CRITERIA FOR CHOOSING A COURSE AT A DISTANCE
If you are considering studying at a distance, it is important that you take a number of issues into account in order to choose a course that meets your expectations regarding both quality and intensity. Here are some issues to be considered.
-. The Institution: verify that the institution effectively exists and it is not just a webpage. Private institutions incorporated to the official system in Argentina should have an identification (usually a letter and a number, A-1301, for instance.) Ideally, the institution should have a mix of experience and innovation. Ask for references from teachers and students who are currently taking or have taken studies in that institution – they are usually the best source of information.
-. The Tutors: check that there is a knowledgeable faculty in charge of the subjects. If you are interested in a course of studies, check that there is a tutor of the course as well, as this role is essential to guiding you in your first steps in studying at a distance and organising yourself as an autonomous learner.
-. The Environment: the virtual learning environment should be easy and friendly to access and to go around. The areas should be clearly identified and materials and communication channels should be at hand. If you need a long time to learn how to move around in your virtual classroom, you will loose valuable time to study.
-. The Material: a good course includes material of several types – audio files, video files, interactive exercises, pictures and standard plain texts to suit all learning styles. They should also be available in formats and sizes that are appropriate for easy downloading and on-line viewing.
.- Your time availability: studying at a distance gives you the flexibility of choosing the place and time to study. However, a good distance course will probably take as much effort and study time as its traditional equivalent. Make sure you allow yourself enough time to study, so as to take full advantage of the course of studies you’re doing, and mistrust courses that tell you that they’ll be easier or less demanding because they’re at a distance.
Instituto Privado Incorporado a la Enseñanza Oficial “Cultural Inglesa de Buenos Aires” A-1301 is renowned for its quality in both traditional and distance courses, with more than 30 year in the market as an Institute specialised in the teaching of English and ten years as a teaching training college. It offers both official courses of studies and short courses certified by Cultural Inglesa de Buenos Aires.
Official courses of Studies (at a distance):
Short courses (at a distance):
Inglés Básico para Turismo - Nivel I Cursos de Lectocomprensión en Idioma Inglés - Niveles I-II-III First Certificate On-line Intensive Training Programme Cambridge Advance On-line Intensive Training Programme Curso de Introducción a la Semiología y a la Semiótica Escritura por Proceso Curso de Perfeccionamiento en Lengua Inglesa - (Válido como Curso de ingreso al Traductorado de Inglés a distancia) Curso Intermedio en Lengua Inglesa
For more information about our institution and courses of studies, please visit us at http://www.cibadist.edu.ar or Viamonte 1471 – Ciudad de Buenos Aires.
--------------------------------------------------------- Translation Studies and distance learning: a couple bound to last Distance learning and translation are two areas that fit into each other perfectly well. Even though students may have a greater difficulty at the beginning of their course because they are not used to actually translating (they surely have racked their brains to write a myriad of compositions by now), they get invaluable training in one of the “virtues” any translator must have: independence. In distance learning, students are not left to work on their own, on the contrary, they have a teacher to guide them through the syllabus; however, they are required to have a greater autonomy to solve problems that may arise, which immediately places them closer to the actual professional who is always searching for answers without the strict guidance of a boss. These days, most translators work freelance, and for this reason, as I said before, we have no one to tell us what we should or should not do. So how do we go about it? Do we panic? NO! In this course we aim at passing these tips on to our students:
Anyone who has read these tips must be thinking: and how do we learn to do this. The teacher is someone to guide students, not someone to feed them with knowledge, someone who will not get involved in all their activities and, in fact, someone who will foster a kind of collaborative learning process where she will only see the final product. Prof. / Trad. Pública Paula Cecilia Miniño En atención a las necesidades y demandas de perfeccionamiento de estudiantes y profesores de inglés, Cultural Inglesa de Buenos Aires a distancia, ofrece un nuevo curso para aprender a trabajar la oralidad en el aula.
Techniques for Integrating Pronunciation Work Successfully into the Language Classroom - Técnicas para Integrar la Enseñanza de la Pronunciación a la Clase de Inglés.
Successful Pronunciation Tasks in the ELT Classroom
By Prof. Marina N. Cantarutti Teacher of English as a Foreign Language (JVG), specialised in Phonetics and Literature.
Destinatarios Este curso está destinado a alumnos del Profesorado de Inglés, profesores graduados y a quienes estén ejerciendo la docencia de Inglés como lengua segunda o extranjera. Este es un curso no oficial y brinda certificados de acreditación otorgados por Cultural Inglesa de Buenos Aires.
¿Qué voy a aprender?
¿Cómo voy a aprender?
¿Qué tendré que hacer? Este curso durará 5 semanas. Tendrá que analizar bibliografía obligatoria y realizar las actividades requeridas aplicando lo leído, su experiencia personal y sus conocimientos previos. Se esperará que pueda ir aplicando lo visto en sus clases y que pueda reflexionar sobre los procesos y resultados. Se le incentivará a que participe activamente de los debates e intercambios de ideas que se llevarán a cabo en el campus.
¿Cuánto tendré que dedicarme?
