The agendas of higher education institutions around the world seek to move beyond widening access agendas and towards a deeper integration into all aspects of the educational experience. This involves creating a more inclusive teaching and learning environment that better enables all students and institutions to achieve a fuller cognitive, social, emotional, and professional development, while respecting their individual and group identities. An ever more accepted model is the MOOC (Massive Open Online Course) that has marked a milestone in the use of ICT for education. The reach, potential, and possibilities of MOOCs are immense. However, they are not limited to global outreach: the same technology can be used to improve on-campus teaching and training inside companies and institutions.
Modern Europe is characterised by student and professional mobility. Whatever the reasons for moving into and within Europe—for example to take up studies, start a new profession, join one’s family, or seek refuge—proficiency in the language of the community in which the newly arrived live plays a key role in social and professional integration. The recent arrival of refugees and asylum seekers has added a further layer of mobility and has reinforced the challenge to develop pathways to integration for different groups of people. The increased mobility has posed significant challenges. Language testing and assessment has played a role in the way European states have responded to these challenges, with language tests being used in different ways for the procedures of governing mid-term residency, immigration and access to citizenship since the 1990s. This trend has also led to an on-going debate on the ethics, justification, fairness and usefulness of the role of using language tests in immigration, integration and mobility contexts.
Finally, students on mobility programmes usually have a B1/B2 level of language competence and they enrol in courses where they are required to negotiate the considerable difficulties of academic language and organize their learning activities autonomously and independently. However, competences necessary for everyday standard use of a language differ considerably from those required for communication in academic contexts.
The conference will explore three main phenomena:
The Second edition of the International Conference "MOOCs, Language learning and mobility", taking place from 13 to 14 October 2017 in Naples, Italy will include:
In the splendid setting of Naples, the Conference provides the opportunity to dedicate a weekend to meet participants from all over the world, interact, share knowledge, learn something new and establish new contacts, all at the same time! Join us!
We particularly encourage proposals on, but not limited to, the following areas related to the conference themes: