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Nowadays students are digital natives. It means that they can’t imagine working, learning and living in a society without Internet. Modern teachers should meet student’s expectations and give them possibility to develop foreign languages by using internet and mobile technologies. This article deals with the topic of using Internet in teaching Russian as foreign language. There are presented internet resources and ways how to use them during the classes and in the self-work with the language. The given examples of working with internet can be useful in teaching students of Russian philology, students of other faculties learning Russian as foreign language and students at language courses.
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In the early days before smart phones, social media, and iPads, TESL teachers at AU were divided into two camps in their ideas of IT in language classes – those who were comfortable with modern technology and those who were concerned cables, cameras and screens would negatively transform the learning/teaching environment. I sat somewhere in‑between but when, shortly after a Diverse Conference (Developing Innovative Visual Educational Resources for Students Everywhere), an enthusiastic teacher at MU asked me if I was interested in bringing our classes together via videoconference, enthusiasm surpassed concern and I became part of the techie group. Both of us agreed lectures and presentations were not something we wanted in our ‘undivided’ (or divided by distance only) classroom. We intended to create a unique environment where students could interact with each other and not use this unique VC environment for Q & As after a presentation or lecture.
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The authors take a sociopragmatic approach to their use of videoconferencing. The feedback from their programme reveals not only the linguistic challenges of using English as a Lingua Franca but also the socio-cultural challenges inherent in exchanges between students from different countries and cultural backgrounds as well as at different stages of linguistic and emotional development. The programme contributes to raising students’ awareness of related issues and practical workarounds. It also shows how videoconferencing can open an international window while maximising the reassurance of a familiar setting in order to minimise the shock of the new.
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The author outlines a detailed range of practical measures to ensure the success of using videoconferencing to develop research writing. The examples given highlight the technical challenges, but effective solutions and measures are presented. Clear parameters are listed and explained in using videoconferencing, and the importance of grounding parameters such as co-presence, visibility and audibility is stressed. The importance of establishing a community focus of support with both students and teachers can help with key issues of giving, receiving and acting on feedback. The article features detailed feedback from students on the effectiveness of the programme.
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The authors focus on the needs of geographically disperse researchers, who are able to gain a sense of community and increase their confidence through videoconferencing. The article gives practical advice and shows how writing research groups can be set up and best supported. This chapter also presents how language educators can play a flexible role in facilitating such a programme and addresses relevant technical issues and workarounds. Key points and options relating to structure, timing and frequency are discussed in detail.
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The author highlights the intercultural aspects of global online communication and how videoconferencing can be an effective tool for developing intercultural skills. Key to successful programme delivery is developing strategies which promote a wide range of skills: communication, teamwork, and cross-cultural navigation. Such skills are especially relevant for today’s globalised workplaces and globalised workforce. The importance of role giving, taking and sharing and the way these influence group dynamics are discussed.
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This quick guide is a compilation of two videoconferencing booklets created for the Invite and Compact projects in 2008 and 2011, respectively. The aim of this guide is to inspire novice videoconference practitioners to deal with basic videoconferencing situations and challenges in an effective way.
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Public administration intends, as in all modern countries, to solve public affairs, it is linked to the state system, and it must act for the common good. Continuous adaptation to society's needs is a constant concern of public authorities. One such concern is the digitalization of public services, which consists of a set of activities necessary to adapt all legally regulated processes to transfer the stages of their fulfillment to automated information technology infrastructures organized by artificial intelligence. In this article, starting from the purpose of the public administration, using the logical interpretation, as well as the comparative analysis, we aimed at highlighting the need for the digitalization of public services and the benefits of this process, in the context of a complex legislative framework, emphasizing, at the same time, the difficulties of correlation with economic and social impact in public administration. The digitalization of public services is a mandatory requirement, which will represent a solution for the uniqueness of the stages within the technical-material operations, aspects that will eliminate any possible violations of fundamental rights and freedoms. Digitalization aims not only at facilitating citizens' access to the benefits of public services, but also at changing the perception of citizens towards the public administration, the goal being the achievement of a transparent public administration, as close as possible to the citizen.
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To write about a branch of law entitled "new technologies" places us in a challenging but topical realm because we can only identify in a fragmentary way the meaning of a set of legal rules that have been promulgated by the legislature, and even less the positive law that is actually applicable at national level or even in most EU countries. However, it is not only with this thought that we proceed in the conception of the present material, but also with the idea that has become dominant as a business concern, an idea that highlights the prerogative of any person to "try his luck" by concluding a coded agreement , using a laptop and at the same time at least one other subject of law willing in consensus to use blockchain technology. We can also visualize the public official automatically enrolled in the digitization process, acting as a "business partner" of the public administration and performing in the context of the current legal area mismatch service duties using blockchain technology in energy market procurement. To conclude a so-called "smart contract" by means of blockchain technology certainly implies an agreement of wills and the typed intention of the parties concerned in a legal framework not regulated by general legal rules or specific and applicable particular provisions. We thus aim to quantify and even outline a legitimate content with finality, which aims at what as early as 2018 at the level of the Committee on International Trade was highlighted and expressed in the Report4 indicating blockchain technology as a policy and business practice of the future that seems to have already caught up with us. This paper proposes a statistical study that reflects the integration of the concepts of blockchain technology and smart contracts into the knowledge of legal-administrative practice in Romania.
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