The keynote activities have not been finalised in the programme yet but these are the invited plenary activities.

Professors Chris Anson and Karen Head will be addressing and problematising the affordances of online technologies and sound pedagogical practice.

Professor Karen Head, Georgia Tech  (bio)

Professor Chris M. Anson, NCSU (bio)

“Technological Gains and Losses: A Heuristic Approach to Analyzing Affordances for Classroom Instruction and Support for Writing”
Description: Emerging technologies are often presented as utopian solutions to current educational challenges, promising to reduce instructors’ time, enhance students’ learning and engagement, streamline communication about course material, and reduce costs for students and for institutions. But several problems can militate against their success, such as the extent of educational expertise behind their design or the ways that they are put to use in specific instructional settings. This jointly-led session will provide a heuristic lens for analyzing the potential effectiveness of several technologies used instructionally worldwide, showing how such a lens can bring into focus both the possible gains and losses associated with the technologies. An interactive part of the session will encourage attendees to choose an additional technological application for analysis.

Professor Montserrat Castelló Badia will help us think along the intersection between the academic and professional writing that characterises research writing inside academia, especially when students need to deal with journal articles, scientific reports, or grants writing.

Professor Montserrat Castelló Badia Universitat Ramon Llull, Barcelona (bio)

Students’ research writing: Why, When and How

What is the role that research genres play in Higher Education? When, how and why to encourage and facilitate students’ research writing? Through this keynote I will discuss these issues looking at the contradictions underlying the intersection between the academic and professional writing that characterises research writing inside the academia and reflect on some answers and their associated consequences, according to recent empirical evidence. I will first address the situation of research-related writing genres in Higher Education. Then, I will focus on challenges that both students and teachers face when they deal with these genres, and finally, I will discuss some pedagogical proposals that proved useful to help students to develop their researcher voice and sense of authorship, as well as to dialogue with other voices of their disciplinary, cultural or social communities.

 

Dr Dafouz will address some of the different aspects of English medium instruction and how they intersect with academic writing.

“ROADMAPPING as a (re)framing tool for academic writing in English medium education in multilingual universities”

(Abstract)