J 2020

Conference Skills in Practice

DLABOLOVÁ, Daniela, Agnieszka SUCHOMELOVÁ-POLOMSKA a Eva ČOUPKOVÁ

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

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

60201 General language studies

Stát vydavatele

Maďarsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Kód RIV

RIV/00216224:14640/20:00118102

Organizační jednotka

Centrum jazykového vzdělávání

DOI

Klíčová slova anglicky

conference simulation; poster presenation; project-based learning; social constructivism; student-autonomy

Příznaky

Recenzováno
Změněno: 20. 4. 2021 21:04, PaedDr. Marta Holasová, Ph.D.

Anotace

V originále

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.