Conference Skills in Practice

DLABOLOVÁ, Daniela, Agnieszka SUCHOMELOVÁ-POLOMSKA a Eva ČOUPKOVÁ. Conference Skills in Practice. Online. Porta Lingua 2020. 2020, roč. 2020, č. 1, s. 311-320. ISSN 1785-2420. Dostupné z: https://dx.doi.org/10.48040/PL.2020. [citováno 2024-04-23]

Základní údaje

• Originální název: Conference Skills in Practice
• Autoři: DLABOLOVÁ, Daniela (203 Česká republika, garant, domácí), Agnieszka SUCHOMELOVÁ-POLOMSKA (616 Polsko, domácí) a Eva ČOUPKOVÁ (203 Česká republika, domácí)
• Vydání: Porta Lingua 2020, 2020, 1785-2420.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Článek v odborném periodiku
• Obor: 60201 General language studies
• Stát vydavatele: Maďarsko
• Utajení: není předmětem státního či obchodního tajemství
• WWW: http://szokoe.hu/porta-lingua/porta-lingua-202019?doi=10.48040/PL.2020.25
• Kód RIV: RIV/00216224:14640/20:00118102
• Organizační jednotka: Centrum jazykového vzdělávání
• Doi: http://dx.doi.org/10.48040/PL.2020
• Klíčová slova anglicky: conference simulation; poster presenation; project-based learning; social constructivism; student-autonomy
• Příznaky: Recenzováno

Anotace

Conference skills comprise a wide range of activities and tasks students should master to be professional and informed conference participants. The first chapter of the paper introduces the theoretical background of the project called a “mock scientific conference”, which may be seen as an instance of project-based learning. This methodology builds on the concepts of social constructivism, deeper learning, critical thinking, collaboration and learner-independence, which advocate for a student-centred and experiential approach to education through exploring real-world situations and problems. The second and third parts of the paper discuss individual tasks and activities designed for the students at both undergraduate and postgraduate levels, ranging from poster presentation practice to delivering expert talks, writing abstracts and bionotes, chairing sessions and leading discussions. The students find the conference simulation to be highly motivating because it gives them the opportunity to show their expert knowledge and erudition as well as the ability to collaborate and interact with their peers. Therefore, they enhance their speaking and writing skills in a context relevant for their future careers and acquire a range of transferable skills such as organizing an event and communicating effectively. Conference skills comprise a wide range of activities and tasks students should master to be professional and informed conference participants. The first chapter of the paper introduces the theoretical background of the project called a “mock scientific conference”, which may be seen as an instance of project-based learning. This methodology builds on the concepts of social constructivism, deeper learning, critical thinking, collaboration and learner-independence, which advocate for a student-centred and experiential approach to education through exploring real-world situations and problems. The second and third parts of the paper discuss individual tasks and activities designed for the students at both undergraduate and postgraduate levels, ranging from poster presentation practice to delivering expert talks, writing abstracts and bionotes, chairing sessions and leading discussions. The students find the conference simulation to be highly motivating because it gives them the opportunity to show their expert knowledge and erudition as well as the ability to collaborate and interact with their peers. Therefore, they enhance their speaking and writing skills in a context relevant for their future careers and acquire a range of transferable skills such as organizing an event and communicating effectively. Conference skills comprise a wide range of activities and tasks students should master to be professional and informed conference participants. The first chapter of the paper introduces the theoretical background of the project called a “mock scientific conference”, which may be seen as an instance of project-based learning. This methodology builds on the concepts of social constructivism, deeper learning, critical thinking, collaboration and learner-independence, which advocate for a student-centred and experiential approach to education through exploring real-world situations and problems. The second and third parts of the paper discuss individual tasks and activities designed for the students at both undergraduate and postgraduate levels, ranging from poster presentation practice to delivering expert talks, writing abstracts and bionotes, chairing sessions and leading discussions. The students find the conference simulation to be highly motivating because it gives them the opportunity to show their expert knowledge and erudition as well as the ability to collaborate and interact with their peers. Therefore, they enhance their speaking and writing skills in a context relevant for their future careers and acquire a range of transferable skills such as organizing an event and communicating effectively.