Academic literature on the topic 'CER Framework Instruction'

Given the inherent pluralism of Canadian society, the emphasis on intercultural communication competence (ICC) is a logical extension of second language education in the 21st century. This chapter explores the import of implementing the Common European Framework of Reference for Languages (CEFR) in Teacher Education. To support the development of ICC, the Intercultural Development Inventory (IDI), a validated tool, was used to assess the intercultural communication competence of second language preservice teachers in Canada. The purpose of this discussion is to examine if teaching and learning about the CEFR in a Curriculum and Instruction course in the area of French as a second language can provide the necessary parameters to promote intercultural communication competence (ICC) of preservice language teachers. In order to assess ICC of preservice teachers, the Intercultural Development Index was administered during the Fall semester of a one year, Post-Baccalaureate Teacher Education Certification Program.

The present paper investigates the effects of the ACCESS framework (Gatbonton & Segalowitz, 2005) in teaching L2 sound production, in this particular case the production of /tr/-/dr/ postalveolar sequences by Serbian EFL learners. The given postalveolar sequences represent an ongoing sound change, especially in the General American variety, where the retracted plosive allophonic variation seems to approach complete affrication (e.g. Magloughlin, 2018), thus representing an interesting phenomenon of variable pronunciation particularly relevant for second language acquisition. Serbian EFL learners likewise demonstrate variable production of these particular sound sequences, probably due to the influence of L1. The chosen ACCESS framework incorporates both form-focused instruction and communicative aspects of language learning, and it seemed suitable for the type of training the participants needed at the particular stage of learning. The study included an experiment with preand post-test production testing, including sentence list recordings of target sounds in the initial position. The experimental period lasted three months and included an experimental and a control group at B1 level CEFR. The results show positive effects of the applied instruction on the production of postalveolar sequences, especially / tr/. The obtained results underscore significant pedagogical implications, particularly regarding the amount and type of phonetic instruction in the Serbian EFL setting.

This research investigates the challenges faced by Second Language students using English-Medium Instruction in a B.A. program at a Thai international college. Employing an insider practitioner research approach with an autoethnographic lens, the study examines the experiences of local L2 students as developing practitioners. Findings reveal significant language barriers, cultural differences, and limited awareness of holistic development opportunities. These challenges vary across CEFR levels, with A1 students facing the most severe difficulties and B1 students experiencing minimal challenges. To address these issues, the study recommends implementing language-sensitive development practices grounded in HRD 5.0 principles, fostering development frameworks, leveraging technology, and fostering collaboration among stakeholders. By implementing these recommendations, international programs with L2 learners using EMI can create more inclusive and effective programs that support the holistic development of international students and prepare them for success in the global job market.

The recent pandemic shook the educational world to its core, changing the way in which teachers teach and learners learn. Online technologies infiltrated teaching and created a new landscape for learners. What if we used these new technologies to improve the way students are taught? This chapter will focus on the flipped classroom model as an example of blended learning in the EFL field, where technology plays a vital role in the delivery of instruction, and especially during the pandemic. The pre-class time that the flipped approach sheds light on can help support more creative and collaborative activities in the classroom, since there is no need for traditional instruction. This way, the interaction between the teacher and the learners, but also between learners themselves, can become the base for developing several of what has become known as 21st century skills. Emphasis is placed on the elements of Bloom's revised taxonomy, as well as the CEFR, as the main frameworks guiding foreign language teaching and learning.

This chapter examines the instructional design of, and reports on research conducted within, a multiuser virtual environment created for a distributed Collaborative Engineering Design (CED) course. The course’s Advanced Interactive Discovery Environment (AIDE) provided a variety of synchronous online tools and communication devices to support SameTime virtual team collaboration and problem-solving within the course. The research helped to unpack (1) which tools team members engaged with during collaborative learning activities, (2) how and why they used or did not use provided online features to support their individual learning and enhance team productivity, collaboration, and communication, and (3) how team members communicated socially. The research also describes how different team social communication patterns may be related to the patterns of team technology use. Relevant theoretical frameworks including social learning, media stickiness, cognitive imprinting, and recommendations on how different tools can be effectively integrated into multiuser virtual environments to facilitate learning are discussed.

