ENHANCING INNOVATIVE PEDAGOGY IN TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE FOR INDONESIAN LEARNERS

English at present is not viewed as a foreign language concerning global needs that should be learned and understood by students with isolation. Therefore, English undergoes shifting from foreign into international language or English as International Language (EIL). This paper describes the importance of EIL teaching to Indonesian students through innovative pedagogy as an effort to speed their English competence in written and spoken. At present theories and research studies dealing with EIL and innovative pedagogies are presented. All confirm that it is time to teach EIL to make the students having their identity although they use English. In EIL, students respect the local identity while learning English. Innovative pedagogy is the instruction strategy to make the students interactive and interested in English. Hence, the teachers’ role in teaching English through innovative pedagogy is required. Teachers should use the students’ environment as teaching material with global knowledge

Restructuring Higher Education institutions in Europe: The case of virtual learning environments

Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries

Restructuring Higher Education institutions in Europe: The case of virtual learning environments

Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries.Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries

Dialogic Argumentative Interaction Enviroments for the Development of Cultural Literacy Dispositions of Inclusion, Tolerance and Empathy

Podeu consultar el llibre complet a: http://hdl.handle.net/2445/164579[cat] DIALLS té com a objectiu l’alfabetització cultural dels joves en l’educació formal a través del diàleg i de l’argumentació com a mitjà per entendre les identitats i les cultures europees. La novetat de la proposta rau en la intersecció d’alfabetització cultural, multimodalitat, diàleg i argumentació, i mitjançant l’ús d’entorns d’aprenentatge presencials i en línia on els estudiants poden compartir les seves perspectives les seves diferents cultures a Europa. Els estudiants respondran i produiran textos multimodals que reflecteixin els patrimonis europeus que promouen la tolerància, inclusió i empatia com a disposició fonamental de l’alfabetització cultural. Portarem a terme anàlisis de les interaccions cara a cara a l’aula,i en línia entre aules de diferents escoles i de diferentd països. Les anàlisis comparatives de les aules de set països inclourran l’anàlisi de gènere, edat, ètnia, etc.. Les nostres eines innovadores d’ensenyament i avaluació orientaran els professors en el desenvolupament d’una pedagogia dialògica per a l’alfabetització cultural a Europa de demà.[eng] DIALLS aims at developing young people’s cultural literacy understanding in formal education through the teaching of dialogue and argumentation as a means to understand European identities and cultures. The novelty of our proposal lies in the intersection of cultural literacy, multimodality, dialogue and argumentation, and through the use of face-to-face and online learning environments where students can share their perspectives as they make sense of European different cultures. Students will produce multimodal texts reflecting European heritages with the promotion of tolerance, inclusion and empathy as core cultural literacy dispositions. We will conduct analyses of students’ class-based and online interactions, mapping the development of dialogue and argumentation skills. Cross-comparative analyses of classrooms in seven countries. Our innovative teaching and assessment tools will guide teachers in their development of a dialogic pedagogy for cultural literacy in tomorrow’s Europe

Restructuring Higher Education institutions in Europe: The case of virtual learning environments

Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries.Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries

Design of a checklist for evaluating language learning websites

This paper focuses on the creation of an evaluation tool which provides a thorough assessment of EFL learning websites. After analysing different frameworks for assessing EFL sites, we will define a clear model based on a set of criteria committed to assess EFL learning websites. Finally, we will propose our own evaluation checklist for surveying the nature of such sites comprising some key items for analysis such as multimedia, interactivity, educational content and more especially those related communicative aspects included such as computer mediated communication (CMM).El objetivo del presente trabajo es la creación de una herramienta que permita una evaluación exhaustiva de páginas web para el aprendizaje del inglés como lengua extranjera. Después de un profundo análisis de las distintas tendencias a la hora de evaluar sitios web, nos centraremos en definir un modelo claro basado en un conjunto de criterios que permita evaluar distintos sitios web para el aprendizaje del inglés como lengua extranjera, para finalmente presentar nuestra propia propuesta de análisis de los elementos clave de una web diseñada para tal fin en la que se incluyen una serie de ítems clave tales como el uso de multimedia, interactividad, contenido educativo y en especial, aquellos estrechamente relacionados con aspectos comunicativos tales como la comunicación a través del ordenador

El diseño de una lista de comprobación para evaluar sitios web para el aprendizaje de la lengua extranjera

