Disha NEET Physics Guide for classes 11 and 12.pdf
UNESCO Project in Uzbekistan: Open Education for a Better World - Unicollaboration conference
1. UNESCO Project in Uzbekistan:
Open Education for a Better World
● Dr Alisher Abidjanov - mentee
Uzbek State University of World Languages & Peabody Fellow at Vanderbilt University
● Dr Chrissi Nerantzi - mentor
Principal Lecturer Academic CPD, Centre for Excellence in Learning, Teaching,
Manchester Metropolitan University, UK, GO-GN member
● Naomi Wahls - mentor
EdD Student - University of Colorado Denver, Wahls Instructional Design, LLC, US, GO-GN
member
Unicollaboration Conference
Poland April 27th, 2018
2.
3. Vanderbilt Peabody Fellow
Alisher Abidjanov, of Uzbekistan , is the Deputy Director of the National
Center for Development of Innovative Teaching Methods at the Uzbek
State University of World Languages. In this position, Dr Abidjanov is
responsible for implementing the national program on incorporating new
teaching methodologies. During his Humphrey year, Dr Abidjanov will
endeavor to improve foreign language instruction in tertiary education
through innovative methodology and the leveraging of technology. By
merging the two approaches through distance and e-learning, he plans to
ensure radical improvement of the current state of English language
instruction. He is a Peabody Fellow at Vanderbilt University.
4. Naomi Wahls
PhD Candidate - Open Universiteit, Netherlands Dec 2017 - present (research and projects
presented today is not related to program)
Intercultural Collaborative Open Learning (through MOOCs, OEP, and VIEs)
EdD Student - University of Colorado Denver June 2017 - present
Educational Leadership for Educational Equity
Wahls Instructional Design LLC
Instructional Designer for The Teacher and Social and Emotional Learning MOOC for
graduate credit in Teacher Education
5. Accessibility &
International Networking
● University of Hong Kong and University of Melbourne
○ Shared MOOCs
○ 50/50
○ English and Chinese MOOS
● Netherlands system of MOOCs, SPOCs, and OER
● Leiden University - Sustainability MOOC efforts
● EU OER resources and Virtual Mobility project - TU Delft
6. Project - Uzbekistan
Professional development program for Foreign Language Educators
in Uzbekistan:
● Language educators are re-certified every 3 years through a
government paid 2 month in person program
● Those who fail are moved into new pilot online course in Moodle.
If they fail the online program they lose their job
● Currently no accredited online courses exist in Uzbekistan
7. Project - Uzbekistan
Two key issues identified:
● 10-20% fail rate of Foreign Language Teacher at CPD
examination (every 3 years)
● Low level of English language skills of English language
teachers
9. UNESCO Project Goals in Uzbekistan
1. Review existing: Online Pilot Course in Moodle and make pedagogical,
curriculum and technological recommendations to include OEP;
2. Plan a link-up initiative with a unicollaboration’s project;
3. Beyond: the scope of this project: proposed – Uzbek Statue University
of World Languages will send a Call for book chapters to language
educators globally in May/June for an open access edited book on
practices and approaches of VIEs in the primary and secondary
language classroom.
10. Suggestions for Implementation
● Connect mentors with locals, particularly instructional
designers/experience learning designers to support adaptation and
implementation (Goal 1)
● Find and utilize course template for open online programme (Goal 1)
● Connect UNESCO project with a Virtual Intercultural Exchange (VIE)
allowing English teachers to practice English with native speakers
(Goal 2)
● Connect with OER text available (Goal 3 - Delft) to create local
version
11. Teaching Plan for professional development
Courses selected
● 2.1 Advanced foreign experience on innovative technologies of
foreign language teaching (14 hours)
● 3.2 Information communication technologies in teaching foreign
languages (14 hours)
12. Goal 2 - unicollaboration
“The UNIcollaboration platform (www.unicollaboration.eu)...
serves as the hub …offering partner-class finding functions,
resources that can be used in telecollaboration projects,
training materials to prepare educators for telecollaboration,
sample projects with offer ideas on the type of exchange
educators can plan and a community of educators with
experience of or a strong interest in telecollaboration (O’Dowd,
2014)”.
