CLAS VIRTUAL DIALOGUES NO. 2022-1

TEAVET Project Final Conference, 2020

Virtual reality has extended its impact to the field of teaching which has brought an impact on learning languages virtually, including both mother tongue and foreign languages. He became more vulnerable especially in the COVID-19 period. Virtual learning will now continue to be a reality in Albania not only in times of pandemics, but will have to become a complementary alternative because it is an opportunity to realize the inclusion of students in all activities. But to achieve this you definitely need digital competencies and being familiar with technology. Connecting with technology in this case is no longer a matter of choice but must be turned into a necessity. In this presentation we will try to focus on these issues: What are the challenges of Albanian today in this virtual context? How did our students find and experience digital methods in language learning?

2019

Oral communicative competence is traditionally neglected in the development of competence of students in compulsory education. In a highly demanding social and professional context, we must contribute to communication skills in general and to oral skills in particular. Together with this, given the digital and changing context in which we find ourselves, we need to know and master new means of production and reception of messages mediated by technology. Virtual Learning Environments open up an updated field of work that allows for feedback and the extension of the spatial-temporal limits of the classroom for the development of orality

Concepts and Trends, 2010

2016

the difference between the two because it is the boundary around a figure that makes it exist as a thinkable thing (Wegerif, 2006, p. 145). No work is produced in a relational vacuum. I have many people to whom I owe a debt of gratitude. First, thank you to the students and teachers who participated in this project-your culture of use and enthusiasm for your "second" life-world have forever altered the way I look at the notion of language education. Thank you to my dissertation committee members for mentoring and supporting me in different and complementary ways throughout my Ph.D. program. I appreciate immensely the role you each have played in my development as a researcher and scholar. Dr. Trena Paulus, you have the patience of a saint. Thank you for challenging, guiding, encouraging, and at times tolerating the frustrating tendencies inherited from my humanities upbringing as I pursued this vastly different type of work. Dr. Sebastien Dubreil, thank you for allowing me to vent, for encouraging me to engage with the personalities behind the ideologies, and for seeing research as the most human of endeavors. Dr. Katherine Greenberg, thank you for asking the questions that obliged me to engage with cognitive research in a way that is honest and reflexive. Dr. Dolly Young, thank you for listening to and supporting my hopes and desires throughout this research process, my doctoral studies, and during our work together with Spanish students in Second Life that started it all. Finally, Dr. Lisa Yamagata-Lynch, thank you for your enthusiasm, and especially for allowing me to "crash" your research group to receive feed back from a perspective that I'm likely to face for much of my career.

Journal of Russian and East European Psychology, 2009

2007

This paper presents partial results of a study analyzing the processes of communicative interaction and asynchronous discussion forums into Metacampus Virtual Platform, developed by the Virtual University System (SUV) at the University of Guadalajara (UDG) and specifically in the Bachelor of Education (LED). We analyze how communicative interaction with established categories of participation and communication in five subjects of the LED: Writing, Practice of Educational Management and Administration; Paradigms of Educational Research, Management Group, and Information Technology. It shows the importance of addressing the elements of communication in an innovative environment for learning in the discussion forums..

Learners in a Changing Learning Landscape, 2008

This brief introductory chapter highlights and describes the process that led to the creation of the present book. It argues that the process in question, which consisted of an elaborate form of evolving dialogue, was essential to the matter at hand, namely the deepening of understanding of human learning and of the essential features of being human that contribute to making learning meaningful. The chapter lists 32 questions that were formulated by 10 of the authors at the outset of the dialogue. These questions were the starting point for a process of group interactions that started online, then led to a face-to-face workshop and a panel discussion with a wider audience. Subsequently, the process proceeded again online as the chapters of this book evolved. The description of the above process will orient the reader to the context in which the author team worked. The chapter serves furthermore as an introduction to the organization of the book and its various components. It invites the reader into the dialogue and provides concrete suggestions for ways of entering the conversation from the outset.