Search

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)

This document contains six papers describing program-based research from rural literacy program in Ontario, Canada. Some of the reports describe action research from pilot projects. The papers raise questions about responding to the special challenges of rural needs, such as whether there is an additional expense to providing service of equal quality in rural areas. "The Lambton Learning Lab Project" (Carol Miller, Kevin Churchill) investigates how well a mobile learning lab work can in a rural program. "On Track: Using Tables to Organize and Schedule Data" (Val Hudson) shows how to use tables to improve the planning process. "Rural Literacy and Health Concerns" (Wendy Woodhouse) explains how to identify ways in which literacy needs relate to health concerns. How a literacy program can support job searches for the unemployed is explained in "A Living Library" (Margaret Maynard). "Flying by the Seat of My Pants: A Novice Researcher's Reflections" (Dan Woods) describes what the process of field research feels like the first time. "Recognition for Learning---Life Cycle of a Project" (Andrea Leis) discusses how to develop a system to recognize adult basic learners. The document also contains reviews of two papers: "Initial Assessment Survey Results" (by Bruce Henbest, reviewed by Donna Miniely); and "Learning to Learn: Impacts of the Adult Basic Education Experience on the Lives of Participants" (by Patty Bossort, Bruce Cottingham, and Leslie Gardner, reviewed by Linda Shohet). (KC)

This document contains 21 papers and an introduction on work force preparation in a global context. The following papers are included: "Introduction" (Johanna Lasonen); "Access of Girls and Women to Vocational Education: Implications for the Workplace in Swaziland" (Comfort B. S. Mndebele); "Intersectoral Approaches to Literacy and Vocational Education and Training: The Case of the Sudan" (Sidiga A. Rahim Washi); "Women's Education in the Sudan" (Sidiga A. Rahim Washi); "Research Development and Challenges of the 21st Century for Vocational Education and Training: Canadian Experience" (Marcelle Hardy); "The Business Incubation Concept: Global Possibilities for Vocational-Technical Education" (Victor M. Hernandez-Gantes); "Implementing Education and Training Policies in the United States: A Case Study" (Curtis R. Finch); "A Study on the Development of Further Extensions in Vocational Education and Training in Taiwan, ROC (Republic of China)" (Ming-chung Chiang, Dar-chin Rau); "Networking between Business and Educational Institutes in Taiwan, ROC" (Dar-chin Rau, T. T. Hwang); "Knowledge-Based Cooperation in Vocational Education, University and Industry in Australia" (Matt Ngui); "Strategies for Promoting Parity of Esteem between Vocational and Academic Education" (Johanna Lasonen); "Qualifications with a Dual Orientation towards Employment and Higher Education--Innovative Schemes in Seven European Countries" (Sabine Manning); "'Bildung' through Vocational Education" (Matti Vesa Volanen); "Shaping the Work Life--A Future Oriented Way of Lifelong Learning" (Gerald Heidegger); "Towards Understanding the Development of an Entrepreneurial Leadership-Identity among Finnish Female Entrepreneurs" (Leena Avotie, Eija Pehu); "Enterprises as Environments for Workplace Learning and Training" (Johanna Lasonen); "Review and Preview of Higher Vocational Education: Changes in Hong Kong and International Trends" (Bradford W. Imrie); "A Comparison of Occupational Programs in Comprehensive High Schools in the USA, Japan, and Taiwan" (Lung-Sheng Lee); "Challenges of the 21st Century for Technical-Vocational Education and Training from Global, Regional, and National Perspectives" (C. K. Basu); "Human Resource Development and Labour Market Policy Issues in the Asia Pacific: Opportunities for Collaborative Research with Europe" (Matt Ngui); "Vocational Education and Training Projects in Developing Countries: Issues of Quality and Sustainability" (Dennis R. Herschbach); and "New Roles for Vocational Education and Training" (Armoogum Parsuramen). Each paper contains references. (MN)

