I think that the U.S. school system would benefit from a dual system in high school where young people who are interested in doing or making things with their hands, for instance, could have high quality vocational programs or schools that would equip them with the skills they need to find jobs or employ themselves.
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shared by Ian Gabrielson on 13 May 13
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Mind Tools - Management Training, Leadership Training and Career Training - 0 views
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Evidence-based practices for teaching writing - 1 views
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e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie
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shared by Katy Vance on 11 Feb 13
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You don't know the half of it | The Learning Journey - 0 views
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This is excellent homework! This comment on Jason's blog post is fascinating, and it is so appropriate to MYP ATL skills. "The fact that I can meet with a needs-based group and say to them after a mini-lesson, "Find an app or something that will help you learn, practice, and transfer this skill or process," highlights this. Sometimes that is my homework. We speed share it in the morning, and everyone in the group uses it for independent practice and homework the next night. I'll make sure that this page on my blog gets priority before the end of our break. This is some of what our phenomenal Tech Director is helping us to find: http://elearning.sis.org.cn .
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C. M. Rubin: The Global Search for Education: What Will Finland Do Next? - 2 views
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First, curriculum in vocational schools was adjusted closer to the standards of academic high school.
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Second, a significant proportion of vocational studies was shifted to real work places where students are able to learn in practice the knowledge and skills they need in their future jobs.
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Third, vocational and academic high schools were required to design and provide instruction that enabled students more flexibility and choice.
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One scenario is that schools will race after technology and align core instructional operations to rely on digital and other technological solutions.
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A second scenario views schools merely as places for facilitation of study and checking of achievement.
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A third scenario would be to elevate schools as places for social learning and developmental skills. Cooperative learning, problem solving and cultivating the habits of mind would be at the heart of school life.
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First, I am not saying that Finland has the best education system in the world and that others should imitate what we have done.
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Second, I make it very clear that the Finnish school system cannot be transferred anywhere else in the world.
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First, a universal standard for financing schools, so that resources are channeled to schools according to real needs
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Second, a universal standard for time allocation in schools, allowing pupils to have a proper recess between classes and a balanced curriculum among academic learning, the arts and physical education.
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Third, a universal standard for teacher preparation that follows standards in other top professions.
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How Common Core Standards Mesh With Education Technology | Edudemic - 2 views
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Integration is a matter of design, and produces considerable cognitive load on a learner. And in light of APIs, social media, and an array of smart mobile devices, is a kind of digital strategy
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When the standard says “digital media,” it might as well say social media as it continues “to add interest,” a side-effect of making something non-social, social. students,” but rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
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Evaluation is near the top of Bloom’s taxonomy for a reason, necessitating that students make critical judgment calls about how information is presented and shared.
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Collaboration forces students to plan, adopt, adapt, rethink, and revise, all higher-level practices.
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demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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Degrees don't matter anymore, skills do - Quartz - 0 views
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shared by Tim Pettine on 01 Feb 12
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 16 views
www.elearnspace.org/...connectivism.htm
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Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…”
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Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
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Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
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To be fair, I think informal learning has always been a significant aspect of our learning experience. It's just that in the "past", it was easier for the "man" to put down informal learning because the infrastructure of business didn't allow you to work outside the box of climbing up the ladder. Now you build your own ladder- damn the "man"!
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Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
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Observable behaviour is more important than understanding internal activities Behaviour should be focused on simple elements: specific stimuli and responses Learning is about behaviour change
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Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.
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In a networked world, the very manner of information that we acquire is worth exploring.
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When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
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Meaning-making and forming connections between specialized communities are important activities.
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Learning and knowledge rests in diversity of opinions.
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Nurturing and maintaining connections is needed to facilitate continual learning.
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Ability to see connections between fields, ideas, and concepts is a core skill.
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Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
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A key part of evaluating your resources for C.R.A.A.P.! http://lissecondarylibrary.wordpress.com/2012/11/07/evaluating-resources-for-c-r-a-p/
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Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow.
