Developing a Conceptual Framework: The Case of MAGICC

Autor/inn/en	Natri, Teija; Räsänen, Anne
Titel	Developing a Conceptual Framework: The Case of MAGICC
Quelle	(2015), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Models; Multilingualism; Cultural Pluralism; Communication Skills; Instructional Design; Higher Education; Intercultural Communication; Foreign Countries; Questionnaires; College Students; College Faculty; Employers; Lifelong Learning; Employment Potential; Job Skills; Finland; Germany; Netherlands; Poland; Portugal; Switzerland; United Kingdom + Suchen Sie Ihr Suchwort? Analogiemodell; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Kommunikationsstil; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Ausland; Fragebogen; Collegestudent; Fakultät; Life-long learning; Lebenslanges Lernen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Finnland; Deutschland; Niederlande; Polen; Schweiz; Großbritannien
Abstract	This paper reports the steps taken to develop the conceptual framework of the MAGICC project (2013), which aimed to provide action-oriented descriptions of multilingual and multicultural academic and professional communication competence, instructional designs to promote these in higher education language teaching, and multidimensional forms of assessment aligned with the learning outcomes established--all presented in an academic ePortfolio that expands the features of the existing European Language Portfolio (ELP) to the higher education level. "Starting with systematic desk research into the existing conceptualisations of multi/plurilingual and multi/ intercultural competences as well as lifelong learning and employability skills, the next step was to collect and analyse the data gathered from all partner institutions and existing national and European projects on descriptors already in place for academic level competences, practices and assessment. […] To ensure the social relevance of the framework, the third step was to develop questionnaires for students, faculty, and employers and ask them to rank the synthesised skill and competence descriptors in terms of their importance for the academic and professional competences graduates would need for study purposes as well as for the global labour market. The first draft of the conceptual framework was revised on the basis of this stakeholder consultation and led to the version presented to a new group of selected stakeholders in a consultation seminar" (Räsänen 2014: 66-67). [For the complete volume "Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01