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Semelhante a Anca Colibaba, Ovidiu Ursa: Rethinking academic management for creative materials design: a new MOOC for integrating language and cultural competencies in a specific field
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Anca Colibaba, Ovidiu Ursa: Rethinking academic management for creative materials design: a new MOOC for integrating language and cultural competencies in a specific field
- 1. Eaquals International Conference, Lisbon, 21 – 23 April 2016 Rethinking academic management for creative materials design: a new MOOC integrating language and cultural competences MedLang Project - Case Study Ovidiu Ursa Anca Colibaba Irina Gheorghiu www.eaquals.org
- 2. Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 3. Project target groups • Lecturers & students in medicine • (Foreign) in-service medical staff • Social workers or other staff dealing with palliative care • Language teachers/trainers in medical institutions • Volunteers / volunteer organisations • Educational centres • Companies active in social corporate responsibility Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 4. European context – specific needs • connect knowledge and skills with the world of work • ensure multilingualism in medical education • develop a unitary system of medical education • stimulate exchange of knowledge & collaboration • update teaching methods • develop transversal skills Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 5. The aim of the project • Creation of open digital educational resources in the field of palliative medicine Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 6. Project specific objectives •Promote, standardise and recognise medical tools and skills •Improve the link between the world of education and training and the world of work •Improve the teaching and learning of languages •Develop innovative and multidisciplinary teaching, learning and e-learning materials •Generate quality improvements, innovation, excellence and internationalisation at the level of education and training institutions •Enhance the international dimension of education and training •Facilitate the exchange, flow and co-creation of knowledge Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 7. MOOC Pedagogic Principles (1) • Competence-based design approach • Learner empowerment/Learner-centred approach • Learning plan and clear orientations • Collaborative learning • Social networking • Peer assistance Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 8. http://elearningindustry.com/elearning-authors/sarah-green Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 9. MOOC Pedagogic Principles (2) •Quality criteria for knowledge creation •Interest groups •Assessment and peer feedback •Media/IT-enhanced learning Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 10. Main principles underlying the MedLang MOOC (1) CLIL (Content and Language Integrated Learning) - Students acquire knowledge and understanding about palliative care protocols while improving their language/cultural competences related to this content - Language/cultural elements are introduced whenever they are related to the content - Balance between content and language learning - the second language is learnt in meaningful situations just as the first language is Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 11. Main principles underlying the MedLang MOOC (2) FOCUS ON VOCABULARY • International medical students can take advantage of their conceptual and topic knowledge • First language vocabulary predicts second language vocabulary acquisition • Medical students have already created highly organized concepts that will facilitate their understanding of the unknown words (Foresee Drumhiller and Paula J. Schwanenflugel, 2013) Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 12. Main Components of the MedLang MOOC (1) • 20 protocol situations, 20 videos, 20 learning units • 6 languages - English, Dutch, Italian, Spanish, Romanian, French - intermediate level • Situational medical interventions accompanied by specific medical communications - variety of perspectives: linguistic/ cultural / functional/ pragmatic communication • Links with curricular medical subjects Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 13. The linguistic framework • Watch and listen (familiarising students with the topic and vocabulary) • Reading and vocabulary (checking comprehension/ introducing and practising vocabulary) • Integrated grammar (introducing and practising grammar structures related to the topic) • Communication (speaking and writing activities stimulating students’ exchange of ideas on cultural issues, critical thinking skills and creativity) • Self-evaluation (a quiz based on the activity carried out and the knowledge gained throughout the unit) Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 14. Online activities • Introductory video where tutors familiarize students with the topic, objectives, activities, tasks and types of assessment of the unit • Learning activities aiming at introducing, practising and consolidating the vocabulary, structures, functions and cultural components present in each protocol • Language skills: listening, reading, speaking and writing • Exercises: filling in, matching, true or false, ordering words in a sentence or paragraphs/lines in a dialogue, multiple choice, word master (online completion exercises/online ‘hangman’), correcting mistakes, organizing the vocabulary under the headings given, gapped text, etc. • Glossary; grammar explanations Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 15. Cultural competence “As a critical and conscious citizen I am capable of functioning flexibly and interculturally in an open and respectful manner in the multicultural and diverse society in which I live and work. “ Paul Catteeuw - Do Engineers Need to Be Interculturally Competent? Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 16. Cultural competence • Critical awareness (can deal critically and consciously as an individual with the society in which he/she lives) • Openness – tolerance of ambiguity – right to differ – respect for otherness (can deal with ambiguous situations, is open to others and can accept and respect possible differences) • Behavioral flexibility and empathy (can be flexible when dealing with realistic situations and demands and can understand intuitively what other people think and feel in realistic situations) • Cultural knowledge (can communicate effectively and correctly with others in realistic situations); • Communicative awareness (can think and act in a solution-oriented way in realistic situations) • Solution-oriented attitude (can acquire knowledge of a different culture and can use this knowledge in actual situations) Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 17. How to avoid misunderstandings? - three approaches - 1. Information = cultural knowledge 2. Double perspective approach - Recognize misunderstandings and conflicts, related to the cultural background • Perspective 1: Know your own culture • Perspective 2: Learn about the other culture 3. Three-step method - In individual situations, make an extra effort to learn from misunderstandings and conflicts • Step 1 - Perspective1: Knowledge of own culture • Step 2 - Perspective 2: Knowledge of other culture • Step 3 - Handle differences Fix your limits Communicate your limits Adaptation Pinto, Interculturele Communicatie, conflicten en management, 2004 Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 18. Conclusions The MedLang MOOC: • Improves students’ skills in performing palliative clinical procedures, medical communication