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Réussite et échec en langues de spécialité: numéro spécial RPPLSP

Qu’est-ce que réussir en langues de spécialité et en LANSAD ? Qu’est-ce qu’échouer ? Si les notions de réussite et d’échec semblent bien interdépendantes, sont-elles antonymiques ? L’échec n’est-il pas un passage obligé de la réussite ? La recherche de l’excellence, enjeu majeur depuis le Processus de Bologne et la Stratégie de Lisbonne, impose-t-elle l’échec de certains pour assurer l’excellence des autres ? Quelle est la place des langues dans ce contexte ? Alors que rien ne semble plus échapper à l’évaluation dans l’enseignement supérieur, ne faut-il pas réaffirmer que la réussite et l’échec sont des notions toutes relatives, voire arbitraires ? Comment donc les définir ? Comment les mesurer ? Comment les prendre en compte pour améliorer les dispositifs de formation en langues dans l’enseignement supérieur ?


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Shona Whyte's curator insight, July 11, 9:37 AM

3 papers in English, others in French

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A Praxis of Task-Based Teaching and Mobile Assisted Language Use: Huw Jarvis

Two of the most significant trends in TESOL over the last twenty years or so are the rise of task-based language teaching (TBLT) and the growth of technology. With TBLT we see a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how we work, rest and play–it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest.


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Shona Whyte's curator insight, June 2, 11:27 AM

Jarvis identifies task-based approaches and technology integration as most notable recent changes in language teaching and learning and suggests ways to combine them effectively.

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Perspectives on open and distance learning: Open Educational Resources: Innovation, research and practice | #OER KnowledgeCloud

Perspectives on open and distance learning: Open Educational Resources: Innovation, research and practice | #OER KnowledgeCloud | Langues et TICE | Scoop.it

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Ana Cristina Pratas's curator insight, June 18, 2013 11:52 PM

This book, initiated by the UNESCO/COL Chair in OER, is one in a series of publications by the Commonwealth of Learning (COL) examining OER. It describes the movement in detail, providing readers with insight into OER’s significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters, written by some of the leading international experts on the subject, are organised into four parts by theme:


1. OER in Academia – describes how OER are widening the international community of scholars, following MIT’s lead in sharing its resources and looking to the model set by the OpenCourseWare Consortium
2. OER in Practice – presents case studies and descriptions of OER initiatives underway on three continents
3. Diffusion of OER – discusses various approaches to releasing and “opening” content, from building communities of users that support lifelong learning to harnessing new mobile technologies that enhance OER access on the Internet
4. Producing, Sharing and Using OER – examines the pedagogical, organisational, personal and technical issues that producing organisations and institutions need to address in designing, sharing and using OER

Jonathan Jarc's curator insight, June 19, 2013 6:03 PM

OER is critical in an increasingly tech-reliant world that asks teachers to be models for, and teach digital citizenship.

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Comment la collaboration au sein des MOOC améliore-t-elle l’experience de formation ?

Comment la collaboration au sein des MOOC améliore-t-elle l’experience de formation ? | Langues et TICE | Scoop.it
Selon les statistiques, la collaboration permet d’améliorer les taux de rétention des élèves et les résultats d’apprentissage dans les MOOC. C’est aussi, ce qui permet aux participants de donner le meilleur d’eux-mêmes en maintenant leur engagement tout au long de la formation.   En donnant la possibilité à chacun de se former, les MOOC et [...]

Via Vincent Datin, Marco Bertolini
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Marco Bertolini's curator insight, June 12, 2:13 AM

La collaboration au sein des MOOCs améliore l'expérience de formation

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Edueto: excellente plateforme pour créer vos exercices interactifs et collecter les résultats | Le coutelas de Ticeman

Edueto: excellente plateforme pour créer vos exercices interactifs et collecter les résultats | Le coutelas de Ticeman | Langues et TICE | Scoop.it

Edueto permet de créer des exercices interactifs variés, incluant des médias, d’inscrire des élèves sans mail et ‘affecter les exercices à des groupes choisis puis de visualiser les résultats.


Via marieangemat, Daniel Morgenstern, Ressources pour les cours d'anglais, Michèle Drechsler, En Français - Alix Creuzé
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Daniel Morgenstern's curator insight, May 29, 5:52 PM

Totalement gratuite et permet d'inscrire des classes facilement sans inscription

jlkpodar's curator insight, June 7, 9:00 AM

"[...] Mais l’élément le plus intéressant de la plateforme est de pouvoir y inscrire ses élèves, sans nécessité d’une adresse mail, simplement en fournissant un code."

