1. Effective Communication in Academia
Module 1: English for Science and Research
This module aims to develop participants' language skills in their role as scientists. Therefore, there is a strong focus on writing scientific texts and giving scientific presentations with a high degree of accuracy and fluency and using a wide range of adequate vocabulary, collocations and style. Our activities are also designed to help participants communicate with ease in informal professional contexts, such as networking or small talk during a conference coffee break. In addition, participants will be equipped to communicate effectively in the peer-review process.
Addressing a range of current issues, general language skills are also developed in all three modules.
Trainer: Jennifer Fink
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Transitioning to an English Medium Instruction (EMI)* environment can be challenging. In this module, participants will practice typical situations of a lecture/course, such as starting and ending a lecture, explaining phenomena and comparing and contrasting different aspects, expressing certainty, presenting evidence, expressing one's opinion, giving instructions, and dealing with classroom interactions. Taking into account last year's experience as well as future needs and expectations, we will incorporate activities to develop communication and linguistic facilitation skills in online settings. In their role as instructors, participants will be able to write (exam) questions, give feedback in English, talk to students during office hours, etc.
Addressing a range of current issues, general language skills are also developed in all three modules.
*EMI can be defined as the “use of the English language to teach academic subjects (other than English) in countries or jurisdictions where the first language of the majority of the population is not English.” (Macaro, 2018, p. 1).
Macaro, Ernesto (2018).English Medium Instruction. Oxford: Oxford University Press
Trainer: Jennifer Fink, BA + Desirée Fuchsbichler
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Module 3: Cooperating in International Projects
In this module, participants can practice situations they are likely to encounter in international projects, e.g. writing emails, talking on the phone, negotiating with partners, discussing financial aspects of a project, dealing with legal issues (on a linguistic level). Another important learning objective of this module is the use of diplomatic language. Participants will also be able to greet guests, show them the sights of a city and surrounding amenities, and explain dishes in a local restaurant.
Addressing a range of current issues, general language skills are also developed in all three modules.
Trainer: Jennifer Fink, BA
2. Teaching and Learning STEM (Didactics)
Teaching STEM in Higher Education I
Contents
Planning effective courses and lessons, Constructive Alignment, learning taxonomies, interaction with students, Flipped Classroom, Open Educational Resources, reflecting on the role as a lecturer, basic learning theories, enhancing critical thinking, active learning (Think-Pair-Share, Jigsaw, Peer Instruction etc.), collaborative learning, metacognition and self-regulated learning, interactive online meetings, virtual learning environments, basic functions and activities on Moodle, popular myths about teaching and learning
Intended Learning Outcomes
After completing the seminar participants will be able to
- plan effective courses and lessons
- apply Bloom´s revised taxonomy to design their courses
- write intended learning outcomes (ILOs)
- choose relevant learning activities and adequate assessment formats to achieve the ILOs (Constructive alignment)
- interact with students and set an atmosphere conducive to learning
- explain and apply the concept of flipped classroom in their own courses
- make use of Open Educational Resources
- design learning activities to enhance critical, creative and practical thinking
- critically reflect on their role as instructor and find their own approach to creating learning environments (learning theories)
- challenge popular myths about teaching and learing (Myths. Part 1)
- choose appropriate methods of active learning for their learning goals
- support student learning and foster self-regulated learning
- identify key elements of online meetings and virtual learning environments and design their teaching accordingly
- use basic functions and create basic activities on Moodle
Participants can experience a range of methods of active learning to enhance critical thinking, try out several collaborative online tools and reflect on a meta-level on their application in their own teaching.
Participants are expected to complete short activities between the sessions, write a reflection, and create a learning scenario on Moodle.
Next Course in English
Teaching STEM in Higher Education I (STEM I) (09.09.2024 - 13.09.2024)
Course times:
Monday, September 09, 2024, 14:00 - 16:30 (online)
Tuesday, September 10 - Thursday 12, 2024, 13:30 - 17:45 (face to face)
Friday, September 13, 2024, 09:00 - 13:15 (face to face)
Pleae register on MU ONLINE at "Internal Training" -Summer term 2024.
Trainer: Leonore Peer
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Teaching STEM in Higher Education II
Contents
Motivating learning scenarios (self-determination theory, ARCS model), Problem-based learning, scaffolding (Cognitive load theory), self-regulated learning, collaborative learning, group work, diversity as an opportunity, formative and summative assessment, portfolios and alternative methods of assessment, exam questions, written and oral exams, rubrics, advanced features and activities on Moodle, (more) myths about teaching and learning
Intended Learning Outcomes
After completing the seminar participants will be able to
- explain motivation (self-determination theory), apply the ARCS model and create motivating learning scenarios
- describe problem-based and problem-oriented learning as well as design an effective problem-solving activity for their course
- support student learning (scaffolding; cognitive load theory) and foster self-regulated learning
- set meaningful tasks for group work and guide group work
- recognize the potential of diversity and identify fields of sensitive action
- challenge popular myths about teaching and learning (Myths Part 2)
- explain formative and summative assessment and discuss meaningful methods of assessment in their courses
- discuss alternative assessment methods for their own courses
- use (e-) portfolios for formative and summative assessment
- establish criteria for conducting written and oral exams
- formulate meaningful assessment tasks, write good multiple-choice / single-choice questions
- write and use rubrics for criterion-based assessment
- apply more complex features on Moodle (e.g., Gradebook) and create more complex activities (Lesson, Peer Feedback)
Participants can experience a range of methods of active learning to enhance critical thinking, try out several collaborative online tools and reflect on a meta-level on their application in their own teaching. Participants are expected to complete short activities between the sessions, take part in a peer-feedback activity on Moodle as well as design and present a problem-solving assignment.
Next Course in English
Teaching STEM in Higher Education II (STEM II) (17.09.2024 - 26.09.2024)
Course times:
Tuesday, September 17, 2024, 14:00 - 16:30 (online)
Thursday, September 19, 2024, 13:30 - 17:45 (face to face)
Tuesday, September 24, 2024, 13:30 - 17:00 (face to face)
Thursday, September 26, 2024, 13:30 - 17:45 (face to face)
Pleae register on MU ONLINE at "Internal Training" -Summer term 2024.
Trainer: Leonore Peer
English for University Support Staff
In the course of global networking, it has become very important for general staff to be able to react spontaneously in English in different situations. In our internal training courses English for University Support Staff, you can find out for yourself that this is not always as difficult as you might think. Often your English has just become slightly rusty and you are afraid to use your English skills again after a long time. In our tailored courses you will gain confidence, build up your vocabulary in a job-related context and learn strategies for easy and spontaneous English use.
Trainer: Mag. Leonore Peer