and intercultural skills • Encourages students to practise these skills in simulation centres and promotes autonomous and collaborative learning • Provides open free resources available online for yhose interested in medical procedures and medical communication skills • Provides language teachers with an educational support for teaching languages for medical purposes • Connects language learning disciplines with medical disciplines Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 19. Practical Activity (1) A 2nd year Lebanese student from Iasi Medical University recounts the following situation: Aicha: ”I couldn’t go and see a gynecologist because I’d have problems with my husband. So, I went with my mom”. Like her, many other Muslim women are not allowed to be consulted by a male gynecologist. In a country where there are only three female gynecologists it stands to reason that Muslim women’s access to specialists is highly restrained. In Burundi the Muslims represent 13% of the population. Most of them are traders. While economic integration is possible Muslim women still face a lot of problems when it comes to looking after their health. Many of them do not have the right to be looked after by a male doctor. It is their law that forbids it, they say. What skill-based / cultural awareness raising activities could be designed starting from this student-generated text ? Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 20. Proposed tasks (1) LISTENING / WRITING Dictogloss What to do: • Students listen to a short text at normal speed • Students take notes • Students listen to the short text again • Students improve their notes (and share them in pairs) • Students listen to the text a final time at normal speed • Students produce a final written version of the text (the aim is to get as close to the original as possible) Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 21. Proposed tasks (2) SPEAKING / READING / INTERCULTURAL • Read the case, brainstorm and find a possible solution to the case thinking of your own cultural context • Read about what Muslims could do POSSIBLE SOLUTION • Whenever Aicha has to see a doctor for a medical check-up or a health problem she has to be accompanied by her husband / mother / chaperone Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 22. References Paul Catteeuw, Training intercultural communication, Mikkeli, 2-11 May 2011 David Pinto, Interculturele Communicatie, conflicten en management, 2004 Massive open online courses with videos for palliative clinical field and intercultural and multilingual medical communication, Ref. no.: 2014-1-RO01-KA203-002940 Sarah Green, Pedagogy Of MOOCs And Benefits For Modern Professionals, http://elearningindustry.com/pedagogy-of- moocs-benefits-modern-professionals www.medlang.eu Eaquals International Conference, Lisbon, 21 – 23 April 2016
- 23. Thank you! Fundatia EuroEd www.euroed.ro Project website: www.medlang.eu Project Facebook page: www.facebook.com/MedLangPalliative Anca Colibaba acolib@euroed.ro Eaquals International Conference, Lisbon, 21 – 23 April 2016
Notas do Editor
- connect the knowledge and skills medical students acquire during their academic training with the world of work ensure multilingualism in medical education and training develop a unitary system of medical education across Europe based on well documented and generally accepted educational tools stimulate the flow of exchange of knowledge between higher education and medical clinics; stimulate the collaboration between higher institutions and the world of work update teaching methods in order to increase students’ interest in European universities by enhancing ICT teaching and learning dimension develop transversal skills acquisition
- Promote, standardise and recognise medical tools and skills at the European level, thus allowing students to practise medicine in clinics and hospitals all over Europe after finishing their academic medical studies. Improve the link between the world of education and training (universities) and the world of work (hospitals and clinics); Improve the teaching and learning of languages and promote European linguistic diversity and intercultural awareness. Develop innovative and multidisciplinary teaching and learning and e-learning materials which support students both during their skills training and their practical module. Generate quality improvements, innovation, excellence and internationalisation at the level of education and training institutions, through international cooperation between education and training providers and other stakeholders. Enhance the international dimension of education and training, in particular through cooperation between institutions in higher education Facilitate the exchange, flow and co-creation of knowledge
- Competence-Based Design Approach (focus on outcomes of learning/ learning as part of the learning experience, through Simulations, Problem-Based, Case-Based and Project-Based Learning); Learner Empowerment (Learner-Centred Approach, providing strategies that change the perception of learners as active participants in the establishment of individual goals and a personal trajectory: self-regulation, self-paced, and self-assessment together with peer support and interest groups formation promote student empowerment and engagement); Learning plan and clear orientations (providing a study plan accompanied with detailed templates for the developing of activities/ milestones and “must do’s”/ a well developed schedule with tasks, assignments and deadlines); Collaborative learning (designing and promoting activities and tasks in which collaboration is a must or an added value); Social networking (fostering social interaction and frequent contact between the learners/ guidance on social and open tools and strategies that help learners to create their own personal learning environment); Peer assistance (through commenting and social appraisal); Competence-Based Design Approach (focus on outcomes of learning/ learning as part of the learning experience, through Simulations, Problem-Based, Case-Based and Project-Based Learning); Learner Empowerment (Learner-Centred Approach, providing strategies that change the perception of learners as active participants in the establishment of individual goals and a personal trajectory: self-regulation, self-paced, and self-assessment together with peer support and interest groups formation promote student empowerment and engagement); Learning plan and clear orientations (providing a study plan accompanied with detailed templates for the developing of activities/ milestones and “must do’s”/ a well developed schedule with tasks, assignments and deadlines); Collaborative learning (designing and promoting activities and tasks in which collaboration is a must or an added value); Social networking (fostering social interaction and frequent contact between the learners/ guidance on social and open tools and strategies that help learners to create their own personal learning environment); Peer assistance (peer assistance through commenting and social appraisal)
- Quality criteria for knowledge creation and generation (learners’ productions in the Web 2.0 and networked environments/ informed but personal views on topics and how they contribute to knowledge Construction); Interest groups (Provide opportunities for small group discussion and exchange); Assessment and peer feedback (elaborating objective and precise criteria and explanation); Media-technology-enhanced learning (encouraging a variety of rich-media for capturing students’ attention and retention/ exploration of new available tools that support rich interactive and highly audiovisual content).