65 research outputs found

    Flipping Lessons with Moodle: Using the H5P Moodle Plugin to Deliver Online Sessions

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    The flipped classroom approach has contributed to a significant shift in learning and teaching in higher education in recent years. This approach creates the opportunity for students to have increased input and control over their own learning, as opposed to the more traditional teacher-centred approach (Nottingham Trent University, 2013). Since the concept of flipped classroom came into a general use, a considerable number of methods strategies and technologies have been introduced to facilitate this type of blended learning. One of them is H5P, which is a free website that can also be embedded in other platforms such as Moodle. The presentation will introduce delegates to interactive materials that I have created using the Moodle Plugin, and will provide an insight into the development of the interactive content as well as its facilitation. I will provide analysis of student feedback on the usefulness of H5P, which is based on their experience of using the feature. This will provide an indication of how the feature may be further explored and/or developed to engage students in a more effective blended learning experience. Furthermore, I will describe how I have adapted the lesson’s material using the H5P Course presentation activity, creating a slide-based presentation for my English for Academic Purposes (EAP) students. The slides include text, images, various quizzes and links to the class Moodle forum, that were added to enable students interact and support one another during the task. I believe that this Moodle feature enables students to work independently and make decisions on their learning. It offers interactive content and therefore students are likely to engage in the material given by the teacher. Finally, incorporating technology that provides students with the opportunity to manage their learning in a more ‘proactive way’ (HEA, 2017) promotes student-centred learning approach to teaching

    Moving to Digital Learning and Teaching

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    The webinar was organised for the members of the BALEAP community, the official Accreditation Body that supports the professional development of those involved in learning, teaching, scholarship and research in English for Academic Purposes (EAP). The webinar aimed to engage the EAP community in a discussion about moving to remote learning and teaching in response to the Coronavirus and to share useful tips and ideas on appropriate technologies and activities that can be used when teaching EAP remotely, such as MS Teams, Zoom, Google and Office 365 Forms, online quizzes, video sessions with students and effective monitoring of students engagement with some advice, tips and questions and answers. The speakers were: Jolanta Hudson who represented the University of Glasgow, Dustin Hosseini who represented Lancaster University and Gareth Jones who repressed Coventry University. The webinar was hosted in the spirit of cooperation. It did not constitute official sector or institutional guidance

    Switching to online learning : Using the flipped learning approach to deliver pre-sessional EAP remotely

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    This small-scale study investigates how the flipped approach to learning helped a UK university teaching team deliver the Pre-sessional English for Academic Purposes (EAP) course remotely during the pandemic. The study draws on the theoretical framework of the flipped approach to learning to explore the use of the approach in the Higher Education (HE) context. The study suggests that the flipped approach to learning may be helpful in the delivery of pre-sessional EAP courses remotely as it offers students opportunities to engage in communicative activities and encourages independent learning and autonomy, both of which are key practices in EAP. However, teachers may find the approach challenging if they cannot monitor students’ work or connect with them while completing the flipped activities. Only a few studies have focused on this issue to date. Further research involving more teachers and students is recommended to provide additional insights on this aspect of teaching remotely

    Integrating Generative AI in the EAP curriculum

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    In this presentation, I will share details and early findings from my case study that investigates to what extent the integration of Generative AI in an EAP writing class can strengthen students’ critical digital literacy skills. The study engages undergraduate EAP students enrolled on an in-sessional EAP course at the University of Glasgow. In my project, I integrate Generative AI into my EAP classroom, specifically in academic writing activities to enable my students to use Generative AI to enhance their academic essays and critically evaluate the generated texts as well as the sources and digital tools used. Integrating AI in the EAP curriculum will enable students to look at AI through a critical lens which in turn may help them to make the right decisions for their academic development. Gaining an understanding of to what extent and in what ways integration of Generative AI in the EAP writing class can strengthen students’ critical digital literacy skills will help me to better understand the needs of EAP students studying in the digital era and my classroom. I believe that the knowledge gained from the study will in turn help me, my EAP colleagues at SMLC and other EAP practitioners and HE institutions to make pedagogical decisions on how to adjust the EAP curriculum to meet the needs of such students to support their academic development

    Becoming an online EAP teacher: An autoethnographic reflection on teaching remotely during the coronavirus pandemic

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    In this autoethnographic study, which was crafted during the early stages of the Covid-19 pandemic, I reflect on my experience of teaching English for Academic Purposes (EAP) remotely, as a result of the UK University closures during the pandemic, providing a firsthand view of Emergency Remote Teaching (ERT). I detail my feelings about both my professional and personal situation during the crisis, analysing the challenges and factors that re-shaped me professionally into an online EAP teacher. Furthermore, I reflect on the impact that remote teaching experience had on my perception of the role of an online EAP teacher. The autoethnographic method is used in this study, whereby I am simultaneously the researcher and the person at the centre of the research. The data is collected via my reflections and recollections, some having been inspired by my interactions with students, colleagues, and relatives. Based on the results of the literature review and my knowledge in this area, and considering that the situation is very recent, I believe my reflection on my teaching experience during the pandemic will contribute to research within this area by offering unique experiences and perspectives to reveal the complexity of this phenomenon