13. Virtual Mobility Initiatives
“In the European Union, the desirability of student mobility is linked clearly to
preparing students for the globalised marketplace, the development of
tolerance and intercultural understanding as well as the establishment o more
productives links between higher education institutions (Commission of the
European Communities, 2009; O’Dowd, 2013).”
“Virtual Mobility is defined as “...a complement or as a substitute to physical
mobility (Erasmus or similar) ...which builds on the specific potentials of on-line
learning and network communication (European Commission, 2008; O’Dowd,
2013).”
14. VIE Goals
Provide credit for students in Uzbekistan and other countries
Provide a place to practice English while focusing on intercultural learning
15. Future VIE Goal
● Use a MOOC and provide local credit for students in other countries
(similar to Delft model)
● Create a Virtual Community of Practice for professional development of
language teachers
● Students create a localized OER textbook or open book
○ Case studies with international peer
16. OpenLearn Course: Exploring Languages
and Culture
The learning outcomes at course level are:
● explain what intercultural encounters are and
how people can learn from them
● discuss how the use of English as a lingua
franca is perceived by native and non-native
English speakers
● illustrate how different groups of people (e.g.
professions) develop their own languages
and cultures
● describe the role of intercultural competence
in a business environment
● outline the skills and contexts involved in
translating and interpreting professions.
The course is broken down into the following units:
● Intercultural encounters
● using a lingua franca
● languages, cultures, and communities
● intercultural competence at work
● translation and interpreting
● interview with Reeta Chakrabarti
17. Global Competence in Virtual Intercultural
Exchange
1. The capacity to examine issues and situations of local,
global and cultural significance The concept of global
competence and its implications for education
2. the capacity to understand and appreciate different
perspectives and worldviews;
3. the ability to establish positive interactions with people
of different national, ethnic, religious, social or cultural
backgrounds or gender; and
4. the capacity and disposition to take constructive action
toward sustainable development and collective
well-being (Bolognini & Foster 2018, p. 7-8).
Figure 4: The dimensions of global competence framework (Bolognini & Foster 2018, p. 11)
18. Mentor Proposal: Opening up: A proposed professional
development programme for foreign language higher-ed teachers in Uzbekistan
19. To be considered...
Pedagogy Curriculum Technology
● Open where
appropriate
● Collaborative
intercultural
learning
● Reflection
● Co-creation OER
textbook
● Re-use of open
courses/OER
● Intercultural &
global citizenship
● Collaborative
spaces (including
Virtual Exchange)
● Portfolio system
23. Any questions, comments, observations?
UNESCO project page
http://unesco.ijs.si/project/profdevoer/
Contact us at:
naomi.wahls@ucdenver.edu
c.nerantzi@mmu.ac.uk
aabidjanov@gmail.com
24. References
Bolognini, Rose and Foster, Natalie, editors. (2018) Preparing our Youth for an Inclusive and
Sustainable World. The OECD PISA global competence framework. Harvard University. OECD. Retrieved from
http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
O’Dowd, Robert. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet
and Higher Education.
O’Dowd, Robert. (2014). Telecollaborative Foreign Language Networks in European Universities: A report on Current Attitudes
and Practices. Bellaterra Journal of Teaching & Learning Language & Literature. 7(4). Nov-Dec 2014, 1-14.
Nerantzi, C. (2017) Towards a framework for cross-boundary collaborative open learning for cross-institutional academic
development. PhD thesis, Edinburgh: Edinburgh Napier University, available at
https://www.napier.ac.uk/research-and-innovation/research-search/outputs/towards-a-framework-for-cross-boundary-collaborati
ve-open-learning-for
