If I were the Minister of Education in Estonia During my years being a student, I have noticed that there have been some changes in the Estonian educational system. Some of them are useful, some are not. Yet I think there are still many things that could use a change. I think, that one good change has been made related to the national exams, they have been improved a lot. This has assured an ongoing high level of education in Estonia. Our colleges' curriculums have also certified our college students' competitivity worldwide. I would like to bring out the education getting more and more creative as a positive change. I have noticed the use of active teaching methods and personal approach to the students. If I would be the Minister of Education, I would make the first change in turning the educational system to be more student-centered. I find, that not only those students need personal
What areas of language/ skills are emphasized? What is the role of the student's native language? How is evaluation accomplished? How does the teacher respond to students' errors? 6 IV Summarising teachingenglish.org.uk articles about teaching writing. 1. the article: Making Writing Communicative In real life we write e-mails, notes, covering letters, reports, curriculums and etc. The main questions that has put up in the article are: 1) Why do writing tasks in the English classroom lack a communication purpose and a target audience? 2) How to make the writing more communicative? Writing is difficult for students because it involves physical effort and it takes a lot of time. At the same time it is time-consuming and complicated task for teachers as well. Teachers have to address both errors and the content. And another point is that it is
« niveau 2 » (post-audiovisuel), et elles aboutissent à une « méthodologie des documents authentiques » où l'on retrouve privilégiée la composante métaculturelle, comme dans la méthodologie active des années 1920- 1960. 6 Cf. le tableau des différentes mises en oeuvre existantes de cette « didactique du plurilinguisme » dans le Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle, septembre 2010, ANNEXE V, « Démarches et activités d'apprentissage », pp. 105-110. En ligne (dernière consultation 16 janvier 2013) : www.coe.int/T/DG4/Linguistic/Source/Source2010_ForumGeneva/GuideEPI2010_FR.pdf. http://www.christianpuren.com/mes-travaux-liste-et-liens/2013b/ Page 3 sur 9 Christian PUREN, « La compétence culturelle et ses composantes » http://www
and in describing the project management activities with IMS metadata. The realization of learning objects and metadata is based on XML-files. To simplify the sorting of learning objects was created metadata database. The queries between metadata proved, that it is possible to create different sequences of learning objects to satisfy different stakeholders needs. 3. Development – contains creation of some learning objects and different curriculums to present them. The objective was to ensure, that learning object what contain content are reusable. The answer was yes. The metadata database was useful to elaborate the context of learning object. It reminded that the wording of repeated object must be suitable for different captures. The implementation is not part of post-graduation paper, because the hypothesis was proved in development part
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