Michèle Drechsler's curator insight, June 7, 9:18 AM

Edueto permet de créer des exercices interactifs variés, incluant des médias, d’inscrire des élèves sans mail et ‘affecter les exercices à des groupes choisis puis de visualiser les résultats.

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Daphne Koller on the Future of Online Education

Daphne Koller on the Future of Online Education | Langues et TICE | Scoop.it
The Coursera co-founder on the advantages of learning online—and why traditional universities aren’t going to disappear.

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elearning at eCampus ULg's curator insight, June 9, 2:58 AM

Often interesting to hear Prof Koller's point of view

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Moteur des ressources pédagogiques numériques - France Université Numérique - FUN - Linkis.com

Moteur des ressources pédagogiques numériques - France Université Numérique - FUN - Linkis.com | Langues et TICE | Scoop.it
30.000 ressources pédagogiques accessibles gratuitement, destinées aux étudiants, aux enseignants, aux chercheurs, aux professionnels et plus généralement au grand public et...
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Is The Flipped Classroom Relevant to ELT? - EFL Magazine

Is The Flipped Classroom Relevant to ELT? - EFL Magazine | Langues et TICE | Scoop.it
Is The Flipped Classroom Relevant to ELT? by EFL Magazine. Check out our great, free resources for English language teaching. See more details about it on EFL Magazine.

Via Luciana Viter, Bhushan THAPLIYAL, Lyudmila Anikina, Juergen Wagner
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A Praxis of Task-Based Teaching and Mobile Assisted Language Use: Huw Jarvis

Two of the most significant trends in TESOL over the last twenty years or so are the rise of task-based language teaching (TBLT) and the growth of technology. With TBLT we see a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how we work, rest and play–it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest.


Via Shona Whyte
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Shona Whyte's curator insight, June 2, 11:27 AM

Jarvis identifies task-based approaches and technology integration as most notable recent changes in language teaching and learning and suggests ways to combine them effectively.

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"Spice up Your English", le premier ‪‎MOOC‬ de l’‪‎ULB‬ remporte le Label européen des langues 2015! | Independence News

"Spice up Your English", le premier ‪‎MOOC‬ de l'‪‎ULB‬ remporte le Label européen des langues 2015!"Spice up Your English", le


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Murielle Godement's curator insight, May 25, 8:41 AM

Pour l'autoformation.

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Le programme complet du colloque Epal 2015 est en ligne


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Shona Whyte's curator insight, May 11, 4:49 AM

Juin 2015 à Grenoble

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Les langues étrangères à la fac : Dossiers des sciences de l'édu

Gail Taillefer : Des chercheurs et praticiens français et étrangers éclairent la question linguistique au moyen de réflexions synthétiques, d’enquêtes et d’analyses de pratiques efficaces.

 

Nicole Poteaux
Les langues étrangères pour tous à l’université : regard sur une expérience (1991-2013)


Annick Rivens Mompean
Le rôle du Centre de Ressources en Langues dans la mise en œuvre d’une politique des langues à l’université


Susan Birch-Becaas et Ray Cooke
From policy to practice: optimizing resources for teaching scientific writing acceptable to international discourse community norms


Muriel Grosbois
Mobilité internationale et production orale en anglais L2


Michael Kelly
En route pour les langues : comment les universités, les lycées et les collèges britanniques collaborent pour encourager l’apprentissage des langues


Jérémie Séror et Sylvie Lamoureux
Intégrer les étudiants anglophones dans le cadre d’un programme d’immersion universitaire au Canada


Hélène Knoerr et Alysse Weinberg
Stratégies d’écoute : les étudiants d’immersion en français au niveau universitaire ont la parole


Laura Ambrosio
Needs and Resources in International
Languages Programs


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Shona Whyte's curator insight, May 17, 1:08 PM

Numéro spécial sur l'enseignement des langues étrangères à l'université

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How to use Prezi without making people nauseous

How to use Prezi without making people nauseous | Langues et TICE | Scoop.it
If you haven't yet heard of Prezi, it's the next big thing in creating visual presentations with impact. Here's a quick-reference guide to using Prezi effectively.   Prezi is an online zooming pres...
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Report: The 4 models of blended learning in action | eSchool News | eSchool News

Report: The 4 models of blended learning in action | eSchool News | eSchool News | Langues et TICE | Scoop.it
A new paper by advocacy and policy org iNacol explores how blended learning is being used in practice and traces its history from 2008 to today. In particular, it takes a close look at the four major blended models and, through case studies, how specific schools have fared in implementing them.
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Rod Ellis on task-based pedagogy: the what, why and how - YouTube

Prof. Ellis talks about task-based pedagogy: what is it? why might teachers adopt such an approach? and how can task-based ideas be implemented?