This study explored Finnish students’ perceptions of online language courses with the KiVAKO project (KiVAKO is an acronym in Finnish meaning strengthening the language capital at higher education institutions). The aim was to identify and make visible the aspects that need to be taken into account in designing an effective online language course. The research context included eight pilot courses created and implemented within the framework of the KiVAKO project, which seeks to develop a nationwide online language course offering. Language instruction is offered in Chinese, Estonian, Finnish Sign Language, French, German, Italian, Japanese, Korean, Portuguese, Russian, and Spanish on Common European Framework of Reference (CEFR) levels A1-C1. The research data consisted of responses to a post-course online questionnaire. The data were analysed according to a qualitative content analysis method. The findings indicate that clearly structured course design, relevant learning materials, appropriate teacher activities, and aligned assignments enhanced the students’ positive learning experiences.

Traditionally, learning material is delivered in a textual format and on paper. For example, a learning module on a topic may include a description (or a tutorial) of the topic, a few examples illustrating the topic, and one or more exercise problems to gauge how well the students have achieved the expected understanding of the topic. The delivery mechanism of the learning material has traditionally been via textbooks and/or instructions provided by a teacher. A teacher, for example, may provide a few pages of notes about a topic, explain the topic for a few minutes, discuss a couple of examples, and then give some exercise problems as homework. During the delivery, students ask questions and the teacher attempts to answer the questions accordingly. Thus, the delivery is interactive: the teacher learns how well the students have mastered the topic, and the students clarify their understanding of the topic. In a traditional classroom of a relatively small size, this scenario is feasible. However, when e-learning approaches are involved, or in the case of a large class size, the traditional delivery mechanism is often not feasible. In this article, we describe an interface that is “active” (instead of passive) that delivers learning material based on the usage history of the learning material (such as degree of difficulty, the average score, and the number of times viewed), the student’s static background profile (such as GPA, majors, interests, and courses taken), and the student’s dynamic activity profile (based on their interactions with the agent). This interface is supported by an intelligent agent (Wooldridge & Jennings, 1995). An agent in this article refers to a software module that is able to sense its environment, receive stimuli from the environment, make autonomous decisions, and actuate the decisions, which in turn change the environment. An intelligent agent in this article refers to an agent that is capable of flexible behaviour: responding to events timely, exhibiting goal-directed behaviour, and performing machine learning. The agent uses the profiles to decide, through case-based reasoning (CBR) (Kolodner, 1993), which learning modules (examples and problems) to present to the students. Our CBR treats the input situation as a problem, and the solution is basically the specification of an appropriate example or problem. Our agent also uses the usage history of each learning material to adjust the appropriateness of the examples and problems in a particular situation. We call our agent Intelligent Learning Material Delivery Agent (ILMDA). We have built an end-to-end ILMDA infrastructure, with an active GUI front-end—that monitors and tracks every interaction step of the user with the interface, an agent powered by CBR and capable of learning, and a multi-database backend. In the following, we first discuss some related work in the area of intelligent tutoring systems. Then, we present our ILMDA project, its goals and framework. Subsequently, we describe the CBR methodology and design. Finally, we point out some future trends before concluding.

