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Syllabus 2013-14 - 71821006 - Computer-Assisted Language Learning (El aprendizaje de idiomas asistido por ordenador)
- Level 1: Tutorial support sessions, materials and exams in this language
- Level 2: Tutorial support sessions, materials, exams and seminars in this language
- Level 3: Tutorial support sessions, materials, exams, seminars and regular lectures in this language
| DEGREE: | Máster en Lingüística apli. a la enseñanza del inglés como lengua extranjer |
| FACULTY: | Centro de Estudios de Postgrado |
| ACADEMIC YEAR: | 2013-14 |
| COURSE: | Computer-Assisted Language Learning |
| NAME: Computer-Assisted Language Learning | |||||
| CODE: 71821006 | ACADEMIC YEAR: 2013-14 | ||||
| LANGUAGE: English | LEVEL: 3 | ||||
| ECTS CREDITS: 4.0 | YEAR: 1 | SEMESTER: AN | |||
CHAPTER 1. Technology in language teaching/learning
1.1. A historical approach
1.2. Theoretical approaches to Computer Assisted Language Learning (CALL)
1.3. Current context. Learning in the information and knowledge society
1.3.1. Web 2.0 and education
1.4. Educational approaches for the knowledge society: Connectivism, autonomy and lifelong learning
1.5. Recommended bibliography
CHAPTER 2. Digital Competence in language teaching
2.1. Digital Competence definition
2.2. How to introduce Digital Competence in the language classroom
2.3. Pedagogical implications of the Digital Competence
2.4. Communicative skills and Digital Competence in language teaching
2.5. Recommended bibliography
CHAPTER 3. The Internet as a source of information for teachers and language students
3.1. Introduction and criteria
3.2. General resources
3.3. Resources for the student of EFL
3.4. Managing information: content syndication. RSS
3.5. Recommended bibliography
CHAPTER 4. The Internet as a communication environment. Digital tools I: Google account, blogs and wikis
4.1. Introduction
4.2. Google account applications
4.3. Blogs
4.4. Wikis
4.5. Webquests
4.6. Recommended bibliography
CHAPTER 5. The Internet as a communication environment. Digital Tools II: social networks
5.1. Networks and education
5.2. Facebook
5.3. Twitter
5.4. Other tools and networks
5.5. Recommended bibliography
CHAPTER 6. Virtual Learning Environments. Personal Learning Environments. Digital interactive whiteboard
6.1. Virtual Learning Environments
6.2. Uses of the VLE in the language classroom
6.3. The role of the teacher in the language VLE
6.4. The role of the student in the VLE
6.5. Assessment and tutorship in a VLE
6.6. Recommendations for the use of VLEs
6.7. Personal Learning Environments
6.8. Interactive whiteboard
6.9. Recommended bibliography
CHAPTER 7. Assessing learning in digital environments
7.1. Electronic portfolios
7.2. The role of the teacher in digital environments
7.3. Recommended bibliography
Final conclusions. A critical perspective and a look towards the future of educational technology
Bibliography
Appendix and webography: online resources
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ACTIVITIES
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IN-SITE TUITION
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INDEPENDENT WORK
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TOTAL NUMBER OF HOURS
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ECTS CREDITS
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COMPETENCIES
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Study of the subject contents and resolution of doubts and queries (tutorial period) |
-
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20
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20
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0,8
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I4, I5, S16
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||||
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Debate on the virtual forum |
-
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30
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30
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1,2
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I4, S24, P9, P14
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||||
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Written essay |
-
|
50
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50
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2
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I4, S24, P14, S25, S33
|
||||
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TOTAL: |
- |
100 |
100 |
4 |
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Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support
The grade obtained in the participation in the two virtual debates (20%) will be added up to the mark obtained in the written essay, which can be carried out individually or in pairs (80%).
- Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research. Edition: -. Author: Chapelle, C. . Publisher: Cambridge University Press