    The digital turn in EAP: teachers’ perspectives on transitioning to blended or hybrid teaching post-Covid-19

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    This small-scale empirical study investigates English for Academic Purposes (EAP) practitioners’ perspectives on transitioning to blended or hybrid teaching after teaching online during the Covid-19 pandemic period in UK universities. The study aims to understand what this transition required of teachers, and how the adoption of the digital mode of teaching in EAP influenced their perspectives concerning the transition from fully online to hybrid or blended teaching. The study draws on the Technological Pedagogical Content Knowledge (TPACK) theoretical framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), to explore the dilemmas and challenges teachers faced when transitioning between different modes of teaching as part of the digital transformation which took place during Covid-19 which forced the UK Higher (HE) institutions to make drastic changes to the delivery of EAP courses. Moreover, it helps to clarify how the technology they chose to integrate into their online courses communicated the content and supported their pedagogy so that their students could continue their learning experience without disruption. The study suggests that, although transitioning to blended or hybrid modes may bring about certain challenges for teachers, in terms of pedagogy and technology, the experiences gained through such transitions may equip teachers with a new set of skills and new knowledge of online teaching, affording them opportunities to develop new ways of teaching. As the phenomenon investigated in this study is recent, the findings produced offer new insights to develop the field

    Becoming an online EAP teacher:An autoethnographic reflection on teaching remotely during the Coronavirus pandemic

    Get PDF
    In this autoethnographic study, which was crafted during the early stages of the COVID-19 pandemic, I reflect on my experience of teaching English for Academic Purposes (EAP) remotely, as a result of the UK University closures during the pandemic, providing a first-hand view of Emergency Remote Teaching (ERT). I detail my feelings about both my professional and personal situation during the crisis, analysing the challenges and factors that re-shaped me professionally into an online EAP teacher. Furthermore, I reflect on the impact that remote teaching experience had on my perception of the role of an online EAP teacher. The autoethnographic method is used in this study, whereby I am simultaneously the researcher and the person at the centre of the research. The data is collected via my reflections and recollections, some having been inspired by my interactions with students, colleagues, and relatives. Based on the results of the literature review and my knowledge in this area, and considering that the situation is very recent, I believe my reflection on my teaching experience during the pandemic will contribute to research within this area by offering unique experiences and perspectives to reveal the complexity of this phenomenon

    International consensus guidelines for phosphoglucomutase 1 deficiency (PGM1-CDG): Diagnosis, follow-up, and management

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    P. W. is supported by the Clinical Research Fund, University Hospitals Leuven, Leuven, Belgium. This work is partially funded by the grant titled Frontiers in Congenital Disorders of Glycosylation (1U54NS115198-01) from the National Institute of Neurological Diseases and Stroke (NINDS), the National Center for Advancing Translational Sciences (NCATS), and the Rare Disorders Consortium Research Network (RDCRN) (E. M., K. R., C. F., H. F., C. L., and A. E.)Phosphoglucomutase 1 (PGM1) deficiency is a rare genetic disorder that affects glycogen metabolism, glycolysis, and protein glycosylation. Previously known as GSD XIV, it was recently reclassified as a congenital disorder of glycosylation, PGM1-CDG. PGM1-CDG usually manifests as a multisystem disease. Most patients present as infants with cleft palate, liver function abnormalities and hypoglycemia, but some patients present in adulthood with isolated muscle involvement. Some patients develop life-threatening cardiomyopathy. Unlike most other CDG, PGM1-CDG has an effective treatment option, d-galactose, which has been shown to improve many of the patients' symptoms. Therefore, early diagnosis and initiation of treatment for PGM1-CDG patients are crucial decisions. In this article, our group of international experts suggests diagnostic, follow-up, and management guidelines for PGM1-CDG. These guidelines are based on the best available evidence-based data and experts' opinions aiming to provide a practical resource for health care providers to facilitate successful diagnosis and optimal management of PGM1-CDG patients.preprintpublishe

    A genome-wide association study of anorexia nervosa suggests a risk locus implicated in dysregulated leptin signaling

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    J. Kaprio, A. Palotie, A. Raevuori-Helkamaa ja S. Ripatti ovat työryhmän Eating Disorders Working Group of the Psychiatric Genomics Consortium jäseniä. Erratum in: Sci Rep. 2017 Aug 21;7(1):8379, doi: 10.1038/s41598-017-06409-3We conducted a genome-wide association study (GWAS) of anorexia nervosa (AN) using a stringently defined phenotype. Analysis of phenotypic variability led to the identification of a specific genetic risk factor that approached genome-wide significance (rs929626 in EBF1 (Early B-Cell Factor 1); P = 2.04 x 10(-7); OR = 0.7; 95% confidence interval (CI) = 0.61-0.8) with independent replication (P = 0.04), suggesting a variant-mediated dysregulation of leptin signaling may play a role in AN. Multiple SNPs in LD with the variant support the nominal association. This demonstrates that although the clinical and etiologic heterogeneity of AN is universally recognized, further careful sub-typing of cases may provide more precise genomic signals. In this study, through a refinement of the phenotype spectrum of AN, we present a replicable GWAS signal that is nominally associated with AN, highlighting a potentially important candidate locus for further investigation.Peer reviewe
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