The paper explores the potential benefits of using Blended Learning (face-to-face and online) to teach languages to students at university level by analyzing the experience gained at “Gr. T. Popa” University of Medicine and Pharmacy Iasi in partnership with EuroEd Foundation Iasi, within the wider context summarized below. While many Romanian students today begin their bachelor studies with a relatively high level of competence in at least one foreign language (most commonly English), it is important to acknowledge that this is not always the case. In fact, students may feel at a disadvantage compared to their colleagues and objectively have less chances to access scholarships etc. specifically due to not having had the same opportunities to learn a foreign language such as English in their past. Therefore, in order to provide all medical students with equal chances at academic and professional success, some may require additional opportunities in transversal areas such as language learning, ICT etc. For example, medical universities in Romania attempt to provide all their students with compulsory language instruction in their first year(s), making it optional later on. However, putting together groups with students of similar language levels and needs often proves to be an impossible administrative mission, the typical outcome of that being mixed-level groups of students who more or less want to study the same language. In our case, a solution was found in order to provide adequate additional support to students whose entry language level was less than B2 / independent according to the Common European Framework of Reference. For the past two academic years, the face-to-face language instruction of junior students in Medicine, Nursing and Nutrition according to the core curriculum has been supplemented with optional activities using the ELSTI language training package online. The ELSTI platform (http://www.eurobusinesslanguageskills.net) is the main result of a series of EU-funded projects involving EuroEd Foundation also from Iasi and, as it stands today, it provides courses of English, French, German, Italian and Spanish for levels A2 and B1. All the courses, sub-units, explanations, situations, tasks, tests and self-assessment tools are calibrated to fit the CEFR descriptors while serve real life communicative functions set in a business context promoting cultural awareness. In addition, they are accompanied by personal development and motivational modules. While students were recommended the content, instruction and activities related to the language they were studying in class, all students had free access to all the other online language courses as well. The online work was student-centered in the sense that, once logged on, students could decide which units/exercises to solve in which order, the entire process being driven by the students’ own goals, interests and preferences. As is turned out, this form of increased flexibility and controlled freedom deliberately embedded in the courses added significantly to some students’ motivation to continue well beyond set requirements, as well as to their overall enjoyment, autonomy and empowerment. Concurrently, the classroom experience could be targetted more clearly towards teaching and learning English for medical purposes. The statistical analysis takes into consideration attempts, times and scores for using grammar and vocabulary support independently, solving reading and dialogue-based tasks, playing games and simulations, etc. by each user, thus providing insight into how the students chose to engage with the different e-contents and instructions within and beyond the language they were studying in class. The quantitative data to which we are referring in this paper has been collected from over 500 students at UMF Iasi and indicates how popular, difficult, motivating etc. the various types of online language exercises are among students for whom language is not their main interest but rather a vehicle. Nevertheless, the online activity reports contain ample evidence of how these students have valued this opportunity of gaining skills in transversal areas such as foreign languages, but also cultural awareness, personal development and ICT.

We live in the digital century with a rapid pace of technological innovation fascinated globally with Internet being the dominating call. It has resulted in integrating technologies using online learning which has evolved in recent years. Online learning has become popular because of its potential in providing more flexible access to content and instruction at any time, and any place. In tandem with the growth of online learning in teacher training and teacher education, the focus of this research is therefore, to highlight a fully online learning mode using an online gamified learning platform (Classcraft) to enhance teachers’ proficiency. The research question addresses to design and develop an online gamified learning for English language teachers. English language teachers need a certain level of proficiency in the language to serve as models for our students and provide them with valuable language input that can help them learn. Thus, the framework conceptualises the issue of proficiency being at the forefront for English language teachers, the Roadmap and professional competencies. According to The Roadmap 2015-2025, the current requirement of a minimum CEFR Level C1 for English language teachers in Malaysia is aimed at ensuring that teachers are able to teach effectively in the language classroom. For this reason, there is a need for all English language teachers to initiate their own learning. The method employed is design and development research design. The findings have portrayed online gamified learning has enhanced teachers’ competencies using Classcraft.

The European Pressure Vessel Standard EN 13445 provides in its part 3 (Design) a simplified method for fatigue assessment (Clause 17) and a detailed method of fatigue assessment (Clause 18). Clause 18 “Detailed Assessment of Fatigue Life” is under revision within the framework of the European working group CEN/TC 54/WG 53 - Design methods. The latest amendments of Clause 18 are to be presented. All these amendments aim at a significant increase in user friendliness and clear guidelines for application. The following items are to be mentioned in particular in that context: • Fatigue assessment of welded components based on structural stress and structural hot-spot stress approaches • Detailed guidelines for determining relevant stresses and stress ranges • Cycle counting proposals. The fatigue assessment of welded components is part of paragraphs 18.6 “Stresses for fatigue assessment of welded components and regions” (determination of relevant stress ranges) and 18.10 “Fatigue strength of welded components” (relevant weld details and revised fatigue curves). The basic rules for unwelded components essentially remain unchanged. Stress analyses for clause 18 are usually based on detailed finite element analyses (FEA). As an essential amendment for the practical user the determination of structural stress ranges for the fatigue assessment of welds is further detailed in the new informative annex NA “Instructions for structural stress oriented finite elements analyses using brick and shell elements”. Here, different applicable methods for the determination of structural stresses are explained in connection with the requirements of the finite element models and analyses. The cycle counting issue is comprehensively treated in the new informative annexes NB “Cycle Counting for a given Load History” and NC “Cycle Counting for Design Data Evaluation” including detailed proposals for implementation in an algorithmic programming framework.

