Prof. Dr. Wilfried Hartmann  – Universität Hamburg

Brauchen wir den Vergleich in der Pädagogik? Möglichkeiten und Grenzen einer Methode

08 December 2010 at 5:00 p.m.

Campus Walferdange, room Latomus (Building III)

Poster public lecture

How to run successful webinars? Lessons learnt and challenges for learning and collaboration at a global level

TIME: GMT Tue 16 Nov 2010 01:00PM

Recording of the session available here: https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=gec2010&suid=D.477B3D8147B0C53A9B6FF75068BC5A

The 2010 Global Education Conference is being held November 15 – 19, 2010, online and free. Sessions will take place in multiple time zones and multiple languages over the five days.

http://www.globaleducationconference.com/

SHORT DESCRIPTION:
Although the number of webinars (i.e. events streamed live over the Internet) is rapidly growing, the orchestration of such events in terms of communication, modes of delivery, opportunities for interaction and follow-up is in its infancy. Moreover, gathering a worldwide audience challenges our understanding of how to address a large number of multicultural participants. The presentation is based on findings from two public webinars, hosted by the University of Turku (Finland) and the University of Luxembourg in 2010. An examination of the events will allow us to identify 5 success factors and a set of quality indicators. Shortcomings in running webinars will also be discussed based on our experience. The presentation ends with some reflections on the nature of interaction in live online events, namely the chat function as a means of learning and group cohesion among online participants, and as a catalyst for interaction between the group and the panelists.

http://www.media-in-education.net/files/Media-in-Education_Newsletter_2010-11.pdf

The MEDEA Awards is a competition that was launched in November 2007 with the aim to encourage innovation and good practice in the use of media (audio, video, graphics and animation) in education. The awards also recognise and promote excellence in the production and pedagogical design of media-rich learning resources. Several members of the MEDEA Organising Committee formed a partnership to submit the MEDEA:EU proposal for the European Commission’s Lifelong Learning Programme (LLP), Key Activity 4 (Dissemination and exploitation of results of the programme) which was approved in 2008.

MEDEA:EU is a European Commission supported project that aims to enhance, strengthen and complement the European dimension of the MEDEA Awards.

One of the aspects of MEDEA:EU is that it elevates the MEDEA Awards to a European-level initiative with clear relevance to Lifelong Learning projects and that it highlights, publicises and promotes excellent examples of media-enhanced learning being made by practitioners in schools, universities, lifelong learning initiatives and other education and training organisations and helps others learn from the experiences of award winners, finalists and high-quality entries. The project thus allows for a transfer of the experience and learning that has taken place within the through several actions designed to enhance and extend the work undertaken up to now. Such endorsement and promotion can significantly raise the status of media-enhanced learning in both the public eye and amongst key stakeholders.

The MEDEA:EU project runs from 01/10/2008 to 31/01/2011.

In this meeting, both teams confronted and discussed boundary-crossing research approaches based on current PhD research work.

To know more about the MINE-group : http://wiki.uni.lu/mine/Mine.html

Public lecture, 13.10.2010, 17h, Campus Walfer, room Latomus, building 3

Click here for more information

Participation libre d’accès, prière de se présenter à la salle indiquée 10 minutes avant le début de la séance.

Participation libre d’accès, prière de se présenter à la salle indiquée 10 minutes avant le début de la séance.

Abstract:

Meyer, Anne (2010): Peer interactions in the language classroom: Expert-novice-practices in learning activities at primary school

The present research focuses on peer interactions engaged with the accomplishment of learning activities in the primary classroom. Driven by the need to understand learning taking place in peer group-s, the research draws on audio and video data stemming from the primary classroom in Luxembourg. The study aims at 1) describing and analyzing the interactional organization of learning activities, 2) describing and analyzing the resources and methods, i.e. expert-novice-practices mobilized by young learners when orienting to the accomplishment of a learning activity, and 3) describing the opportunities for learning. Peer interaction is depicted as one form of a community of practice within which learning is situated and observable as learners in and through the deployment of expert-novice-practices orient to, and adapt to micro-shifts in the participation framework when accomplishing a learning activity. Results point to the fact that not only are expert-novice-practices deployed when young learners work in interaction, but these practices are also found to be inextricably linked to the constitution of expert-novice identities. These findings are discussed with regard to implications for the primary classroom in Luxembourg.

in the Elluminate virtual room at: http://bit.ly/9AdCPp

and also face-to-face: Audimax auditorium, Campus Walferdange, University of Luxembourg.

PDF file: Announcement webinar

 Is web 2.0 the future of language learning or just another method among many?

 Is the influence of web 2.0 resources on learning practices being overrated, as happened with media in the 70s?

 How do language resources evolve together with communities in social media applications?

If this is your first Elluminate event, consider coming a few minutes earlier to check out the technology. The room opens half an hour before the event.

Event Organisers