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"Design" and "Design" the verb, noun, prefix and suffix : architecture studio teaching as an epitome of design methodologies
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Design dialogues : ambiguity of “design” within Architectural Studio
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Design dialogues : ambiguity of “design” within Architectural Studio
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A pedagogically-informed model of Massive Open Online Courses (MOOCS) for Mauritian higher education
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Effects of English medium instruction on students' learning experiences and quality of education in content courses in a public college in Oman
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AlBakri, Saousan. - : University of Exeter, 2017. : Graduate School of Education, 2017
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Task-based language teaching online: A guide for teachers
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Baralt, Melissa; Morcillo Gómez, José. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017
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Abstract:
Technology-mediated task-based language teaching is the merger between technology and task-based language teaching (TBLT; González-Lloret & Ortega, 2014) and is arguably now an imperative for language education. As language classrooms are being redefined, training for how to set learners up to successfully do tasks online must be part of teachers’ professional development. However, while multiple resources have been written on tasks, technology, and task-based language courses online (e.g., Chapelle, 2014; Doughty & Long, 2003; González-Lloret, 2016; Nielson, González-Lloret, & Pinckney, 2009; Thomas & Reinders, 2012), teacher training for this purpose has largely been ignored. To date, no methodological guide for how to do TBLT via online video interactive tutorials has been published for teachers. In this article, we address this need by proposing a methodology framework for doing TBLT online. We begin with a brief review of TBLT fundamentals and demonstrate how to adapt the Willis (1996, 2012) task-based methodology framework for synchronous, online video-based interaction. We describe the framework and show examples of how to apply it while fostering socialization and community building (Hampel & Stickler, 2005). We also discuss unique challenges that teachers face when doing TBLT online, and propose solutions for how these can be overcome to maximize language learning.
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Keyword:
& Pinckney; 2003; 2005). We also discuss unique challenges that teachers face when doing TBLT online; 2009; 2012); 2012) task-based methodology framework for synchronous; 2014; 2014) and is arguably now an imperative for language education. As language classrooms are being redefined; 2016; and propose solutions for how these can be overcome to maximize language learning; and task-based language courses online (e.g.; Chapelle; Doughty & Long; González-Lloret; González-Lloret & Ortega; Nielson; no methodological guide for how to do TBLT via online video interactive tutorials has been published for teachers. In this article; online video-based interaction. We describe the framework and show examples of how to apply it while fostering socialization and community building (Hampel & Stickler; teacher training for this purpose has largely been ignored. To date; technology; Technology-mediated task-based language teaching is the merger between technology and task-based language teaching (TBLT; Thomas & Reinders; training for how to set learners up to successfully do tasks online must be part of teachers’ professional development. However; we address this need by proposing a methodology framework for doing TBLT online. We begin with a brief review of TBLT fundamentals and demonstrate how to adapt the Willis (1996; while multiple resources have been written on tasks
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URL: http://hdl.handle.net/10125/44630
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Mehrsprachige Lehrveranstaltungen in der Dolmetscherausbildung
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The Feedback Culture in Translator Education: A Comparative Exploration of Two Distinct University Translation Programs
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1460669418 (2016)
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Patterns of tasks, patterns of talk: L2 literacy building in university Spanish classes
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In: English Publications (2016)
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From General English for Specific Purposes : Looking into Student's Needs in Advanced Language Recycling Courses (English)
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Objetos de Aprendizagem: novas perspectivas em cursos de ESP ; LEARNING OBJECTS: NEW POSSIBILITIES IN ESP COURSES
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 33 (2016) ; 2237-759X ; 1413-4055 (2016)
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L2 Learning and Teaching in Hybrid and Online Contexts: Research & Practice
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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ВОЗМОЖНОСТИ МАССОВЫХ ОТКРЫТЫХ ОНЛАЙН-КУРСОВ В ИНТЕГРИРОВАННОМ ИЗУЧЕНИИ СПЕЦИАЛЬНЫХ ДИСЦИПЛИН И ИНОСТРАННОГО ЯЗЫКА
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Использование массовых открытых онлайн-курсов в математической подготовке специалистов по программной инженерии
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The Effects of Student Narration in College Engineering Classes
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STUDENT CHARACTERISTICS THAT PREDICT PERSISTENCE AND PERFORMANCE IN ONLINE COURSES AND THE FACE-TO-FACE EQUIVALENTS AT A FOUR-YEAR PRIVATE NORTHEASTERN UNIVERSITY
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In: Dissertations - ALL (2015)
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An analysis of a study abroad liveSTUDIO project brief between New Zealand graphic design based students working in a collaboration with a rural Samoan NGO
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An analysis of a study abroad liveSTUDIO project brief between New Zealand graphic design based students working in a collaboration with a rural Samoan NGO
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An analysis of a study abroad liveSTUDIO project brief between New Zealand graphic design based students working in a collaboration with a rural Samoan NGO
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Operational compliance within New Zealand automotive workshops
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Singh, Niranjan. - : Australian Vocational Education and Training Research Association (AVETRA), 2015. : Unitec Institute of Technology, 2015
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