TRANSFOR-M: A unique transatlantic forestry Master program leading to a dual European and Canadian degree

2013 ◽  
Vol 89 (02) ◽  
pp. 205-210
Author(s):  
Brigitte Leblon ◽  
Heinrich Spiecker ◽  
Jorma Neuvonen ◽  
Marjoriitta Möttönen ◽  
Andreas Hamann ◽  
...  
Keyword(s):  
Environmental Management ◽  
English Language ◽  
Practical Experience ◽  
Graduate Degree ◽  
Language Program ◽  
Master Program ◽  
Key Characteristics ◽  
E Learning ◽  
Canadian Provinces ◽  
Management Approaches

To educate their students in modern sustainable forest and environmental management approaches sensitive to cultural and situational differences, three Canadian (Alberta, British Columbia, New Brunswick) and four European (Albert-Ludwigs- Universität, Freiburg, Germany; University of Eastern Finland, Joensuu, Finland; Swedish University of Agricultural Sciences, Umeå, Sweden; and Bangor University, Wales) universities have developed a new transatlantic forestry Master program leading to a dual European and Canadian post-graduate degree (TRANSFOR-M). The two-year English language program has the following key characteristics: 1) the optimal use of expertise at partner institutions to deliver effective, globally oriented programs in forestry and environmental management; 2) one intensive language course in the language of the host country for the Canadian students; 3) e-learning courses accessible among all partner institutions (and once tested through TRANSFOR-M, to a broader audience); 4) a “thesis” or research project report that is co-supervised by both a Canadian and a European professor; 5) access to work internships to provide practical experience in an international context and increase the employability of the graduate students and 6) two mandatory three-week field courses (one across the four European countries and one across the three Canadian provinces), where all program participants meet.

Engaging with Environmental Management

2010 ◽  
pp. 100-115
Author(s):  
Jim Wright ◽  
Michael J. Clark ◽  
Sally J. Priest ◽  
Rizwan Nawaz
Keyword(s):  
Environmental Management ◽  
Professional Practice ◽  
Field Experience ◽  
Practical Experience ◽  
Catchment Management ◽  
Potential Problems ◽  
Virtual Management ◽  
E Learning ◽  
The Subject ◽  
Inherent Part

There is an inherent antithesis between environmental management as professional practice and as concept or philosophy. Not only does this antithesis pose a problem in teaching environmental management, but also learners often have difficulty with the broad-based, multi-disciplinary nature of the subject and the value-laden nature of many environmental management decisions. Furthermore, field experience is an inherent part of environmental management and fieldwork is thus a necessary component of most environmental management modules. E-learning offers a mechanism through which to address these potential problems, through virtual practical experience and by serving as a virtual management laboratory. In this chapter, the undergraduate focus of a module on Upland Catchment Management and on environmental management is compared with e-learning for postgraduate delivery (a module on GIS for Environmental Management). The differing styles of delivery highlight the flexibility of e-learning as a vehicle for acquiring skills and knowledge, and underpin the claim that the result is an enhanced engagement with the practice of informed management.

Faculty Adoption, Application, and Perceptions of a CMS in a University English Language Program

2018 ◽  
pp. 161-175 ◽  
Author(s):  
Brett Milliner ◽  
Travis J. Cote
Keyword(s):  
Technology Acceptance ◽  
Learning Strategies ◽  
English Language ◽  
Course Management System ◽  
Course Management ◽  
Language Program ◽  
Student Autonomy ◽  
E Learning ◽  
Acceptance Model ◽  
English Program

Central to most e-learning strategies is the course management system (CMS). While a CMS has the potential to facilitate better course management, enhance learning, and encourage student autonomy, reports indicate that faculty are slow to adopt a CMS, and yet others claim most faculty are not using a CMS to its potential. This chapter considers teachers in a university English program who were surveyed about their perceptions of the Blackboard CMS using the technology acceptance model (TAM) and data from usage logs were analyzed to appraise actual CMS application. While the teachers had an overwhelmingly positive view of the CMS, their utilization of Blackboard was limited or unsophisticated. As e-learning coordinators in the English program, the authors are interested in increasing CMS adoption and developing a robust e-learning component in the curriculum.

