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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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The author provides a detailed case study and reflective account of the aBerNo project. The course, making full use of videoconferencing, covered all four language learning skills through the teaching of key academic skills. The article covers key stages in the course’s development and highlights the work expected and outcomes achieved. Many technology-related issues are discussed, as are assessment procedures. The author provides a personal insight into the workings of a carefully developed project designed to enhance both the linguistic and academic skills of high-level students.
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The authors highlight the processes and outcomes of videoconferencing using an active participation approach. Two contrasting student groups at different universities were able to participate in a varied programme of tasks using creativity to improve socio-linguistic skills. The course was task-orientated, with the learners generating or sourcing the majority of materials. A mix of the theoretical and the practical was used to underpin the programme.
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The author looks at key issues facing managers in establishing effective videoconferencing courses in higher education. The issues highlighted are of a practical nature, but ones which cannot be ignored by those in charge of managing resources, including creating the right physical space, looking at timing and intercultural questions, and making proper use of both physical and human resources. This chapter provides an overview and helpful checklist to maximise the added value and quality of courses for all stakeholders.
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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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The developments following the 2020 U.S. presidential election, which took place during the writing of this chapter, have once more highlighted the problem of societal polarisation, information manipulation, and the influence of new information technologies on societies’ political decision-making and real-time behaviour. The 2021 storming of the U.S. Capitol, ‘the most recognized symbol of democratic governance in the world’, brought to fore questions around the collective responsibility of citizens, politicians, and tech giants to better understand, protect, and exercise freedom of speech in a time of disinformation. For example: What constitutes ‘harmful’ online content? Where does the border lie between online content that is protected by the right to freedom of expression and online content that should, or needs to, be regulated? Should tech giants be liable for the information they host? Do they have different obligations to society than other private companies do?
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Ensuring practical cyber intelligence for a Security Operation Center (SOC) involves collecting, analyzing, and utilizing information about cyber threats to enhance the organization's security posture. This encompasses the gathering and analysis of data on potential and active cyber threats, including Indicators of Compromise (IoCs)" which refer to signs that a security breach may have occurred, while "Tactics, Techniques, and Procedures (TTPs)" refer to the methods and behaviours used by an attacker to carry out a cyber attack and utilized by threat actors. Additionally, it entails the use of advanced tools to monitor networks, systems, and applications for suspicious activities, such as the utilization of Security Information and Event Management (SIEM) systems, Intrusion Detection Systems (IDS), and Intrusion Prevention Systems (IPS). Furthermore, it involves developing and implementing plans to respond to security incidents, including identifying, containing, eradicating, and recovering from cyber-attacks. Regularly scanning systems for vulnerabilities and applying patches or mitigations to reduce the attack surface are also crucial components of cyber intelligence in the SOC. Lastly, monitoring and analyzing user and entity behaviour to detect anomalies that could indicate insider threats or compromised accounts is another significant aspect of effectively integrating cyber intelligence into SOC operations.
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