![]() ![]() Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). The interactive Version of the e-toolkit : This e-tookit is available also in Greek language and Italian language here and Learning objectives and self-evaluation assessment are both included in each section.Useful tips for the creation and sharing of language OERs.Specific examples of OERs and OEPs in Language education. KOMPOZER REVIEWS 2013 HOW TOHow to create OER (basic authoring tools for the creation of OERs, language OERs.Where and how to find language OERs and OEPs.Copyright licenses and guidelines on how to evaluate language OERs.Characteristics, categories, benefits, and challenges of using OERs.Definitions of Open Educational Resources (OERs) and Open Educational Practices.This e-toolkit has a concrete structure combining theory to practice and it has been broken up into six main modules covering important aspects of working with OERs like: It has been developed in the context of the OPENLang Network project () based on the findings of an extensive review on OERs, as well as on the OPENLang Quality Framework and Tool for Language OERs (Perifanou & Economides, 2020). Trainers with the skills they need in order to discover, evaluate, use, reuse, create and share This book is a step-by-step guide that aims at equipping language learning teachers and ![]()
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