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Claudia Benhumea

Mexico

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Claudia Benhumea

22 Juin 2016

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Abordaje teóricoVersion en ligne El abordaje teórico par Claudia Benhumea 1 Youth and the Disruption of Power: Student-run Conversation Workshops in a Mexican Self-access Centre 2 Considerations in Developing a Peer mentoring programme for a self-access centre 3 On the Road to Developing a Learning Advisory Program (LAP) 4 Autonomous Language Learning in Self-Access Spaces: Moodle in Action Peer interaction, peer-centered learning, self-access centers, self-access learning, power, hierarchy Peer mentoring, for the purposes of the scheme being described here, is defined as a relationship between two individual students within a formal, monitored scheme. One student, the mentor, offers advice and support, with a view to the realization of a specified goal of another student, called the mentee. Peer mentoring, Self-directed learning, learning advising, self-access centers The inclusion of (work placement studies) WPS in conversation workshops has primarily impacted upon how learners feel when required to express themselves orally, by giving them greater confidence and reducing stress and pressure. Furthermore, traditional relations of power and knowledge in language learning have been disrupted and reconstructed in a positive way which weakens pre-existing power hierarchies. Independent learning centers, learner autonomy, advisory programs, ‘repeat’ students The feedback received from the two ILC advisors and the online program coordinator who is in close contact with ‘repeat’ students reveal that advisors need to be trained to serve the students more effectively. Undoubtedly, experience in advising and diving deeper into the advising research can also be expected to aid their development. In addition, classroom-based advising could also be a practical solution in dealing with students’ immediate problems. Autonomy, Moodle, language learning, e-learning The aim of setting it up was to offer interactive, engaging activities to enable and support ALL, with the learning outcomes of developing study skills, expanding self-awareness, improving English, and learning skills for ALL. Another reason for creating this digital resource to encourage autonomy was to follow our institutions' philosophy of delivering more content online so it is available to students 24/7 from a wide array of learning spaces.

Abordaje teóricoVersion en ligne

El abordaje teórico

Youth and the Disruption of Power: Student-run Conversation Workshops in a Mexican Self-access Centre

Considerations in Developing a Peer mentoring programme for a self-access centre

On the Road to Developing a Learning Advisory Program (LAP)

Autonomous Language Learning in Self-Access Spaces: Moodle in Action

Peer interaction, peer-centered learning, self-access centers, self-access learning, power, hierarchy

Peer mentoring, for the purposes of the scheme being described here, is defined as a relationship between two individual students within a formal, monitored scheme. One student, the mentor, offers advice and support, with a view to the realization of a specified goal of another student, called the mentee.

Peer mentoring, Self-directed learning, learning advising, self-access centers

The inclusion of (work placement studies) WPS in conversation workshops has primarily impacted upon how learners feel when required to express themselves orally, by giving them greater confidence and reducing stress and pressure. Furthermore, traditional relations of power and knowledge in language learning have been disrupted and reconstructed in a positive way which weakens pre-existing power hierarchies.

Independent learning centers, learner autonomy, advisory programs, ‘repeat’ students

The feedback received from the two ILC advisors and the online program coordinator who is in close contact with ‘repeat’ students reveal that advisors need to be trained to serve the students more effectively. Undoubtedly, experience in advising and diving deeper into the advising research can also be expected to aid their development. In addition, classroom-based advising could also be a practical solution in dealing with students’ immediate problems.

Autonomy, Moodle, language learning, e-learning

The aim of setting it up was to offer interactive, engaging activities to enable and support ALL, with the learning outcomes of developing study skills, expanding self-awareness, improving English, and learning skills for ALL. Another reason for creating this digital resource to encourage autonomy was to follow our institutions' philosophy of delivering more content online so it is available to students 24/7 from a wide array of learning spaces.

Abordaje teórico

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Abordaje teórico

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Common Hacks I

Abordaje teóricoVersion en ligne

par Claudia Benhumea

Youth and the Disruption of Power: Student-run Conversation Workshops in a Mexican Self-access Centre

Considerations in Developing a Peer mentoring programme for a self-access centre

On the Road to Developing a Learning Advisory Program (LAP)

Autonomous Language Learning in Self-Access Spaces: Moodle in Action