Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Internationalizing education: evaluating the growth of intercultural communication and competency in students through an international negotiation project using an online law office

Graduates will need to be able to recognize and appreciate culture in a way that minimizes conflict, promote understanding and to establish a relationship of trust and confidence. The need for competency in intercultural communication and an awareness of ethical challenges sets out a challenge for academics. This study examines the types of learning and characteristics developed by students when working on a ten‐week international negotiation project. It questions whether the study was an effective learning tool to raise consciousness of cultural diversity and effectively address the ‘stumbling blocks’ identified in intercultural communication. Using the findings from this, the study will consider the factors academics should consider when designing high quality, equitable and global study programmes in order for students to develop cross‐cultural capacities and aptitudes in order to be able to perform, professionally and socially, in a multicultural environment

Resident Physicians' Preparedness to Provide Cross-Cultural Care: Implications for Clinical Care and Medical Education Policy

Recommends integrating cross-cultural training into medical school curricula, training faculty to ensure useful instruction and mentoring, and mandatory and formal evaluation of residents' cross-cultural communication skills

The Role of ICT in Women's Empowerment in Rural\ud Bangladesh

Rural women in Bangladesh have limited access to resources and public\ud spheres due to socio-cultural restrictions. Women suffer from severe\ud discrimination, and it is thought this is heightened due to a lack of access to\ud information. Information communication and technology (ICT) is a potential tool\ud that can reach rural women and enrich their knowledge. This paper discusses\ud women‟s empowerment in terms of perceptual change in rural villages in\ud Bangladesh after ICT intervention has been introduced by Non-Government\ud Organizations (NGOs). Since empowerment is a complex phenomenon to measure\ud because of its multidimensional aspects and its relationship with time as a process,\ud the methodology used in this research was an integration of qualitative and\ud quantitative methods. Using a structured questionnaire, data was collected from\ud women in two different villages where ICT projects have been introduced. The\ud change in women‟s perception after using ICT was compared with changes in\ud women who did not use ICT. The results indicate that ICT intervention changed\ud women‟s perception in a positive direction in one village but it did not change in\ud the other village

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy

Improving Quality and Achieving Equity: A Guide for Hospital Leaders

Outlines the need to address racial/ethnic disparities in health care, highlights model practices, and makes step-by-step recommendations on creating a committee, collecting data, setting quality measures, evaluating, and implementing new strategies

Understanding Evidence-Based Interventions for Cross-Cultural Group Work: A Learning Analytics Perspective

As the numbers of international students worldwide continue to rise, one common challenge is how best to socially integrate diverse groups of students. Indeed, research demonstrates that many students form social and learning relationships with those from the same cultural background, despite benefits of cross-cultural communication. This lack of social cohesion negatively affects students, particularly when it comes to their perceptions of collaborative group work. However, few studies have analysed measurable student behaviours in group work, such as with learning analytics, to determine how culture and existing social networks influence measurable differences in contributions. Similarly, little is known about what evidence-based interventions lead to more equal participation between diverse students. In this research, learning analytics is combined with social network analysis to determine the role of social connections on group work participation, and highlight replicable interventions that can help promote social cohesion in diverse classrooms

One Size Does Not Fit All: Meeting the Health Care Needs of Diverse Populations

Proposes a framework for meeting patients' cultural and linguistic needs: policies and procedures that support cultural competence, data collection, population-tailored services, and internal and external collaborations. Includes a self-assessment tool

Mapping communication management competencies for European practitioners ECOPSI an EU study

This paper and its findings suggest there is little organised life-long learning in public relations and communication management in Europe. Consequently senior communication practitioners believe there are major failings in the capabilities related to our profession which if not addressed will serve as significant challenges for European organisations over the next 10 years. Longitudinal research further suggests the role of practitioners is changing and they require many more competencies to be successful in their communication roles (Zerfass et al., 2007- 2013). These are some of the observations and conclusions drawn from and supported by an extensive review of theory and practice emerging from the ECOPSI Programme (European Communication Professional Skills and Innovation), which is the largest European Union funded project of its kind to report into strategic communication until now (Tench et al 2012, 2013a, 2013b). There are on-going gaps and deficiencies in the development of the individuals as well as broad variation in how practitioners identify needs and access appropriate interventions. This presents numerous opportunities for deeper and on-going professional training and development to build consistency and support good practice in moving away from a hands-on, learning on-the-job approach to more focused knowledge acquisition and development. The ECOPSI programme is a two-year research project exploring the competencies required by communication professionals in Europe. This innovative programme is a partnership of six leading European universities in communication research and education located in Germany, Netherlands, Slovenia, Spain, Turkey and the UK as well as the European Association of Communication Directors (EACD). The two-year programme is led by Leeds Metropolitan University and is the first and largest to be funded by the European Union. The study provides in-depth insights into the competencies needed for four communication roles through the Communication Role Matrix: internal communication, crisis communication, social media and chief communication officer (CCO). The Communication Role Matrix captures what it is a communication professional does and the requirement necessary to perform the role successfully by identifying the knowledge, skills (hard and soft) and personal attributes for each role (Tench et al 2013a). This paper: (1) analyses the construction and perceptions about the Communication Role Matrix; (2) highlights current contemporary issues faced by the industry; and (3) presents the transference of knowledge from ECOPSI to the professional field through the Portal (for) Advancing Communication Expertise (p4ace) along with a self-diagnostic tool aimed to engage practitioners in continued professional development