This collection of over 30 papers presents the view that all persons should be equally valued, provided equal opportunities, viewed as unique individuals, and be exposed to and learn from and about people with diverse characteristics. The papers offer insight into the process of moving forward to achieve both equity and excellence for all Canadian people, labeled "disabled" or not, in educational and other community settings. The articles call for advocacy, attitude change, and expanded availability of appropriate supports and services within schools and communities to allow everyone to participate and contribute in a meaningful way. Titles of sample papers include: "Two Roads: Inclusion or Exclusion"; "The 'Butwhatabout' Kids"; "Annie's Gift"; "Common Sense Tools: MAPS and CIRCLES"; "MAPS: Action Planning"; "Dreaming, Speaking and Creating"; "Kick 'em Out or Keep 'em In"; "Vive la Difference"; and "Natural Support Systems." (JDD)

This document is a collection of three parts: two extended papers and one shorter commentary on the International Adult Literacy Survey (IALS). These originally appeared in "Literacy Across the Curriculum" in response to an invitation for comment to several prominent international researchers. The first of these entitled "The Persisting Power and Costs of the Literacy Myth" by Harvey J. Graff appeared in Volume 12, No. 2, Summer 1996. The second "Literacy, Economy and Society--A Review" by Brian V. Street was published in Volume 12, No. 3, Fall 1996. The third, "Ending the Myth of the 'Literacy Myth" by Stan Jones was published in Volume 12, No.4, Winter 1997. These articles have been collected because they reflect a continuing debate on literacy between two schools of thought which have been variously called the autonomous and the socio-cultural. (The second paper, "Literacy, Economy and Society--A Review" by Brian V. Street, contains references.)

This monograph contains five papers concerning political education in Canada. Chapter 1, "Political Education and the Teaching of Politics," considers the historical and philosophical connections between education and politics. Chapter 2, "Civics, Citizenship and Politics: Political Education in the Schools," explores definitions of political education and various approaches to achieving it. The socio-political impact of schools is discussed in chapter 3 in "Political Education or Political Socialization: The Role of the 'Hidden Curriculum'," while chapter 4 focuses on "Morals and Values in the Schools: Citizenship and Moral Education." Chapter 5, "Teaching Strategies and Political Education," outlines recent approaches to teaching about politics that lead to increased participation and competency. They include utilizing: (1) conceptual models; (2) issues or concepts; (3) case studies; (4) discovery and inquiry strategies; (5) a broadly defined concept of politics; (6) conflict studies; (7) experiential learning methods; (8) political action and participation; (9) politically relevant attitudes and values; and (1) life-long learning strategies. (JHP)

These papers present the major issues and directions in five areas: (1) the socioeconomic and demographic environment (demography, the economies and labor forces of Canada and of Ontario, and the international and social environments); (2) education (K-12, postsecondary, adult, and the educational media resource market); (3) the broadcast environment (federal policy, Canadian Radio-Television and Telecommunications Commission, economic dimensions of the broadcasting system, the Canadian production and cable industries, audiences, educational broadcasting in Canada, public and commercial broadcasting in the United States, and the international environment); (4) the government environment (Canada, the Meech Lake Accord, and Ontario); and (5) the technological environment (cable, satellites, high definition television, stereo, VCRs, digital, videotex, and interactive television). The papers are a compilation of the opinions and understandings of those who work in, plan for, and study in each of the various fields. Sources are footnoted in each paper. The discussion in some of the papers exhibits the contradiction and lack of consensus evident in compiling the materials. The papers, therefore, do not provide answers but reflect the uncertainty of the environments in which TVOntario operates. Designed to stimulate discussion relevant to the future of TVOntario, each paper begins with a summary of the developments judged to have the most significance for the next few years. The remainder of the paper then provides details on these and other issues. (GL)

