Inviting students to determine for themselves what it means to write across the disciplines

Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and composition studies, with particular emphasis on the scholarship of writing across difference, our article explores the possibility of re-envisioning the role of the composition classroom within the broader literacy ecology of colleges and universities largely comprised of students from socioeconomically and ethno- linguistically underrepresented communities. We recount the pilot of a composi- tion course prompting students to examine their own prior and other literacy values and practices, then transfer that growing meta-awareness to the critical acquisition of academic discourse. Our analysis of students’ self-assessment memos reveals that students apply certain threshold concepts to acquire critical agency as academic writ- ers, and in a manner consistent with Guerra’s concept of transcultural repositioning. We further consider the role collective rubric development plays as a critical incident facilitating transcultural repositioning

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

Culturas, Identidades e Litero-Línguas Estrangeiras; atas do I Colóquio Internacional de Línguas Estrangeiras (CILE)

Num mundo indubitavelmente global, a aprendizagem de línguas estrangeiras (LE) revela-se cada vez mais imprescindível e urgente. A crescente mobilidade internacional a par da consequente cidadania europeia e mundial concorrem para a promoção inevitável da diversidade linguística e para o desenvolvimento de competências comunicativas e interculturais, tão apregoadas pelos órgãos de governação educativa europeus. Neste contexto, o Conselho da Europa, com a criação do Portefólio Europeu de Línguas, incentiva a aprendizagem de várias línguas estrangeiras não só dentro e fora do sistema escolar, mas também como meio de facilitar a mobilidade global, implicando inevitáveis e necessárias adaptações linguísticas ao país de acolhimento. Neste sentido, o processo ensino/aprendizagem das línguas estrangeiras deve ter também em conta a necessidade de incorporar elementos culturais e literários na prática letiva pela sua pertinência no desenvolvimento de competências linguísticas. Também o Quadro Comum Europeu de Referência para as Línguas (QECR) veio impor transparência, uniformidade e coerência nos níveis de competência a alcançar nas línguas estrangeiras com vista a uma aprendizagem cada vez mais próxima de contextos reais de comunicação, sustentada por uma abordagem comunicativa. Além disso, novos métodos de ensino pretendem melhorar eficazmente a relação dos aprendentes com as línguas estrangeiras. Desta forma, colocam-se novos desafios ao ensino das línguas estrangeiras não apenas em Portugal, mas também a nível europeu, visando potenciar a relação sociolinguística e cultural que subjaz à aprendizagem das línguas estrangeiras. Neste contexto, o Colóquio Internacional de Línguas Estrangeiras (CILE) foi pensado e organizado no sentido de se constituir como uma visão abrangente sobre as múltiplas facetas das línguas estrangeiras, que vai para além de questões meramente linguísticas. “De uma língua para a outra: perceções culturais e linguísticas” constituiu, portanto a grande linha orientadora do Colóquio. As expressões culturais, literárias e artísticas fluem natural e inevitavelmente das línguas, daí a facilidade em atribuir um duplo sentido à sigla CILE que pode também simbolizar culturas e identidades, assim como a fusão das literaturas e línguas estrangeiras, consubstanciada no neologismo litero-línguas. Este volume resulta, portanto, das comunicações apresentadas no I CILE (2015) e norteia-se pelos seguintes objetivos: reunir investigação no sentido de discutir questões da atualidade no domínio das línguas e nas suas diversas manifestações; dar voz a tendências recentes no ensino das línguas; partilhar experiências de ensino; refletir sobre os desafios do ensino das línguas estrangeiras não apenas em Portugal, como a nível internacional; debater o uso da LE como ferramenta de sobrevivência para uma integração no mundo novo, problematizando, nesta sequência, a questão identitária. Pelas razões infra expostas, organizamos o presente volume tendo em conta as diferentes áreas interdisciplinares que guiam a prática das LE. Assim, os artigos obedecem à seguinte disposição temática: Cultura e literatura: • “Jorge Semprun et Elie Wiesel: le choix du français pour témoigner une expérience concentrationnaire”, Ana Maria Alves • “Estudios Culturales y ELE: ¿matrimonio de conveniencia?”, Blanca Ripoll Sintes • “George Orwell’s “Politics and the English Language”. Euphemisms and metaphors in wartime Britain”, Elisabete Mendes Silva Didática das línguas: • “Mindful (Re)Considerations for Young Learner English Classes”, María del Carmen Arau Ribeiro • “Terminologie et didactique des langues : le mariage est-il possible pour un meilleur enseignement de la traduction?”, Christine Deschamps Estudos de caso no ensino de Línguas Estrangeiras: • “The ReCLes.pt CLIL Project in Practice: Teaching with results in Higher Education”, María del Carmen Arau Ribeiro, Margarida Morgado, Isabel Chumbo, Ana Gonçalves, Manuel Moreira da Silva e Margarida Coelho, • “Evaluating Projects involving ICT and Task-Based Language Teaching”, María del Carmen Arau Ribeiro, Maria Paula Martins das Neves, Luísa Queiroz de Campos e Walter Best • “Needs of Higher Education Students as regards Language Examinations”, Cristina Perez-Guillot e Julia Zabala-Delgado Novas tecnologias na sala de aula: • “Las Nuevas Tecnologías para el Desarrollo de la Expresión Oral Fuera del Aula”, Tamara Aller Carrera • “Twitter in the Language Learning classroom at the university: an experimentation for Dynamic and Authentic Assessment”, Annamaria Cacchioneinfo:eu-repo/semantics/publishedVersio

Horizon Report 2009

El informe anual Horizon investiga, identifica y clasifica las tecnologías emergentes que los expertos que lo elaboran prevén tendrán un impacto en la enseñanza aprendizaje, la investigación y la producción creativa en el contexto educativo de la enseñanza superior. También estudia las tendencias clave que permiten prever el uso que se hará de las mismas y los retos que ellos suponen para las aulas. Cada edición identifica seis tecnologías o prácticas. Dos cuyo uso se prevé emergerá en un futuro inmediato (un año o menos) dos que emergerán a medio plazo (en dos o tres años) y dos previstas a más largo plazo (5 años)

ICT (WEB.DESIGN)AND JAVANESE LANGUAGE LEARNING IN INDONESIA: REVITALIZATION INDIGENOUS LANGUGES

In this paper, I would like to focus on Javanese language as indigenous language in Indonesia that needs to preserve and develop especially Javanese letters and naturalness conversation. This paper also describes important areas in which technology plays a role in language and culture revitalization and explores efforts made by Indigenous communities to preserve, maintain and revitalize their Indigenous language with the help of computer technology. Why Javanese language?, The Javanese language is becoming endangered, even though it is one of the compulsory subjects taught at Javanese schools. Students become unmotivated when they learn the language at school because of boring and irrelevant teaching and learning materials. Furthermore, their closest mentors such as teachers, parents and relatives cannot provide motivating conditions to learn the Javanese language. In order to preserve the Javanese language through education at schools, ICT-Web Design is an approach proposed for Javanese language learning. The students can learn the usage of Javanese language at a proper Javanese letters, level of politeness through a natural dialogue with ICT. An approach that is not new, but which has been under-utilized and has yet to be proven useful in Indigenous communities is the integration of technology to supplement efforts in Indigenous language education, revitalization and maintenance programs. Many Indigenous communities have embraced technologies, such as audio, video, multimedia, Internet and etc as a means to revitalize their language. However, the language revitalization employs the following categories: Indigenous language preservation; documentation and material development; and building communicative community can be applied to other Indigenous languages as well

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development