Pilot Project of M-Learning

2012 ◽  
Vol 1 (1) ◽  
pp. 4-16
Author(s):  
Tomáš Zeman ◽  
Jaromír Hrad ◽  
Marek Nevosad
Keyword(s):  
English Language ◽  
Risk Groups ◽  
Pilot Project ◽  
Practical Experience ◽  
Leonardo Da Vinci ◽  
Learning Technologies ◽  
Learning System ◽  
Substantial Part ◽  
Modern Learning ◽  
E Learning

Abstract The article offers an insight into specific features of mobile e-learning (m-learning) in terms of technical implementation, available platforms and their related problems, and evaluates the practical experience. It also summarizes reasons for introduction of mobile learning and analyzes available options for its technical implementation. Specific example is used to demonstrate practical use of m-learning courses - learning of English language for a defined group of recipients within an international Leonardo da Vinci pilot project “M-Learning for the Young People (Students) at Risk Groups (MLARG)”. Substantial part of the text is dedicated to the analysis of typical functions available in an m-learning system and to the discussion about its advantages, disadvantages and limitations, mainly in relation to the properties and features of conventional e-learning environments. The expected development of m-learning technologies is outlined in the context of modern learning method.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

Entdecken und Entwickeln von Praxiswissen mit PATONGO-Storm

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 46-52
Author(s):  
Till Schümmer ◽  
Martin Mühlpfordt
Keyword(s):  
Organizational Learning ◽  
Practical Knowledge ◽  
Practical Experience ◽  
Learning Tool ◽  
Evangelical Church ◽  
Positive Effects ◽  
E Learning ◽  
Organizational Exchange

Summary An important factor for individual and organizational learning is the identification and the sharing of practical experience. This article presents PATONGO-Storm, a process and an e-Learning tool for supporting workshops that initiate cross-organizational exchange of practical knowledge. The tool collects and relates experiences and challenges. Practitioners with related contributions are then brought into a discourse where they develop solutions for relevant challenges. The approach was validated in the Evangelical Church in Germany (EKD) where it showed first positive effects.

Rola aplikacji dydaktycznych w nauczaniu zdalnym

e-mentor ◽  
2021 ◽  
Vol 88 (1) ◽  
pp. 30-36
Author(s):  
Lidia Pokrzycka ◽  
Keyword(s):  
Public Relations ◽  
Doctoral Students ◽  
Teaching Methods ◽  
English Language ◽  
Doctoral Studies ◽  
Internet Applications ◽  
E Learning ◽  
Ict Tools ◽  
Free Mode ◽  
Journalism Students

In times of the coronavirus pandemic, distance learning has become mandatory for higher education. That requires using a variety of teaching methods, both synchronous and asynchronous, and their common feature is the use of ICT tools. The aim of the article is to present applications used for making the remote lectures more attractive and engaging for journalism students of graduate and doctoral studies and foreigners from the English-language Doctoral School of Social Sciences of UMCS. The author also reflects on students' appreciation of such solutions initially during blended learning and then e-learning classes. That is based on the survey conducted among 30 doctoral students who carried out their lectures using internet applications. The study confirmed that the applications motivate students to work systematically and additionally to use them during their apprenticeships or while working in various companies with marketing, advertising, or public relations profile. Students also appreciate asynchronous classes and the fact that the use of applications allows them to repeat the most important pieces of information in a stress-free mode. Graphical applications make even tricky topics easier to remember while enabling students to illustrate the theory with practical elements.

Prose Poetry

2020 ◽  
Author(s):  
Paul Hetherington ◽  
Cassandra Atherton
Keyword(s):  
Nineteenth Century ◽  
William Wordsworth ◽  
English Language ◽  
Literary Form ◽  
Prose Poetry ◽  
Prose Poem ◽  
Prose Poems ◽  
Male And Female ◽  
Key Characteristics ◽  
Anglophone World

This is the first book of its kind — an introduction to the history, development, and features of English-language prose poetry, an increasingly important and popular literary form that is still too little understood and appreciated. The book introduces prose poetry's key characteristics, charts its evolution from the nineteenth-century to the present, and discusses many historical and contemporary prose poems that both demonstrate their great diversity around the Anglophone world and show why they represent some of today's most inventive writing. A prose poem looks like prose but reads like poetry: it lacks the line breaks of other poetic forms but employs poetic techniques, such as internal rhyme, repetition, and compression. The book explains how this form opens new spaces for writers to create riveting works that reshape the resources of prose while redefining the poetic. Discussing prose poetry' s precursors, including William Wordsworth and Walt Whitman, and prose poets such as Charles Simic, Russell Edson, Lydia Davis, and Claudia Rankine, the book pays equal attention to male and female prose poets, documenting women's essential but frequently unacknowledged contributions to the genre. Revealing how prose poetry tests boundaries and challenges conventions to open up new imaginative vistas, this is an essential book for all readers, students, teachers, and writers of prose poetry.

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