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Shona Whyte's curator insight, May 8, 1:28 PM

Broadcasting from a broom closet on campus, but Ellis offers a useful introduction to TBLT for language teachers

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TEAMMATES - Online Peer Feedback/Evaluation System for Student Team Projects

TEAMMATES - Online Peer Feedback/Evaluation System for Student Team Projects | Langues et TICE | Scoop.it
TEAMMATES is an Online Peer Feedback System for student team projects. It is completely free to use.
Get your students to evaluate their performance in team projects, and view reports and summaries of their feedback and evaluations.

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Shona Whyte's curator insight, July 7, 10:15 AM

Recommended for telecollaborative project by Melinda Dooly at CALL research conference.

ClaimSEO's comment, July 8, 5:29 AM
Can I share this to my social network?
Shona Whyte's comment, July 9, 4:21 AM
Share away, that's what we're here for :-)
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Introduction to Natural Weighting in the Moodle 2.8 Gradebook

Introduction to Natural Weighting in the Moodle 2.8 Gradebook | Langues et TICE | Scoop.it

One of the most notable changes to the Moodle 2.8 gradebook is a new grade aggregation method called natural weighting. In this article, I will provide a brief overview of natural weighting and share a few examples of how this new feature can be implemented in a Moodle gradebook.

At a basic level, natural weighting is just an updated version of the “Sum of grades” aggregation method. Moodle 2.8 does not include “Sum of grades” as an option, so instructors who simply want to add a group of grades together to produce a sum should use natural weighting instead. However, unlike “Sum of grades,” using natural weighting allows instructors to take advantage of some additional capabilities as well: grade items can be weighted according to their points (the default behavior) or according to any alternate weights that the instructor wishes to use.

Beginning with Moodle classes in the Summer semester 2015, natural weighting is the default aggregation method for gradebook categories, but Moodle’s other aggregation methods (“Simple weighted mean of grades,” etc.) can still be selected for a gradebook category on the category’s settings screen. In many cases, instructors won’t need to change to a different aggregation method, because natural weighting can be configured to produce a sum or a mean, with weights applied or not applied, based on what the instructor needs the gradebook to report.


Via Miloš Bajčetić, steve batchelder, Juergen Wagner
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Terrains de recherche en linguistique appliquée [TRELA], 8 au 10 juillet 2015, Université Paris Diderot

Terrains de recherche en linguistique appliquée [TRELA], 8 au 10 juillet 2015, Université Paris Diderot | Langues et TICE | Scoop.it

Organisé par le Centre de Linguistique Interlangue, de Lexicologie, de Linguistique Anglaise et de Corpus – Atelier de Recherche sur la Parole (CLILLAC-ARP EA 3967) de l’Université Paris Diderot, l’Association Française de Linguistique Appliquée (AFLA) et les associations partenaires.


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Smartphones & Learning possibilities in the EFL class

Smartphones & Learning possibilities in the EFL class | Langues et TICE | Scoop.it
Do you ban the use of phones in the class or embrace the technology? How can you use the smart phone as a tool for teaching and learning? I’m an English teacher from Sao Paulo, Brazil and I’d like to share with fellow colleagues from all over the world my experience on using mobile phones as a learning tool in my classes.
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How to Add a Moodle Database Activity in 4 Easy Steps - Super Moodle

How to Add a Moodle Database Activity in 4 Easy Steps - Super Moodle | Langues et TICE | Scoop.it
A Moodle database activity allows the instructor and his or her participants or students to search, display, comment, populate a record entry bank on just about any subject that they can think of. The structure and the format of the database is highly customizable, and there is no limit to the number of relevant entries that can be added- URLs, files, images, text, checklist and numbers are all accepted.

The database activity added has a lot of versatile and useful settings that make it perfect for any and all kinds of assignments, from sharing and collecting essential information, providing a data array for the participants to work with, or showing content for the students to view and comment on. The instructions given will create one table per run, but you can just repeat the steps should you need another table. Records can then be linked to other resources and tables in the course if auto link is allowed in the name field.

