Exploring the Integration of Disability Awareness into Tertiary Teaching and Learning Activities

A desire to have every student attending our University be aware of, and reflect on, disability in their studies and future careers, initiated our project to explore how to enhance disability awareness within all our University’s papers. In this project we systematically reviewed pertinent literature and ran an action research workshop for staff. Strategies to enhance disability awareness identified in the literature and workshop were presented and verified at an interactive conference presentation. Embedding disability awareness into curricula is challenging; staff considered themselves powerless to bring about change in their departments, but thought that one way to do so would be by modelling inclusive behaviour and by introducing subtle inclusive practices into papers taught. The identified strategies may be of use to others contemplating similar curricular modifications

Chapter 6: Culture and Ethics

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

ALANZ handbook 2018

Co-edited Handbook for participants at December ALANZ Symposiu

ALANZ handbook

Co-edited Handbook for participants at December ALANZ Symposiu

ALANZ handbook

Co-edited Handbook for participants at December ALANZ Symposiu

ALANZ 2018

1st December 2018 Waikato Institute of Technology (Wintec) Hamilton We are pleased to announce that the Call for Papers for the ALANZ SYMPOSIUM 2018 is now open. We invite proposals for paper presentations, interactive sessions and posters. The landscape of English language teaching is constantly changing and as teachers contemplate new cohorts of learners, they face this question: Is business as usual enough? In today’s settings there are new technologies to incorporate into learning and teaching, different teaching spaces becoming available, a need to balance fostering learner autonomy with the pastoral care of students, as well as ensuring that our teaching is relevant to the world our students face. We would like to adopt a collegial approach to this question and so invite abstracts from members and non-members of ALANZ and in particular from new and emerging researchers. Presentation types: * Oral Presentations: These will be allocated 20 minutes and 5 minutes for questions (25 minutes total) usually supported with visual aids. * Interactive sessions: These could be workshops or informal discussions around points of interest in Applied Linguistics (45 minutes) and could be supported by visual aids or activities. * Posters: Often some research projects can be best presented in a visual manner in the form of a poster. Abstracts (250 words max.) can be submitted to one of two committee members: * Anthea Fester email: [email protected] or * Celine Kearney email: [email protected] Deadline for abstract submission: 7th September 2018 Notification of acceptance: 28th September 201

Working collaboratively on the digital global frontier

An international online collaborative learning experience was designed and implemented in preservice teacher education classes at the University of Calgary, Canada and the University of Southern Queensland, Australia. The project was designed to give preservice teachers an opportunity to live the experience of being online collaborators investigating real world teaching issues of diversity and inclusivity. Qualitative research was conducted to examine the complexity of the online collaborative experiences of participants. Redmond and Lock’s (2006) flexible online collaborative learning framework was used to explain the design and the implementation of the project. Henri’s (1992) content analysis model for computer-mediated communication was used for the online asynchronous postings and a constant comparative method of data analysis was used in the construction of themes. From the findings, the authors propose recommendations for designing and facilitating collaborative learning on the digital global frontier

Integrating content-based language learning and intercultural learning online: An international eGrops collaboration

Learning language through content in the tertiary context presents a challenge in that language teachers, particularly in EAP/ESP contexts, are not necessarily experts in their students’ speciality subject areas, while subject experts might lack language teaching methodology. Furthermore, intercultural awareness, a key qualification in today’s global work environment, tends to take a back seat in a content-based approach. This paper reports on a didactic concept which integrates subject-based language learning with intercultural experience through online collaboration in an international eGroups set-up. The creation of a collaborative learning space aimed to bring together learners from different cultural contexts (New Zealand and Germany) and with different target languages (German and English) towards shared learning outcomes. Data from student interactions will help illustrate to what extent the eGroups model promoted interactive, communicative and intercultural competence through content-related bilingual collaboration