The European Pressure Vessel Standard EN 13445 provides in its part 3 (Design) a simplified method (Clause 17) and a detailed method for fatigue assessment (Clause 18). Clause 18 “Detailed Assessment of Fatigue Life” is under revision within the framework of the European working group CEN/TC 54/WG 53 - Design methods to reach a significant increase in user-friendliness and a clear guideline for the application. This paper is focused on the new informative annex NA “Instructions for structural stress oriented finite elements analyses using brick and shell elements”. As an essential amendment for the practical user the determination of structural stress ranges for fatigue assessment of welds is further specified in this new annex. Different application methods for the determination of structural stresses are explained in connection with the requirements for finite element models and analyses. This paper will give an overview of the proposed approaches of structural stress determination in annex NA of the revised EN 13445-3. It will present the results of fatigue analyses according to EN 13445-3 Clause 18 from a round robin test with participants of the German working group for different application examples. The estimated structural stress ranges for the proposed approaches of structural stress determination will be compared. This comparison leads to general remarks and open points for the different approaches. Furthermore it is concludes that further comparisons, e.g. with results of other pressure vessel design codes are desirable.

The European Pressure Vessel Standard EN 13445 provides in its part 3 (Design) a simplified method (Clause 17) and a detailed method for fatigue assessment (Clause 18) of unwelded and welded components. Clause 18 “Detailed Assessment of Fatigue Life” is under principal revision within the framework of the European working group “CEN/TC 54/WG 53 – Design methods” in order to reach a significant increase in user-friendliness and a clear guideline for the application. This paper is focused on the new recommendations for the thermal fatigue evaluation given in the new informative annex NA “Instructions for structural stress oriented finite element analyses using brick and shell elements”. In this annex NA different application methods for the determination of structural stresses are explained in connection with the requirements for finite element models and analyses. This paper will give a short overview of the proposed approaches of structural stress determination in the new draft annex NA of the revised EN 13445-3 with special recommendations for thermal fatigue evaluation application. This constitutes an extension of the usual and established application of the structural stress approach for welds subjected to mechanical loading conditions. It will present the current state of the approaches based on the results of fatigue analyses according to EN 13445-3 Clause 18 for two different application examples. For validation purposes, these different approaches are compared with the results of Clause 17 of the EN 13445 and other pressure vessel design codes.

The technological advance recorded throughout last period, often requires the simulation of those activities associated to the higher risk professions appointed in different sectors (e.g. nuclear industry, air transports, naval transport). Therefore, in training or education processes the students are taking advantages from specific educational and teaching techniques that develop together abilities and professional competences, for which the education costs and associated risks are prohibitive one. Related to this framework, the maritime industry is a proper example, the technical and organizing complexity level specific to maritime operational systems, being considered as very high. On the other hand, the consequences associated to this kind of maritime system are immeasurable, the cases of Deep-Horizon, Erika or Prestige, being relevant from this point of view, as events from a long line of naval disasters. In order to assume the developing of functional and practical competencies, that are able to provide safety in naval technical system operation, there were created integrated simulators for navigation that are simulating a complete instruction environment, very close to practical activities worked out on board of merchant ships. This kind of simulators is offering the training options in the real facing environment of physical and psychological life on board. The Training Integrated Simulator for Ship Management that is functioning in Naval Academy "Mircea cel Batran" endowment is a good example about the manner of creating a particular virtual training resources. Considering these objectives, the proposed paperwork is approaching the relation between technical and technological evolutions recorded within international maritime transport, facing the professional and training standards imposed by the maritime sector, related to inter-active teaching systems and e-Learning techniques.

Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.