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Organising and Hosting an Erasmus+ Blended Intensive Programme (BIP) at Universidad Isabe l I. Language, Education, and Society

Organising and Hosting an Erasmus+ Blended Intensive Programme (BIP) at Universidad Isabe l I. Language, Education, and Society

  • Author: Ruiz Pérez, Sergio (Ed.)
  • Publisher: Dykinson
  • eISBN Pdf: 9791370065249
  • Place of publication:  Madrid , Spain
  • Pages: 279

Este libro es el resultado de las experiencias vividas antes, durante y después de la celebración del BIP titulado “Language, education, and society” organizado y alojado por la Universidad Isabel I (Burgos, España) en marzo y abril de 2024.Los programas BIP (Blended Intensive Programme) forman parte del programa Erasmus+ 2021-2027 y ofrecen experiencias de movilidad híbrida, tanto online como presencial, a aquellos estudiantes universitarios europeos que no desean pasar un semestre o un año académico estudiando en el extranjero.La obra es un compendio de artículos de varios de los docentes que formaron parte de esta experiencia y que describen sus clases magistrales y talleres prácticos basados en la temática del BIP. Además, se presenta un capítulo que ofrece consejos prácticos para llevar a cabo este tipo de programas y, otro capítulo, presenta los resultados obtenidos a través de un cuestionario y entrevistas personales realizados al término del programa.Este libro puede servir de referencia tanto a docentes y a personal universitario que deseen celebrar un BIP en su institución,  como a estudiantes universitarios que se estén planteando asistir a uno de ellos.

  • Cover
  • Title page
  • Copyright page
  • Table of contents
  • Foreword
  • Introduction
  • Outline of chapters
  • References
  • Chapter 1: Behind the scenes
    • 1. Introduction
    • 2. How to apply
    • 3. From grant award to implementation
      • 3.1 Administrative organization
      • 3.2 Academic organization
    • 4. Step-by-step guide
    • References
    • Appendix chapter 1
  • Chapter 2: “Language, education, and society”: Benefits, impacts and challenges
    • 1. Introduction
    • 2. Previous bip experiences
    • 3. Methodology
      • 3.1 Participants
      • 3.2 Data collection
      • 3.3 Data analysis
    • 4. Results
      • 4.1 Survey results
      • 4.2 Interviews results
    • 5. Discussion
    • 6. Conclusion
      • 6.1 Recommendations for practice
    • References
    • Appendix 1 chapter 2
    • Appendix 2 chapter 2
  • Chapter 3: Questioning texts: A critical thinking module
    • 1. Questioning texts
      • 1.1 What does the text say?
      • 1.2 What does the text not say?
      • 1.3 How does the text say it?
    • 2. Implementation: How to bring the module to class
    • References
  • Chapter 4: Design for all: Accesible digital resources design
    • 1. Introduction
    • 2. Theoretical framework
      • 2.1 Inclusive education: An internationally promoted goal
      • 2.2 Disability according to the who: The paradigm shift
      • 2.3 Accessibility and universal design
    • 3. Objectives
    • 4. Implementation
      • 4.1 First session
      • 4.2 Second session
    • 5. Teaching recommendations
    • 6. Conclusions
    • References
  • Chapter 5: Learning stations as an educational resource
    • 1. Introduction
    • 2. Justification
    • 3. Theoretical framework
      • 3.1 Conceptualization
      • 3.2 Theoretical and pedagogical foundations of the method
      • 3.3 The role of the teacher
      • 3.4 Learning stations in higher education
    • 4. Design and implementation of the sessions
      • 4.1 Online component
      • 4.2 Face-to-face component
      • 4.3 Attention to diversity
    • 5. Conclusion
      • 5.1 Limits of the study
      • 5.2 Implications for practice
    • References
  • Chapter 6: We are what we eat
    • 1. Introduction
    • 2. Theoretical framework
      • 2.1 Intercultural competence
      • 2.2 Teaching language and culture through food
      • 2.3 Eating and culture: Food studies as an academic field
    • 3. Development
      • 3.1 Online workshop
      • 3.2 In-person workshop
    • 4. Implications and suggestion for future practice
    • 5. Conclusions
    • References
  • Chapter 7: Intercultural communication in tertiary education
    • 1. Introduction
    • 2. Theoretical framework
      • 2.1 Intercultural awareness vs. intercultural dialogue
      • 2.2 Verbal and nonverbal communication in intercultural contexts
      • 2.3 Previous bip experiences
    • 3. Development
      • 3.1 Online workshop
      • 3.2 In-person workshop
    • 4. Suggestions for improvement
    • 5. Conclusions
    • References
  • Chapter 8: Intercultural citizens: Engaging across sociocultural differences
    • 1. Background
    • 2. Development
      • 2.1 Online workshop
      • 2.2 In-person workshop
    • 3. Suggestions for practice
    • 4. Conclusion
    • References
  • About the authors

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