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English as a Foreign Language and ICT for Distance Learning in Educational Sciences: Pedagogical Choices and Language Risk-Taking Opportunities PROCEEDINGS

, University of Lyon, France

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We will be looking at a distance learning module combining both English as a Foreign Language and ICT for Master students in Educational Sciences. This case study is the opportunity to tackle many pedagogical issues, such as objectives, tasks and evaluation in a distance learning context. The learning scenario must take into account parameters such as ICT, language, as well as Educational Sciences objectives; what level of skills the students master at the beginning and how to evaluate this level. Other parameters might be the function of the learning platform, the role of collaboration between the students, the role of individual work and the role of the tutor, etc. These parameters are taken into account and determine a pedagogical scenario that makes language risk-taking opportunities out of these constraints.

Citation

Rémon, J. (2012). English as a Foreign Language and ICT for Distance Learning in Educational Sciences: Pedagogical Choices and Language Risk-Taking Opportunities. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 316-321). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2018 from .

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