Transcript Document

Welcome to
Tallinn
University!
6 April 2015
Tuuli Oder, PhD
FLEPP
Procedural matters
TU team:
Daniel Coll
Alex Romenski
Merilyn Meristo
Sirle Kivihall
Tuuli Oder
Programme
- Cf. folder
- Estonian phone code: 372+
- Emergency/ambulance/police:
112
TU Language Centre office:
A - 435
Tel. 372 6409126,
secretary Tiiu Rumen
PROMOTING
INTELLIGENT
LIFESTYLE
Facts
- We have ~10 000 students, - We have over 1100 staff
incl. 700 foreign students
members, including 567
from 54 countries.
academic staff members
- *69% of Tallinn University - We have one of the highest
alumni work as experts or
percentages of foreign
managers.
academic staff in Estonia- Continued education, open 10%.
learning and Student
- We have partnership
Academy courses annually
agreements with 54
visited by ~15 000 learners. universities across the globe.
*Source: Estonian higher education alumni
research, 2009
1.
1.
MISSION
To support the sustainable development of Estonia through high
quality research and study, education of intellectuals, public
discussions and promotion of academic partnership.
By developing research carried out in Estonian and for the
development of Estonia, the university integrates into European
education and research area, then through that integration
contributes to the development of Estonia as a country with a smart
economy and an astute organisation of society.
2.
2.
VISION
Tallinn University has the leading role in promoting and
developing an intelligent lifestyle in Estonia, thus
supporting both Estonian sustainability, as well as selfactualization for individuals.
3.
3.
STRATEGIC
GOAL
By focusing resources and activities we aim to
develop
interdisciplinary research-based focus fields:
- educational innovation;- healthy and sustainable
- digital and media culture;lifestyle;
- cultural competences; - society and open
governance.
According to the TU Academic Charter
the university’s basic values are
openness, quality, professionalism and unity.
Terra
Astra
Silva
The University main Campus stands between
Narva Road and Uus-Sadama Street (15 064 m2)
Nova
Ursa
Mare
MAP OF THE CAMPUS
This building is symbolized by laboratories
(including for psychology, computers,
spectometry, chromatography, cellular biology
and biochemistry).
- Institute of Informatics
- Institute of Communication
- Institute of Mathematics and Natural Sciences
- Institute of Psychology
- Institute of Political Science and Governance
- Academic Library study center
'star' – ambitious goals
- Conference Centre, Information Centre
- Lecture theatre Maximum
ASTRA
Built in 2012. Architect Ignar Fjuk.
The Baltic Film and Media School in the
courtyard of the university is the most
modern one in Europe, accommodating
a film pavilion, TV studio, make up and
wardrobe rooms, sound studio, cinema
SuperNova with 105 seats, library, film
rental centre and Estonian Digital Centre.
NOVA
SuperNova is Estonia's only university
cinema which welcomes all
film enthusiasts and has
'new' – rejuvenation and development
Estonia's first 4K resolution
projector.
Built in 2012.
Architects Karli Luik, Maarja Kask, Ralf Lõoke.
A spacious and refulgent building with
lecture halls, working spaces for researchers,
the Tallinn Hall, the Rectorate.
- Estonian Institute for Population Studies
- Estonian Institute of Humanities
- Institute of Educational Sciences
- Confucius Institute
- Institute of Fine Arts
- Institute of International and Social Studies
- Institute of Social Work
'sea' – freedom and openness
- Institute of Ecology
MARE
Built in 2006. Architects Mattias Agabus,
Eero Endjärv, Raul Järg, Priit Pent and Illimar Truverk.
Silva is a typical example of the Soviet
Architecture.
-
Catherine's College
Institute of Communication
Institute of Estonian Language and Culture
Institute of Germanic and Romance
Languages and Cultures
Institute of Information Studies
Institute of Slavonic Languages and Cultures
Institute of Psychology
'forest' – science, scientists
Language Centre
Student Union administrative office
Built in 1982.
Architect Ester Liiberg.
SILVA
Ursa is located in the courtyard of the
university. In the course of time, it has become
a creativity centre for art students and
home to sports teams.
- Institute of Fine Arts
- Studios
- Sport halls
Built in 1964.
URSA
'bear' – determination
The oldest building of the university which
was initially built for the Tallinn English
College. The architecture of this building,
characteristic of late 1930s, is under heritage
protection.
-Assembly Hall
-Institute of Fine Arts
-Centre for Innovation in Education
-Open University training centre
-Centre for Continuing Education
-Tallinn University Press
-Administrative units
-Choirs, folk dance and sports clubs
Built in 1938.
Architects Alar Kotli and Erika Nõva.
TERRA
'land' – academic traditions
and rigor
EFL/ESL
Methodology
New method
high expectations /dissatisfaction/ reaction
timeline…………………………………………….ca 25 yrs!
Periods:
- 1. 1900-1960’s: methods central approach
- 2. 1960-1990’s: communicative approach
- 3. 1990’s….- communicative- competence based approach
21.st century
-
4xC:
-creativity
-critical thinking
-communication
-co-operation
Common European Framework
of Reference for Languages
CEFR
http://www.coe.int/t/dg4/linguistic/
British National Corpus and
English Vocabulary Profile
- http://www.natcorp.ox.ac.uk/
- http://www.englishprofile.org/index.php/wordlists
ESP versus LCPP
Language for Specific Purposes
or
Language and Communication for
Professional Purposes
(i.e communication in the professional setting)
CEFR Professional Profiles
•
Needs analysis:
- Micro level (individual learner)
- Meso level (workplace )
- Macro level (society )
Example of a profile
- http://www.proflang.org/in-english/cef-professionalwebsite-handboo/
-
A.Background information
B.Occupational information
C.Context information
D.The most frequent routine situations
E.The most demanding situations
F.Snapshot
Course design
How the information found in the profile can be
translated into language and communication
practices in the workplace
The activity design should aim to mirror real-life
practice as closely as possible
Curriculum
design
Terms
Input- linguistic content of a course
(before we can teach a language, we need to decide what
linguistic content to teach; once content has been selected, it
is organised into teachable units and arranged into a
sequence (syllabus)
- Process-
generally referred to as language
teaching methodology (types of activities,
procedures, techniques). Once a set of teaching
methods has been standardised and fixed in
terms of principles and associated practices it is
generally referred to as a method (e.g TPR,
Audiolingualism), i.e method is a standardised
methodology
- Output-
learning outcomes, i.e what learners
are able to do as a result of instruction. Often
described in the terms of performance,
competencies and skills
Dimensions of a curriculum
Input
Syllabus
Process
Output
Methodology Learning outcomes
Curriculum design
...can start form input,
process
output
or
Forward design model
Input-
Process-
Output
Implementing forward design:
ContentSyllabusMethodologyOutcomesAssessment
Central design model
Process
Input
Output
Implementing central design:
assessment
outcomes
content
teaching
content
outcomes
assessment
Backward design model
Output- Input- Process
Implementing backward design:
OutcomesContent-
MethodologyAssessment
Which approach is best?
It depends