10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice

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Sonst. Personen	Borthwick, Kate (Hrsg.); Corradini, Erika (Hrsg.); Dickens, Alison (Hrsg.)
Institution	Research-publishing.net (France)
Titel	10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice
Quelle	(2015), (249 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-908416-22-3
Schlagwörter	Foreign Countries; Conferences (Gatherings); Languages; Linguistics; Educational Technology; Technology Uses in Education; Educational Innovation; Telecommunications; Handheld Devices; Audio Equipment; Teaching Methods; Cooperation; Computer Assisted Instruction; Web 2.0 Technologies; Communicative Competence (Languages); Simulated Environment; Social Media; Electronic Publishing; Portfolios (Background Materials); Vignettes; Dyslexia; Creativity; French; Literature; Computer Software; English; Grammar; Business; Collaborative Writing; Second Language Learning; German; Oral Language; Spanish; Student Motivation; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Language; Sprache; Linguistik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Instructional innovation; Bildungsinnovation; Telekommunikationstechnik; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Computer based training; Computerunterstützter Unterricht; Communicative competence; Languages; Kommunikative Kompetenz; Künstliche Umwelt; Soziale Medien; Elektronisches Publizieren; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kreativität; Französisch; Literatur; English language; Englisch; Grammatik; Business studies; Wirtschaft; Betriebswirtschaft; Zweitsprachenerwerb; Deutscher; Oral interpretation; Mündlicher Sprachgebrauch; Spanisch; Schulische Motivation; Case study; Fallstudie; Case Study; Großbritannien
Abstract	This e-book is a celebration of and reflection on 10 years of the LLAS elearning symposium, an event which is run by the Centre for Languages, Linguistics and Area Studies (LLAS) based at the University of Southampton, UK. Over the past ten years, the symposium has followed the innovations brought about in the digital realm and has offered a yearly forum where technology and education have met. Over the past ten years, the symposium has followed the innovations brought about in the digital realm and has offered a yearly forum where technology and education have met. As some of the invited pieces show, the journey of technology in education has been a long and exciting one. Along the way, as all the contributions suggest, the symposium has brought innovative practice to the attention of teachers and learners and, perhaps more significantly for the connected world in which we operate, it has been a catalyst for the formation of an enthusiastic community--as this editorial project clearly shows. This ebook is structured around four sections. Each section begins with an invited contribution and contains articles related to the broad thematic area introduced in the invited piece. This structure deliberately reflects the alternation of keynote plenary sessions and talks which has been the distinct format of the elearning symposium in the past ten years. The book is aimed at practitioners and as such recounts real, practical experiences of innovation in using technology in language teaching or professional practice. The authors' work is based in research, but they all present lived examples of excellent practice in action. The range of projects and case studies presented in this e-volume is a testament to the irrepressible creativity of language teachers in their adoption of technology to achieve their pedagogic aims. Section 1, Language learning in new context: mobile learning, contains: (1) A journey to the East? Trials and tribulations of a personal journey with technology and languages (Marion Sadoux); (2) Technological diversity: A case study into language learners' mobile technology use inside and outside the classroom (Billy Brick and Tiziana Cervi-Wilson); and (3) Podcasting as a language teaching and learning tool (Fernando Rosell-Aguilar). Section 2, Collaboration and open learning, contains: (1) A reflective e-learning journey from the dawn of CALL to web 2.0 intercultural communicative competence (ICC) (Marina Orsini-Jones); (2) Learning to swim in new waters: A meta-narrative about the design and implementation of a virtual learning environment for language learning and teaching (Teresa MacKinnon); (3) From autonomous to peer e-learning--How the FReE Team turned ePortfolio into a social network between first and final-year modern languages students (Jean-Christophe Penet); (4) OER (re)use and language teachers' tacit professional knowledge: Three vignettes (Tita Beaven); and (5) Dyslexia in modern language learning: A case study on collaborative task-design for inclusive teaching and learning in an online context (Anna Motzo and Debora Quattrocchi). Section 3, Fostering creativity in the classroom, contains: (1) Reflections on a personal journey in learning design (Julie Watson); (2) Collaborative production of learning objects on French literary works using the LOC software (Christine Penman); (3) Digital English--me, online, writing & academia (Ania Rolinska); (4) The grammar movie project (Edith Kreutner); (5) Tapping technology in creating product development studies: Reflections on an ESP-business project (Aiden Yeh); and (6) Using Blackboard Wiki pages as a shared space for simulating the professional translation work environment (Juliet Vine). Section 4, New tools, new practices, contains: (1) Connected language learning: A tutor's perspective (Benoît Guilbaud); (2) The e-learning tool Voxopop and its benefits on oral skills: Activities for final year students of German (Sascha Stollhans); (3) Sound literature: The pedagogy of reconnection through student-authored audiobooks in the Spanish curriculum (Susana Lorenzo-Zamorano); (4) Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students' motivation and engagement (Rocío Baños and Stavroula Sokoli); and (5) FLAX: Flexible and open corpus-based language collections development (Alannah Fitzgerald, Shaoqun Wu, and María José Marín). (ERIC).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01