Via Miloš Bajčetić, Juergen Wagner
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Évaluer avec son téléphone portable - BYOD

Évaluer avec son téléphone portable - BYOD | Langues et TICE | Scoop.it

L’usage des appareils numériques mobiles dans l’enseignement est un sujet à la fois polémique et passionnant. Il est parfois considéré comme une intrusion, une faille vers le monde extérieur par certains, ou comme un outil incontournable par d’autres. S’il ouvre une brèche vers le monde des connaissances et des relations extérieures à l’environnement de la classe, il ouvre également le champ de nouveaux possibles et celui d’une continuité de l’apprentissage pour l’élève.


Via Alain MICHEL, Chris Jaeglin
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Marco Bertolini's curator insight, May 25, 5:08 AM

Faut-il utiliser le portable en classe ?  Et comment s'y prendre ?  Un excellent article pour faire le point sur le BYOD

Authentis Formations's curator insight, May 26, 5:18 AM

Nouvelles perspectives pour le formateur facilitateur...

Nouha Belaid's curator insight, May 26, 8:15 AM

L’usage des appareils #numériques mobiles dans l’#enseignement est un sujet à la fois polémique et passionnant. Il est parfois considéré comme une intrusion, une faille vers le monde extérieur par certains, ou comme un outil incontournable par d’autres. S’il ouvre une brèche vers le monde des connaissances et des relations extérieures à l’environnement de la #classe, il ouvre également le champ de nouveaux possibles et celui d’une continuité de l’#apprentissage pour l’élève.

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MOOC Réussir ses études en français

MOOC Réussir ses études en français | Langues et TICE | Scoop.it
Le MOOC “Réussir ses études en français” vous accompagne dans toutes les étapes que vous devez traverser pour préparer votre arrivée en France pour vos études.
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Shona Whyte: Implementing and Researching Technological Innovation in Language Teaching

Shona Whyte: Implementing and Researching Technological Innovation in Language Teaching | Langues et TICE | Scoop.it

Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. The study highlights the advantages of collaborative action research for stimulating and supporting language teachers in innovative experimentation, and seeks to enhance our understanding of the challenges and opportunities inherent in this process. Utilising a framework which can inform further research into innovative practices with other interactive technologies, this book offers a research design and instruments suitable for assessing classroom adoption of the IWB. In this way, the study provides insights into general processes of technological innovation in language teaching and learning which is of relevance to further research and teacher development in today's new learning environments


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Shona Whyte's curator insight, May 10, 4:33 AM

Happy to have this in print :-)

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From policy to practice in teaching scientific writing: Birch-Becaas & Cooke 2014

A cost-effective way of drawing up a set of recommendations for teaching LANSAD in France would be to create a group of recognized experts in the domain such as the abovementioned special interest group of the GERAS, who could establish clear attainable objectives for masters and doctoral students to achieve. These could be based on existing guidelines such as the CEFRL descriptors and on the curriculum guidelines resulting from evidence-based research. It would then be simple to issue these recommendations to universities. Colleagues requiring further pedagogical training could be encouraged to participate in dedicated courses to allow them to gain the pedagogical skills and know-how required at this level. Further impetus for this might be provided by the recent creation of the Ecoles Supérieures du Professorat et de l’Education (ESPE). One of their missions will be to provide further pedagogical training for university teachers, an issue that has received little attention until now since excellence in French universities has been measured more in terms of research achievements than pedagogical achievements.

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Shona Whyte's curator insight, May 17, 1:22 PM

Interesting take on ESP/EAP in French higher education.

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7 Online Learning Myths that University Administrators Believe

7 Online Learning Myths that University Administrators Believe | Langues et TICE | Scoop.it
Online learning has been hailed as a faster, cheaper way to provide education -- but it doesn't do half of what administrators think it will.   
 
With the help of a few experts, we've compiled a list of major myths that administrators believe, how they match up against reality and why administrators believe them.

Via Dennis T OConnor
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Dennis T OConnor's curator insight, May 12, 11:24 AM

Here's a clever article that offers a 'reality check' for  Administrators who haven't taught online.  Online learning is real and effective. However, it isn't a magic bullet that can solve long term problems with the push of a button. 

Ellen Comito McKeown's curator insight, July 22, 6:12 PM

Sometimes you need to explain to administrators why you should use technology.  This will help you know what to say.