2,342 research outputs found
Innovating Language Education: An NMC Horizon Project Strategic Brief
The NMC is a leading educational technology organization. A main outcome of the collaboration between the Language Flagship Technology Innovation Center and the NMC was this publication, which highlights recommendations that emerged from discussions of major trends, challenges, and technology developments by experts and practitioners in language technologies in higher education. Innovating Language Education identifies main trends and areas of interest and constitutes a rich resource that includes key definitions and proofs of concept
Teaching and Assessing Foreign Language Learning through Apps
Languages change and develop together with human race. As time goes on, languages adapt to human beingsâ needs and preferences. This also applies to foreign language learning and teaching processes, which keep on renovating their approaches and teaching methods in order to connect to learnersâ needs in modern times. Nowadays, information and communication technologies (ICT) play such an important role in our everyday lives that they have also found their way into this field. This has given rise to constant innovations such as Mobile-Assisted Language Learning (MALL). Although MALL has existed for more than twenty years, it still undergoes changes and even faces some challenges. Currently, apps appear as new ways of approaching foreign language learning and teaching. In this paper, a Systematic Literature Review (SLR) is conducted, in which MALL studies on the use of apps are examined. The purpose of this analysis is to determine if their use is increasing, on the one hand, and, on the other, to present the tendencies these papers reveal. To this end, a total of 35 valid studies published from 2012 to 2015 are thoroughly analysed, focusing on both the different types of learning supported by the apps and on the kind of assessment the papers propose. The results show that the use of apps in MALL is increasing, but also that the type of learning supported by most apps is not very different from that of traditional learning approaches.Las lenguas cambian y avanzan junto con la raza humana, adaptĂĄndose a nuestras necesidades y preferencias a medida que el tiempo transcurre. Esta misma idea se puede aplicar a la enseñanza y aprendizaje de idiomas extranjeros, cuyos mĂ©todos se renuevan continuamente con el fin de conectar con las necesidades de los alumnos en tiempos modernos. Como resultado del papel tan importante que hoy juegan las tecnologĂas de la informaciĂłn y la comunicaciĂłn (TIC) en nuestras vidas, estas han sido integradas en el mundo de los idiomas. Esto ha dado lugar a continuas mejoras como el aprendizaje de idiomas mediante tecnologĂa mĂłvil. A pesar de que esta disciplina naciĂł hace mĂĄs de veinte años, todavĂa sufre cambios e incluso se enfrenta a algunos desafĂos. Actualmente, las apps se han convertido en nuevas formas de enfrentarse a la enseñanza y al aprendizaje de idiomas. En este trabajo, se lleva a cabo un estudio sistemĂĄtico de la literatura existente, en el que se analizan publicaciones donde se expone el uso o la presentaciĂłn de apps con este propĂłsito. El objetivo de este anĂĄlisis es demostrar que su uso estĂĄ en aumento, asĂ como estudiar las tendencias que se presentan en ellas. Para ello, se pretende estudiar a fondo 35 estudios vĂĄlidos publicados entre 2012 y 2015, centrĂĄndonos especialmente en los diferentes tipos de aprendizaje que las apps soportan y los tipos de evaluaciĂłn propuestos. Los resultados obtenidos apuntan que el uso de apps en la enseñanza de idiomas estĂĄ en aumento, pero tambiĂ©n que el tipo de aprendizaje que estas soportan no es muy diferente de aquel propuesto por mĂ©todos tradicionales
Decoding learning: the proof, promise and potential of digital education
With hundreds of millions of pounds spent on digital technology for education every year â from interactive whiteboards to the rise of oneâtoâone tablet computers â every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate.
But key questions remain in education: has the range of technologies helped improve learnersâ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent ÂŁ487 million on icT equipment and services in 2009-2010.
1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog
Cyber Security Body of Knowledge and Curricula Development
The cyber world is an ever-changing world and cyber security is most important and touches the lives of everyone on the cyber world including researchers, students, businesses, academia, and novice user. The chapter suggests a body of knowledge that incorporates the view of academia as well as practitioners. This research attempts to put basic step and a framework for cyber security body of knowledge and to allow practitioners and academicians to face the problem of lack of standardization. Furthermore, the chapter attempts to bridge the gap between the different audiences. The gap is so broad that the term of cyber security is not agreed upon even in spelling. The suggested body of knowledge may not be perfect, yet it is a step forward
META-NET Strategic Research Agenda for Multilingual Europe 2020
In everyday communication, Europeâs citizens, business partners and politicians are inevitably confronted with language barriers. Language technology has the potential to overcome these barriers and to provide innovative interfaces to technologies and knowledge. This document presents a Strategic Research Agenda for Multilingual Europe 2020. The agenda was prepared by META-NET, a European Network of Excellence. META-NET consists of 60 research centres in 34 countries, who cooperate with stakeholders from economy, government agencies, research organisations, non-governmental organisations, language communities and European universities. META-NETâs vision is high-quality language technology for all European languages. âThe research carried out in the area of language technology is of utmost importance for the consolidation of Portuguese as a language of global communication in the information society.â â Dr. Pedro Passos Coelho (Prime-Minister of Portugal) âIt is imperative that language technologies for Slovene are developed systematically if we want Slovene to flourish also in the future digital world.â â Dr. Danilo TĂŒrk (President of the Republic of Slovenia) âFor such small languages like Latvian keeping up with the ever increasing pace of time and technological development is crucial. The only way to ensure future existence of our language is to provide its users with equal opportunities as the users of larger languages enjoy. Therefore being on the forefront of modern technologies is our opportunity.â â Valdis Dombrovskis (Prime Minister of Latvia) âEuropeâs inherent multilingualism and our scientific expertise are the perfect prerequisites for significantly advancing the challenge that language technology poses. META-NET opens up new opportunities for the development of ubiquitous multilingual technologies.â â Prof. Dr. Annette Schavan (German Minister of Education and Research
Language technologies for a multilingual Europe
This volume of the series âTranslation and Multilingual Natural Language Processingâ includes most of the papers presented at the Workshop âLanguage Technology for a Multilingual Europeâ, held at the University of Hamburg on September 27, 2011 in the framework of the conference GSCL 2011 with the topic âMultilingual Resources and Multilingual Applicationsâ, along with several additional contributions. In addition to an overview article on Machine Translation and two contributions on the European initiatives META-NET and Multilingual Web, the volume includes six full research articles. Our intention with this workshop was to bring together various groups concerned with the umbrella topics of multilingualism and language technology, especially multilingual technologies. This encompassed, on the one hand, representatives from research and development in the field of language technologies, and, on the other hand, users from diverse areas such as, among others, industry, administration and funding agencies. The Workshop âLanguage Technology for a Multilingual Europeâ was co-organised by the two GSCL working groups âText Technologyâ and âMachine Translationâ (http://gscl.info) as well as by META-NET (http://www.meta-net.eu)
- âŠ