Welcome to Tallinn University!6 April 2015Tuuli Oder, PhD

FLEPPProcedural matters

TU team:Daniel Coll

Alex RomenskiMerilyn Meristo

Sirle KivihallTuuli Oder

Programme-C

f. folder-E

stonian phone code: 372+

-Emergency/ambulance/police:

112

TU Language Centre office:

A - 435

Tel. 372 6409126,

secretary Tiiu Rumen

PROMOTING INTELLIGENT LIFESTYLE

Facts-W

e have ~10 000 students, incl. 700 foreign students from 54 countries.

-*69% of Tallinn University alumni work as experts or managers.

-Continued education, open learning and Student Academy courses annually visited by ~15 000 learners.

-We have over 1100 staff members, including 567 academic staff members

-We have one of the highest percentages of foreign academic staff in Estonia- 10%.

-We have partnership agreements with 54 universities across the globe.

*Source: Estonian higher education alumni research, 2009

1.1.MISSION

To support the sustainable development of Estonia through high quality research and study, education of intellectuals, public discussions and promotion of academic partnership.

By developing research carried out in Estonian and for the development of Estonia, the university integrates into European education and research area, then through that integration contributes to the development of Estonia as a country with a smart economy and an astute organisation of society.

2.2.VISION

Tallinn University has the leading role in promoting and developing an intelligent lifestyle in Estonia, thus supporting both Estonian sustainability, as well as self-actualization for individuals.

3.3.STRATEGIC

GOAL

By focusing resources and activities we aim to developinterdisciplinary research-based focus fields:-educational innovation;-digital and media culture;-cultural competences;

- healthy and sustainable lifestyle;

- society and open governance.

According to the TU Academic Charter

the university’s basic values are openness, quality,

professionalism and unity.

Terra

Astra

Silva

Nova Ursa Mar

e

The University main Campus stands between Narva Road and Uus-Sadama Street (15 064 m2)

MAP OF THE CAMPUS

This building is symbolized by laboratories (including for psychology, computers, spectometry, chromatography, cellular biology and biochemistry).

- Institute of Informatics- Institute of Communication - Institute of Mathematics and Natural Sciences- Institute of Psychology- Institute of Political Science and Governance- Academic Library study center- Conference Centre, Information Centre- Lecture theatre Maximum

Built in 2012. Architect Ignar Fjuk.

ASTRA'star' – ambitious goals

The Baltic Film and Media School in the courtyard of the university is the most modern one in Europe, accommodating a film pavilion, TV studio, make up and wardrobe rooms, sound studio, cinema SuperNova with 105 seats, library, film rental centre and Estonian Digital Centre.

SuperNova is Estonia's only university cinema which welcomes all film enthusiasts and has Estonia's first 4K resolution projector.

Built in 2012. Architects Karli Luik, Maarja Kask, Ralf Lõoke.

'new' – rejuvenation and development

NOVA

A spacious and refulgent building with lecture halls, working spaces for researchers, the Tallinn Hall, the Rectorate.

- Estonian Institute for Population Studies- Estonian Institute of Humanities- Institute of Educational Sciences- Confucius Institute - Institute of Fine Arts- Institute of International and Social Studies- Institute of Social Work- Institute of Ecology

Built in 2006. Architects Mattias Agabus, Eero Endjärv, Raul Järg, Priit Pent and Illimar Truverk.

'sea' – freedom and openness

MARE

Silva is a typical example of the Soviet Architecture.

-Catherine's College -Institute of Communication-Institute of Estonian Language and Culture -Institute of Germanic and Romance Languages and Cultures -Institute of Information Studies-Institute of Slavonic Languages and Cultures -Institute of Psychology-Language Centre-Student Union administrative office

Built in 1982. Architect Ester Liiberg.

'forest' – science, scientistsSILVA

Ursa is located in the courtyard of the university. In the course of time, it has become a creativity centre for art students and home to sports teams.

- Institute of Fine Arts- Studios- Sport halls

Built in 1964.'bear' – determination

URSA

The oldest building of the university which was initially built for the Tallinn English College. The architecture of this building, characteristic of late 1930s, is under heritage protection.

-Assembly Hall-Institute of Fine Arts -Centre for Innovation in Education-Open University training centre-Centre for Continuing Education-Tallinn University Press-Administrative units-Choirs, folk dance and sports clubs

Built in 1938. Architects Alar Kotli and Erika Nõva.

'land' – academic traditionsand rigor

TERRA

EFL/ESL Methodology

New method

high expectations /dissatisfaction/ reaction

timeline…………………………………………….ca 25 yrs!

Periods:-1

. 1900-1960’s: methods central approach

-2. 1960-1990’s: communicative approach

-3. 1990’s….- communicative- competence based approach

21.st century-4

xC:--

creativity--

critical thinking--

communication--

co-operation

Common European Framework of Reference for Languages

CEFRhttp://www.coe.int/t/dg4/linguistic/

British National Corpus andEnglish Vocabulary Profile

-http://www.natcorp.ox.ac.uk/

-http://www.englishprofile.org/index.php/wordlists

ESP versus LCPP Language for Specific Purposes or Language and Communication for Professional Purposes(i.e communication in the professional setting)

CEFR Professional Profiles•

Needs analysis:

-Micro level (individual learner)

-Meso level (workplace )

-Macro level (society )

Example of a profile-http://www.proflang.org/in-english/cef-professional-website-handboo/

-A.Background information

-B.Occupational information

-C.Context information

-D.The most frequent routine situations

-E.The most demanding situations

-F.Snapshot

Course design How the information found in the profile can be translated into language and communication practices in the workplace

The activity design should aim to mirror real-life practice as closely as possible

Curriculum design

Terms

Input- linguistic content of a course(before we can teach a language, we need to decide what linguistic content to teach; once content has been selected, it is organised into teachable units and arranged into a sequence (syllabus)

-Process- generally referred to as language teaching methodology (types of activities, procedures, techniques). Once a set of teaching methods has been standardised and fixed in terms of principles and associated practices it is generally referred to as a method (e.g TPR, Audiolingualism), i.e method is a standardised methodology

-Output- learning outcomes, i.e what learners are able to do as a result of instruction. Often described in the terms of performance, competencies and skills

Dimensions of a curriculumInput Process Output

Syllabus Methodology Learning outcomes

Curriculum design

...can start form input, process or output

Forward design model Input- Process- Output

Implementing forward design:Content- Syllabus- Methodology- Outcomes- Assessment

Central design modelProcess Input OutputImplementing central design: assessment outcomes content teaching content outcomes assessment

Backward design model Output- Input- Process

Implementing backward design:

Outcomes- Content- Methodology- Assessment

Which approach is best?

It depends