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Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few. The central premise is that connections created with unusual nodes supports and intensifies existing large effort activities. Brown provides the example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002).
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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
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Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”.
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Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present at birth)? Do we acquire it through thinking and reasoning?
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Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”). Gredler (2001) expresses behaviorism as being comprised of several theories that make three assumptions about learning:
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Digital literacy can boost employability and improve student experience | Higher Educat... - 0 views
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It goes beyond IT skills, a complete culture change is required to live fully within the modern digital society, from understanding how to communicate ideas effectively in a range of media to managing digital reputation and history.
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it's easy to overstate the digital competence of today's undergraduate students and even postgraduate researchers.
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Most learners use only basic functionality and are reluctant to explore the capabilities of technology, preferring to passively consume content rather than create or curate it.
7 Essential Skills You Didn't Learn in College | Magazine - 0 views
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▶ Jane McGonigal: Truths & Myths in Gaming - YouTube - 0 views
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"Video game designer Jane McGonigal argues that games are not a waste of time. In fact, she argues, "we need to look at what games are doing for gamers, the skills that we're developing, the relationships that we're forming, the heroic qualities that we get to practice every time we play, like resilience, like perseverance, and grit, and determination, like having epic ambitions and the ability to work with other players, sometimes thousands of other players at the same time." "
A Visual Guide To Teaching Students Digital Citizenship Skills - Edudemic - Edudemic - 6 views
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An A+ student regrets his grades - The Globe and Mail - 0 views
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Valuing success above all else is a problem plaguing the schooling systems, at all levels, of many countries including Canada and the United States, and undermining those very qualities that are meant to foster an educated and skillful society.
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The academic portion of my high school life was spent in the wrong way, with cloudy motivations. I treated schooling and education synonymously. I had been directed not by my inner voice, but by societal pressures that limited my ability to foster personal creativity.
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“Writing exams isn’t a measure of intelligence or knowledge, it’s about getting inside your prof’s head to figure out what’ll be on the exam.”
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Information is propelled into students without teaching them how to practically utilize it. This is senseless. Regurgitating facts, memorizing figures and formulas, compressing course material in our short-term memory for the sake of doing well on an exam; they are all detrimental to the learning experience. But students still do it because they don’t want to fail. Instead, we should be fostering a culture where, to paraphrase Arianna Huffington, “Failure isn’t considered the opposite of success, but an integral part of it.”
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We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.
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shared by Katy Vance on 19 Mar 13
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Educational Leadership:Technology-Rich Learning:Our Brains Extended - 0 views
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When my 2nd grader needs to know the meaning of a word, I tell him to use my iPhone to ask Siri, an artificial intelligence program that's always happy to look it up for him. Siri, in turn, uses the free online program Wolfram Alpha, one of the most powerful data analysis tools in the world. If you enter into the Siri (or Wolfram Alpha) search box, by text or voice, "arable land in world divided by world population," in less than a second the phone or computer will find the relevant data; do the calculations; provide the answer—in square miles, acres, square feet, and hectares per person—and cite you its sources.
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The only way to do almost all science today is with technology. No human can handle or analyze the volumes of data we now have and need. Ditto for the social sciences. The research study of the past focusing on 10 graduate students has been replaced by sample sizes of millions online around the world. Being perfect at language translation, spelling, and grammar is becoming less important for humans as machines begin to understand context and can access almost every translation ever done. Those who laugh at the mistakes that machines make today will no longer be laughing in a few short years.
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call the process of envisioning such technically enhanced possibilities imag-u-cation. It's something every teacher and class should spend some time doing.
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With YouTube, for example, students can post their ideas to the world and get rapid global feedback. With tools like Twitter and its cousins, they can follow firsthand details of events unfolding anywhere in the world, from revolutions to natural disasters. With mashups and related techniques, they can combine sophisticated data sources in powerful new ways. One school group I know of created a Second Life model of Los Angeles, using the database of the Federal Aviation Administration (FAA) to show each plane flying in its actual spot! With Skype-like tools, students can connect with experts and peers around the world in real time.
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Effective Thinking, which would include creative and critical thinking as well as portions of math, science, logic, persuasion, and even storytelling; Effective Action, which would include entrepreneurship, goal setting, planning, persistence, project management, and feedback; and Effective Relationships, which would include emotional intelligence, teamwork, ethics, and more.
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Instead of today's focus on pre-established subject matter, with thinking skills presented randomly, haphazardly, and inconsistently, the student and teacher focus would always be on thinking in its various forms and on being an effective thinker, using examples from math, science, social studies, and language arts.
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These would range from small projects in earlier years ("I made this app or this website") to larger projects ("I collaborated with a class in another country to publish a bilingual novel"; "I started a successful company") to participation in later years in huge, distributed projects around the world ("Using Galaxy Zoo, I discovered a new, habitable planet").
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Producing effective letters, reports, and essays was an intellectual need of our past. Working effectively in virtual communities, communicating effectively through video, and controlling complex technologies are what students need to be successful in the future. Thinking, acting, relating, and accomplishing—in the technological and fast-changing context of the future—are where we should focus our students' attention.
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No longer is the unenhanced brain the wisest thing on the planet. Students who don't have technology's powerful new capabilities at their command at every turn are not better 21st century humans but lesser ones.
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shared by Kim Cofino on 21 Feb 13
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Why Curation Will Transform Education and Learning: 10 Key Reasons - 6 views
www.masternewmedia.org/ion-for-education-and-learning
curation coetail1 future research education transformation coetail4
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the adoption of "curation approaches" will directly affect the way competences are taught, how textbooks are put together, how students are going to learn about a subject, and more than anything, the value that can be generated for "others" through a personal learning path.
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The goal is to learn how to learn, to know where to look for something and to be able to identify which parts of all the information available are most relevant to learn or achieve a certain goal or objective.
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find, identify, monitor and update which are the most relevant "information sources", hubs or curators in every possible area of interest. Search engines and traditional media do not presently provide this information
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Some of these would certainly include online searching, research, critical thinking, comparative analysis, evaluation and verification of alternative sources, classification and labeling, questioning, summarizing and synthesis skills (among others)
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In other words, researchers, educators and guides prefer to refer to trusted "curators" of specific information areas rather than to rely on Google-style secret and commercially-driven algorithms.
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Welcome to the new world of student-centred education - The Nation - 1 views
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The path towards student-centred learning is not difficult - but neither is it easy. It is not difficult because all the tools, knowledge and skills required are already available. It is not easy because it requires a significant change in the current mindset.
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shared by Ian Gabrielson on 04 Nov 13
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An Illustrated Book of Bad Arguments - 0 views
bookofbadarguments.com/?view=allpages
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"This book is aimed at newcomers to the field of logical reasoning, particularly those who, to borrow a phrase from Pascal, are so made that they understand best through visuals. I have selected a small set of common errors in reasoning and visualized them using memorable illustrations that are supplemented with lots of examples. The hope is that the reader will learn from these pages some of the most common pitfalls in arguments and be able to identify and avoid them in practice."
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ExpEd in Practice - 0 views
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Real world, native speaker experience. Peer to peer learning. Appropriate levels of difficulty/ challenge.
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eal world, native speaker experience. Peer to peer learning. Appropriate levels of difficulty/ challenge.
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Ideally any local guides should be experienced at using simple student-appropriate language and pre-teaching of activity-specific vocabulary is essential
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students will be getting all their social and emotional learning and their language learning simultaneously
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setting open language tasks such as presentations will allow any student to express themselves at whatever language level they are comfortable with
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It successfully combines language emersion with traditional outdoor activities designed to promote personal growth, team work, and improved communication skills.
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Improved efficacy at communicating for and with non-native speakers (of any language). An improved inter-cultural (behavioural) understanding.