Papers published in NATCON 1998 are: (1) "A Roadmap for Career Management" (D. I. Riddle); (2) "A Sharing of Our Successes" (H. van Bommel); (3) "Assessing Clients with Learning Disabilities in Career Counselling" (J. B. Stewart); (4) "Career and Personal Planning: Diploma Program and Resources" (A. Marshall); (5) "Career Counseling in a Wired World" (G. Weber, K. Kerford)' (6) "Cognitive Structures in the Assessment Phase of Counselling" (G. Harris); (7) "Connecting Prior Learning Assessment to Career Development" (G. S. Peruniak, D. Welch); (8) "Difficultes et besoins des jeunes en matiere d'integration au marche du travail" (J.-G. Ouellette, D. Lord); (9) "Disability in the Workplace: Effective and Cost-Effective Accommodation Planning" (A. Cantor); (10) "Initatives nouvelles de formation en developpement et en counseling de carriere" (J.-G. Ouellette, D. LeBreton Forbes); (11) "Intergenerational Conflict in Career and Life Planning" (N. Arthur); (12) "Job Search Strategies for the Difficult to Place" (F. Cheek); (13) "L'employabilite en formation professionnelle au Quebec: doit-on s'en preoccuper?" (M. Tardif); (14) "Les nouvelles technologies--L'Internet, ca va?" (W.-G. Darou, M.-H. Duchaine); (15) "Les transitions professionnelles dans un contexte de precarite: recherches et solutions" (G. Fournier, C. Delmotte); (16) "L'integration au marche du travail: l'aventure des diplomes" (G. Fournier, L. Croteau); (17) "Metacognition and Vocational Counseling" (B. A. Symes); (18) "Mind at Work: Improving Workplace Satisfaction and Enjoyment" (T. Warney); (19)"Plafonnement de carriere: le cas des cadres de l'entreprise privee" (L. Lemire, C.-H. Amherdt); (20) "The Role of Diagnostic Assessment in Career Exploration" (M. Jean); (21) "Training Career Development Facilitators in Ethical Decision-Making" (V. G. Ward); (22) "Un guide au service du partenariat" (M. Gingras, D. Marceau, G. Weeks); (23) "Update on National Career Development Guidelines and Standards" (B. Hiebert, B. MacCallum, F. Ball, L. Bezanson, M. Cahill, E. Collins, M. Courchene, E. Desjardins, G. Donald, N. Galarneau, C. Tumber, V. Ward); (24) "Vie professionnelle et developpement de carriere au feminin" (A. Spain, L. Bedard, L. Paiement). (EMK)

The National Symposium on Arts Education 1997 provided an opportunity for arts educators, professional artists, and representatives from government agencies to discuss common concerns and to develop strategies for strengthening the arts in Canadian schools. This collection of papers from the symposium addresses many questions about the future of arts education in Canada. Following an opening address by Eric Favaro, "Paving the Way for a New Vision for Arts Education in Canada," the collection contains these papers: (1) "Judging the Effectiveness of an Arts Curriculum" (Eleanor Newman); (2) "Creative Synergy: Story and Music" (Linda Cameron; Lee Bartel); (3) "Music Education and Intercultural Education: About Musical Cultures in the Classroom" (Nicole Carignan); (4)"Saskatchewan's Arts Education Curriculum: History and Implementation" (Elaine Hanson; Jeff Bush; Nancy Browne); (5) "Music in the Primary Grades: The Natural Link to Literacy" (Amanda Montgomery); (6) "Learning, Teaching, and Assessment in Fine Arts" (Lorraine Muise); (7) "The Case for a Multidisciplinary Arts Education Curriculum" (Pat Richards; Dianne Milligan); (8) "Canadian Content in Music Curriculum: Policy and Practice" (Patricia Shand; Lee Bartel); (9) "Transformative Learning through the Arts: A New Voice in Education" (Lee Willingham); (10) "Pre-Service and In-Service Teacher Education in the Arts: Toward a National Agenda" (Rena Upitis); (11) "Collaboration, Integration, and the Learning Curve" (Lynette Fast; Rodger Beatty); (12) "Challenges to Canadian Teacher Education in the Arts" (Betty Hanley); (13) "The Creative Act: Researching Lived Experience" (Ruth Prescesky; Miriam Cooley); (14) "Teacher Development and Elementary Arts Education" (Katherine Smithrim; Rena Upitis); (15) "Partners in the Arts: The Orchestra as Community Resource" (Ninette Babineau); (16) "Promoting Learning for Enterprise through the Arts" (Basil Favaro; Bruce Ryan); and (17) "An Industrial Model for Arts Education" (Brian Roberts). (BT)

Commonwealth Ministries of Education were asked to report on how they are undertaking the improvement of the quality of basic education in their respective countries. The papers in this volume focus on: (1) Brunei Darussalam; (2) Canada; (3) Kenya; and (4) Uganda. Charts and statistical data support each country's report. (EH)