2010. ‘Future directions in TBLT and Technology’ in
Task-Based Language Teaching and Technology. London & New York: Continuum
Book editor(s): Thomas, M. and H. Reinders.
ISBN: 978-1441101532
Summary: Looks at the future for the theoretical perspectives of Task-Based Learning in relation to technology in language classes.
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)
Book editor(s): Thomas, M. and H. Reinders.
ISBN: 978-1441101532
Summary: Looks at the future for the theoretical perspectives of Task-Based Learning in relation to technology in language classes.
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)
2009. ‘A context-based approach to Web 2.0 and language education’ in
Handbook of Research on Language Acquisition Technologies: Web 2.0 Transformation of Learning. Hershey, PA: IGI Global, pp. 119-136
Book editor(s): Thomas, M.
ISBN: 978-1605661902
Summary: This chapter explores ways that students on Masters level courses are encouraged to explore the relevance of new ideas taught on these courses to their context and shows that without bringing in the specificity of their own teaching they gain little from the activity of assignment writing.
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
Book editor(s): Thomas, M.
ISBN: 978-1605661902
Summary: This chapter explores ways that students on Masters level courses are encouraged to explore the relevance of new ideas taught on these courses to their context and shows that without bringing in the specificity of their own teaching they gain little from the activity of assignment writing.
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
2009-2010. ‘Access to Virtual Action Learning live ONline (AVALON)’.
Funding body: European Commission
Summary: This 2 year project explored language learning in virtual worlds as part of a European Consortium project. It has created materials and templates for teachers to make use of as well a series of introductory videos. There is also a teacher training course that is available for other teacher trainers to make use of.
URL: http://avalonlearning.eu/
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
Funding body: European Commission
Summary: This 2 year project explored language learning in virtual worlds as part of a European Consortium project. It has created materials and templates for teachers to make use of as well a series of introductory videos. There is also a teacher training course that is available for other teacher trainers to make use of.
URL: http://avalonlearning.eu/
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
2009. ‘Blending learning in a Web 2.0 world’.
International Journal of Emerging Technologies and Society 7/2: 83-96
URL: http://www.swinburne.edu.au/hosting/ijets/journal/V7N2/pdf/Article2-Motteram&Sharma.pdf
Summary: This article explores the role that Web 2.0 technologies can play in enhancing language learning development in a blended world. It will argue that technologies are not enough on their own to make a difference, but that teachers bring a particular understanding of language and the needs of their learners to the creation of suitable activities.
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)
URL: http://www.swinburne.edu.au/hosting/ijets/journal/V7N2/pdf/Article2-Motteram&Sharma.pdf
Summary: This article explores the role that Web 2.0 technologies can play in enhancing language learning development in a blended world. It will argue that technologies are not enough on their own to make a difference, but that teachers bring a particular understanding of language and the needs of their learners to the creation of suitable activities.
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)
2009. ‘Social computing and teacher education: an agenda for course development’.
Innovation in Language Learning and Teaching 3/1: 83-97
Summary: This article sets out to assist curriculum developers in creating courses that reflect a balanced understanding of the current theoretical and technological picture of teacher education for students of CALL. It considers both 'acquisition' and 'participation' metaphors as relevant to course development as well as the literature on adult learning processes.
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
Summary: This article sets out to assist curriculum developers in creating courses that reflect a balanced understanding of the current theoretical and technological picture of teacher education for students of CALL. It considers both 'acquisition' and 'participation' metaphors as relevant to course development as well as the literature on adult learning processes.
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
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