This paper focuses on the creation of an evaluation tool which provides a thorough assessment of EFL learning websites. After analysing different frameworks for assessing EFL sites, we will define a clear model based on a set of criteria committed to assess EFL learning websites. Finally, we will propose our own evaluation checklist for surveying the nature of such sites comprising some key items for analysis such as multimedia, interactivity, educational content and more especially those related communicative aspects included such as computer mediated communication (CMM).El objetivo del presente trabajo es la creación de una herramienta que permita una evaluación exhaustiva de páginas web para el aprendizaje del inglés como lengua extranjera. Después de un profundo análisis de las distintas tendencias a la hora de evaluar sitios web, nos centraremos en definir un modelo claro basado en un conjunto de criterios que permita evaluar distintos sitios web para el aprendizaje del inglés como lengua extranjera, para finalmente presentar nuestra propia propuesta de análisis de los elementos clave de una web diseñada para tal fin en la que se incluyen una serie de ítems clave tales como el uso de multimedia, interactividad, contenido educativo y en especial, aquellos estrechamente relacionados con aspectos comunicativos tales como la comunicación a través del ordenador

Design of a Technology adoption model to assess the acceptance of mobile technologies among Primary Education teachers

[ES] Los dispositivos móviles constituyen una de las tecnologías que ha experimentado una mayor explosión de popularidad en los últimos años, consolidándose como una de las tecnologías más frecuentemente utilizadas en la vida diaria de los individuos en todas las capas sociales. Esta rápida expansión ha provocado que cada vez sean más los campos que han mostrado interés en las ventajas potenciales derivadas del uso de estos dispositivos. El campo educativo no es una excepción, agrupando bajo el nombre de aprendizaje móvil a todas aquellas iniciativas que buscan sacar partido al uso didáctico de estas tecnologías. Aunque las primeras experiencias de aprendizaje móvil se desarrollaron principalmente en el ámbito educativo informal y no formal, con el tiempo ha ido aumentando el número de iniciativas desarrolladas en contextos de educación formal. Este fenómeno se ha visto impulsado en la última década por la aparición y rápido desarrollo de dos dispositivos, los smartphones y las tabletas digitales, que han potenciado sus ventajas inherentes y ayudado a superar sus principales limitaciones. De esta manera, entre las ventajas del uso de dispositivos móviles en procesos de educación formal destacan la adaptación del contenido a las necesidades educativas individualizadas de los discentes, la capacidad para la integración de recursos multimedia, la capacidad para facilitar la comunicación e interacción entre los distintos agentes educativos y la flexibilización del proceso de enseñanza-aprendizaje, lo que permite romper los límites del aula de manera que este se produzca en cualquier momento y cualquier lugar. En consecuencia, hoy en día la integración de tecnologías móviles en la metodología de enseñanza en contextos de educación formal constituye un tema de preocupación creciente, como evidencia la puesta en marcha de distintas iniciativas por parte de las administraciones públicas. Sin embargo, este interés no parece estar dando resultados, y las políticas desarrolladas por las administraciones no siempre conllevan el cambio metodológico deseado. Uno de los agentes fundamentales para el éxito de estas iniciativas son los docentes, dado que tienen la última palabra para emplear la metodología de enseñanza que consideren más oportuna. Por tanto, conocer los factores que condicionan su decisión de utilizar metodologías de aprendizaje móvil resulta fundamental a la hora de diseñar iniciativas de integración tecnológica exitosas. Sin embargo, el estudio de la aceptación de tecnologías móviles de los docentes se encuentra todavía en un estado inicial de exploración y son pocas las investigaciones centradas en esta materia. La presente tesis pretende contribuir al cuerpo de conocimiento de este objeto de investigación mediante el desarrollo de un modelo de adopción tecnológica basado en el Modelo de Aceptación Tecnológica de Davis (1989), expandido con factores procedentes de otras teorías, y específicamente diseñado para analizar los factores que condicionan la intención de utilizar tecnologías móviles de los maestros de primaria. Para desarrollar este modelo se ha llevado a cabo una serie de investigaciones de manera secuencial. En primer lugar, se realizó una revisión sistemática de la literatura y un estudio de mapping para determinar el estado de la investigación en este campo, establecer cuáles son las prácticas más adecuadas e identificar áreas susceptibles de ser investigadas. En función de los resultados obtenidos en la revisión se elaboró la primera propuesta del modelo, la cual fue sometida a un proceso de validación de contenido por parte un grupo de expertos. Tras esta validación, a sugerencia de los jueces, se realizaron tres estudios intermedios, o pre-piloto, con versiones reducidas del modelo con la intención de detectar posibles mejoras a realizar en el modelo. Estos estudios se llevaron a cabo empleando maestros en su periodo de formación universitaria, teniendo en cuenta la dificultad de acceso a la población objeto de estudio y la similitud de ambos grupos, contrastada en estudios previos sobre la temática. Adicionalmente, con el objetivo de adquirir