An overall approach
to e-learning methodologies
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agenda
§
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-
-approaches
-
-examples
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approaches
§
§ICT-enhanced
§e-learning
§bledned-learning
§flipped classroom
§u-learning
§
§

examples



web-quests




Adapted from: http://www.youtube.com/watch?v=MNsH0RW7lvM
Adapted from: http://www.youtube.com/watch?v=mbxKUBsTWF8
archeology


§And if only one thing had happened differently….



Find similar examples of ………..in your favourite films or videos and share them with your mates.


Obrázek18
competition/games
peer-review
text analysis
search strategies
genre discussion
Find a text you believe represents …… and share a part of it /link with the rest of your group.
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discussion forums



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Level of formality

vocabulary
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vocabulary
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vocabulary
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vocabulary
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vocabulary
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videoconferencing



§
Obrázek23


§
Obrázek24 Obrázek22


§
Obrázek23 Obrázek22 Obrázek24 Obrázek25


multiple input materials



Adapted from: https://www.youtube.com/watch?v=NeXIV-wMVUk
Adapted from: https://www.youtube.com/watch?v=ty9QSiVC2g0
torque

peer-review



§
Obrázek27 text2


complex activities



§input
§video
§theory
§first draft (collaborative)
§final version (individual)
§peer-review
§
§
§
marshmallo marsh marsh12

online course



course



flipped course
or
fully ICT-enhanced course

Key Competencies
in International
Academic Communication
§
§
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dates
ARG
SWE
CHINA
22/9
introductory session
29/9
start
6/10
13/10
VC
15/10 VC
20/10
VC
project
work in individual groups
27/10
text
VC
3/11
VC
10/11
follow-up
17/11
video
24/11
          reflection session
1/12
VC
8/12
feedback
synthesis
15/12
  summary / course feedback

BAHÍA BLANCA (ARGENTINA)
Topic: your research / branch of studies
Form: asynchronous, academic communication,
           peer-focused, writing and speaking
Activities:
a) Write a piece of academic text. (1,000 words)
b) Record a spoken summary of a text you receive
     from a student of Bahía Blanca University.
     (1-5 mins)

Learning outcomes: language focus, diversity
of discourses and language use in spoken and written production
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§UPPSALA (SWEDEN)
§Topic: intercultural communication (exploring strategies)
§Form: synchronous (mainly), videoconferencing sessions in small groups; asynchronous informal
writing, international teamwork
§
§Activities:
§VC I – introduction to different cultures
§VC II – critical incidents
§VC III – social and cultural identities
§VC IV – contemporary issues
§
§Learning outcomes: strategies for intercultural communication,
§                                    spoken interaction / production
§
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§

§NEW YORK UNIVERSITY, SHANGHAI (CHINA)
§Topic: bridge as an allegory to communication
§            (philosophical, social, cultural and practical aspects)
§Form: synchronous/asynchronous combination, informal small teach communication, international
teamwork, collaborative tasks
§Activities:
§a) team formation
§b) videoconference – introduction
§c) bridge concept exploration
§d) video production
§
§Learning outcomes: synthesizing complex issues,
§                                    task oriented communication
§
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§
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35
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http://www.prygl.net/foto/veveri11_v.jpg
https://www.skm.muni.cz/stravovani/img/vinarska/kavarna-na-lavce-01.jpg
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-
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-




-
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§                                Out of the class:
-video
-discussion forum
-facebook
-web quests
-synchronous communication with peers
-asynchronous communication with peers
-peer-review
-collaborative tasks
-networking
-virtual study space
-
-
Out of the class:
marsh2 benjamin marshmallo mulit2

ICT-enhanced / e- / flipped programmes
tend to work best when we:
-respect individual learning styles of learners;
-recognise existing knowledge;
-appreciate diversity of skills learners bring with them;
-encourage learners´ contribution to classes.

Thank you.
…and we can discuss our
Master´s Programme ideas now…
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