and intentions to formulate the path, which methodology will follow in the recent future, considering the wide-spread of “new media” and Internet, which make communications more global and international than ever. Also included are the recommendations, based on authors experience in the field of study and exclusive quotations (some of which were previously unpublished and gathered in-field by authors).

Autonomy in language centres: myth or reality?

2021 ◽  
Vol 11 (1) ◽  
pp. 51-66
Author(s):  
Anne Chateau ◽  
Maria Giovanna Tassinari
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Language Learning ◽  
Pedagogical Practices ◽  
Language Curriculum ◽  
Learning Modalities ◽  
Similarities And Differences ◽  
Tandem Learning ◽  
Learning Schemes ◽  
Pedagogical Goal

Abstract Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.

Use of the Codes of Audio-Visual Media

2017 ◽  
pp. 116-128 ◽  
Author(s):  
Mykola Yeromin ◽  
Igor Charskykh
Keyword(s):  
Higher Education ◽  
New Media ◽  
Language Learning ◽  
Cultural Background ◽  
Visual Media ◽  
Wide Spread ◽  
Field Of Study ◽  
University Professors ◽  
College And University

This chapter has a purpose to persuade college and university professors to re-consider the role of audio-visual media in the processes of higher education and language learning and give it a try as a great way for educating and building close multi-cultural relation between students and professors, regardless of national and/or cultural background. Its contents are highlighted by examples of successful use of audio-visual media in language learning and intentions to formulate the path, which methodology will follow in the recent future, considering the wide-spread of “new media” and Internet, which make communications more global and international than ever. Also included are the recommendations, based on authors experience in the field of study and exclusive quotations (some of which were previously unpublished and gathered in-field by authors).

scholarly journals PENGUATAN PENDIDIKAN KARAKTER MELALUI CERITA RAKYAT PADA PELAJARAN BAHASA INGGRIS DI PERGURUAN TINGGI

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Engliana Engliana ◽  
Nina Dwiastuty ◽  
Ira Miranti ◽  
Nurjanah Nurjanah
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Character Education ◽  
Fairy Tales ◽  
English Language ◽  
Formal Education ◽  
Narrative Structure ◽  
College Level ◽  
Literature Study ◽  
Analysis Techniques

Cerita rakyat dan dongeng dianggap materi tidak formal dalam penyusunan materi di perguruan tinggi karena struktur narasi sederhana, pemakaian kalimat dan kosakata sehari-hari, dan isi cerita yang tidak ada kaitan dengan materi formal yang dibahas dan dikerjakan dalam tugas atau ujian. Tujuan penelitian ini adalah untuk menganalisis alasan, keuntungan, dan batasan penggunaan cerita rakyat dan dongeng sebagai materi yang patut diperhitungkan oleh para pendidik tingkat perguruan tinggi untuk penguatan pendidikan karakter. Penelitian ini merupakan kajian pustaka dengan menggunakan teknik analisis wacana. Sumber data utama berupa kumpulan pustaka berupa artikel hasil eksperimen, wacana atau gagasan tertulis dalam artikel, dan hasil pemaparan ide lewat seminar tentang cerita rakyat pada pelajaran bahasa Inggris di perguruan tinggi. Pengumpulan data dengan teknik pembacaan teks. Data yang terkumpul dianalisis dengan teknik analisis isi. Hasil penelitian menunjukkan bahwa cerita rakyat tidak hanya dapat dipakai dalam pelajaran budi pekerti dan perkembangan karakter, tetapi juga bermanfaat untuk pembelajaran bahasa Inggirs dalam konteks pendidikan formal di perguruan tinggi. Kesadaran akan konten naratif khusus budaya dan nilai moral dalam setiap cerita lokal atau internasional dapat membantu mahasiswa perguruan tinggi untuk penguatan karakternya.Kata Kunci: cerita rakyat, perguruan tinggi, pendidikan karakter, pengajaran bahasa asing.STRENGTHENING CHARACTER EDUCATION THROUGH FOLKSTALES IN ENGLISH LESSONS IN HIGHER EDUCATION Abstract: Folktales and fairy tales are considered informal material in the preparation of material in higher education because of the simple narrative structure, daily use of sentences and vocabulary, and story content that has no connection with formal material that is discussed and worked on in assignments or examinations. The purpose of this research paper is to analyze the reasons, advantages, and limitations of using folktales and fairy tales as material that should be taken into college-level educators to strengthen character education. This research is a literature study using discourse analysis techniques. The main data source in the form of a collection of literature in the form of articles of experimental results, discourse or ideas written in the article, and the results of the presentation of ideas through seminars about folktale in English lessons in college. Data were collected by text reading techniques. The collected data ware analyzed using content analysis techniques. The results showed that folkltales can not only be used in the lessons of character building and character development, but also beneficial for English language learning in the context of formal education in higher education. Awareness of specific cultural narrative content and moral values in any local or international story can help college students to strengthen their character.Keywords: folktales, higher education, character education, foreign language teaching

New Teaching Support Tools

2013 ◽  
Vol 4 (2) ◽  
pp. 25-34
Author(s):  
R. Tammaro ◽  
A. D’Alessio ◽  
A. Petolicchio
Keyword(s):  
New Media ◽  
Formal Education ◽  
Life Experience ◽  
Interactive Whiteboards ◽  
Electronic Textbooks ◽  
Learning And Teaching ◽  
Personal Learning ◽  
True Knowledge ◽  
Additional Support ◽  
Teaching Learning

The collaborative approach through which learning becomes significant, active, located, open, multimedial, and meta-cognitive has profoundly changed pedagogical tradition. Nowadays, the teaching/learning process is based more on the subject who learns rather than on the teacher: the main goal is the construction of a person who is able to go towards broader educational horizons. In this “rolling over” process of traditional roles in which the student becomes unique and true knowledge constructor, every good teacher knows that in order to make an effective contribution, it is necessary to support motivation, promote the desire to learn, to encourage research as well as develop learning processes through empowerment strategies and personal learning project (L. Camaioni, P. Di Blasio, 2007, p.162). Formal education becomes an environment of life experience, where the student “grows with others”. This kind of education is based on the dynamic interaction between multiple subjects, rather than on a dual relationship. Moreover, when we deal with problems related to the learning and teaching processes, it is worth considering communication technology due to the fact that they play a very important role in the formation of the person. New media are not simply added to old ones but they have created powerful interference fields in cognitive processes. New image, sound and communication technologies have introduced significant anthropological elements of novelty. The teacher has the function of an expert who, in addition to supervising, continually introduces additional support. Teaching is, therefore, a radical process of adaptation to the new demands of new generations entering the classrooms. The action Cl@ssi 2.0 offers the possibility to verify how and how much the learning environment can change, through constant and widespread use of technologies in daily teaching practices. Additionally, innovative ideas that, with the use of technologies (consider the introduction in the classrooms of the electronic textbooks or interactive whiteboards (LIM)), have reconsidered and transformed the learning environments of our schools.

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