experiencia con la metodología de investigación y análisis empleando modelos de aceptación, se realizó una estancia de investigación en la Universidad de Macao bajo la dirección del profesor Timothy Teo, durante la que se desarrollaron dos estudios, aunando los intereses de ambos grupos de investigadores, centradas en la influencia de las creencias docentes y los valores culturales en la aceptación tecnológica de los docentes universitarios. Tras realizar estos estudios, se llevó a cabo una síntesis y revisión crítica del modelo propuesto modificando los aspectos oportunos. El resultado de esta investigación es un modelo compuesto por nueve constructos: norma subjetiva, entretenimiento percibido, compatibilidad, autoeficacia, ansiedad móvil, condiciones facilitantes, utilidad percibida, facilidad de uso percibida e intención conductual, además de dos dimensiones procedentes de la teoría de los valores culturales de Hofstede (indulgencia e individualismo/colectivismo) como variables moderadoras.Mobile devices constitute one of the technologies that have experienced a greater popularity explosion in the past few years, having been consolidated as one of the most used technologies in day-to-day activities for people from all social backgrounds. This fast expansion has prompted the interest of a growing number of fields in the potential advantages derived from the use of these devices. The field of education is no exception, and it has coined the term mobile learning (or mLearning) to group all initiatives seeking to take advantage of these technologies. Although the first mobile learning experiences were primarily developed in the informal and non-formal education fields, we have seen a growing number of initiatives implemented in formal education contexts. This phenomenon has been promoted in the last decade by the appearance and fast development of two devices, smartphones and tablets, which have fostered its inherent advantages and helped it overcome its main shortcomings. The most notable advantages of the use of mobile devices in formal education processes are the adaptation of contents to the educational needs of students, the ability to integrate multimedia resources, the ability to facilitate communication and interaction between all the educational agents, and the increased flexibility of the teaching-learning process, allowing us to break the barriers of the classroom for learning to happen anytime and anywhere. Consequently, today the integration of mobile technologies in the teaching methodologies of formal learning contexts constitutes a topic of growing concern, as is evidenced by the implementation of different initiatives by public administrations. However, this interest does not seem to be producing any results, and the policies developed by administration do not always bring about the desired methodological change. One of the key agents for the success of these initiatives are teachers, given that they have the last word over which methodologies they will employ in the classroom. Therefore, knowing the factors that condition their decision to use methodologies involving mobile technologies is essential for designing successful technology integration initiatives. However, the study of mobile technology acceptance on the part of teachers is still in an initial stage of exploration, and there are few studies focused on the topic. This thesis intends to contribute to the body of knowledge of this particular subject through the development of a technology adoption model based on the Technology Adoption Model by Davis (1989), which has been expanded with factors from other theories, and specifically designed to analyse the factors that condition the intention of primary education teachers to use mobile technologies. In order to develop this model, a series of studies were carried out in a sequential manner. Firstly, a systematic literature review was carried out together with a mapping study to determine the current state of research in this field, to establish the most adequate practices and to identify areas subject to study. Based on the results obtained, a first draft of the model was proposed and subjected to a content validation process by a group of experts. After the validation, and following the judges’ suggestions, three intermediate (or pre-pilot) studies were carried out with the model to detect any possible improvements to be made. These studies were conducted with pre-service teachers in their university education period, given the difficulty of accessing the study population and the similarity between both groups, which has been proven in previous studies on the matter. Additionally, aiming to acquire experience with the research methodology and data analysis using technology acceptance models, a research stay was made in the University of Macau under the supervision of Professor Timothy Teo, during which two studies reflecting the interests of both research groups were conducted. These studies were focused on the influence of teaching beliefs and cultural values in the technology acceptance of university professors. After the conclusion of these studies, a synthesis and critical revision of the model was carried out, and the appropriate aspects were modified. The result of this research is a model composed of nine constructs: subjective norm, perceived enjoyment, compatibility, self-efficacy, anxiety, facilitating conditions, perceived usefulness, perceived ease of use and behavioural intention, plus two dimensions from Hofstede’s cultural value theory (indulgence and individualism/collectivism) as moderating variables