La evaluación final se realiza en la sexta semana. El alumno recibe las consignas del trabajo escrito, el cual debe ser entregado en un plazo no mayor a dos semanas. Se espera que el participante tenga presencia activa en el campus y cumpla con las actividades sugeridas para cada semana.
¿Cuáles son los requisitos de participación?
Collaborative Construction of Knowledge in E-LearningProf. Marina N. CantaruttiCIBADIST
To many, distance education is not worth it. It is lonely, and it does not have the “quality” that face-to-face instruction provides. To us, e-learning tutors and teachers, this view constitutes a big fallacy: e-learning is everything but solitary. What is more, distance education implies great discipline, autonomy, and determination, thus also leading to the employment of higher level thinking skills. The search for quality and warmth is our daily commitment and practice at CIBADIST Teacher and Translator Training College. The potentialities of learning collaboratively online have been set early in the history of the Internet, with the existence of mailing lists and forums. The present Web 2.0 era is all about interacting, connecting, sharing, and new tools, such as wikis¸ social networking platforms and social bookmarking, to name but a few, allow users to meet virtual peers and experts, and exchange knowledge and develop skills virtually. There seem to be no long distances and no barriers to stop knowledge from spreading. However, the extensive access to papers by experts, as well as the wide range of postings by amateurs may prove confusing for the layman. Those users who are not familiar with the workings of collaboration in the Web may not be in a position to make informed decisions as to website and content credibility. Likewise, the ease in which information can be collected may foster plagiaristic practices. These two common situations can easily be traced in the papers and assignments that some teacher and translator trainees send in for assessment, in spite of all the warnings and training against them. In view of this, we have decided to implement collaborative practices on our virtual classrooms, which would cater for a collaborative construction of knowledge, out of the compulsory and optional readings completed by the students, but mostly based on critical interpretation of the bibliographic input. One of the curricular spaces in which the influence of plagiarism was evident was that of Lengua y Cultura. As a result of several pilot tests, a set of wikis were put up on the virtual classroom. The aim of these “collaborative Web sites set up to allow user editing and adding of content” (definition of wiki at Dictionary.com) was exactly that of developing original reflection on the literary works read, and the critical analysis texts provided as support. In an initial stage, most queries and reflections were posted onto the forums. Later on, more challenging tasks were presented via wiki. Shyly, students began posting their conclusions and findings onto the collaborative charts, glossaries and summaries. At the beginning, contributions were mostly additive. As the experience became more widespread, students started editing the work of their partners in a polite manner, which also required a specific use of language to “soften” the effect of the corrections. All in all, students seem to have gained several benefits and strategies from their initial experience:
This is one of the many cooperative learning encounters proposed at CIBADIST, in which Vygotsky’s zone of proximal development tenets hold true, even when face-to-face communication is mediated through words, chats and video and not physical closeness among the participants. Learning, change and growth are possible, at both physical and virtual instructional settings. It is up to us, e-teachers, to decide whether to grasp the chances that these new Web 2.0 applications provide to make collaboration happen.
CRITERIA FOR CHOOSING A COURSE AT A DISTANCE
If you are considering studying at a distance, it is important that you take a number of issues into account in order to choose a course that meets your expectations regarding quality and intensity. Here are some issues to be considered:
The Institution: verify that the institution effectively exists and it is not just a webpage. Private institutions incorporated to the official system in Argentina should have an identification (usually a letter and a number, A-1301, for instance.) Ideally, the institution should have a mix of experience and innovation. Ask for references from teachers and students who are currently taking or have taken studies in that institution – they’re usually the best source of information.
The Tutors: check that there is a knowledgeable faculty in charge of the subjects. If you’re interested in a course of studies, check that there is a tutor of the course as well, as this role is essential to guiding you in your first steps in studying at a distance and organising yourself as an autonomous learner.
The Environment: the virtual learning environment should be easy and friendly to access and to go around. The areas should be clearly identified and materials and communication channels should be at hand. If you need a long time to learn how to move around in your virtual classroom, you will loose valuable time to study.
The Material: a good course includes material of several types – audio files, video files, interactive exercises, pictures and standard plain texts to suit all learning styles. They should also be available in formats and sizes that are appropriate for easy downloading and on-line viewing.
Your time availability: studying at a distance gives you the flexibility of choosing the place and time to study. However, a good distance course will probably take as much effort and study time as its traditional equivalent. Make sure you allow yourself enough time to study, so as to take full advantage of the course of studies you’re doing, and mistrust courses that tell you that they’ll be easier or less demanding because they’re at a distance.
Instituto Privado Incorporado a la Enseñanza Oficial “Cultural Inglesa de Buenos Aires” A-1301 is renowned for its quality in both traditional and distance courses, with more than 30 year in the market as an Institute specialised in the teaching of English and ten years as a teaching training college. It offers both official courses of studies and short courses certified by Cultural Inglesa de Buenos Aires.
Official courses of Studies (at a distance): Postítulo para docentes graduados: “Especialización Superior en Enseñanza de Inglés con Nuevos Recursos Tecnológicos” Postítulo para traductores graduados: “Especialización Técnica en Traducción Audiovisual” Traductorado Literario y Técnico-Científico en Idioma Inglés
Short courses (at a distance): Inglés Básico para Turismo - Nivel I Cursos de Lectocomprensión en Idioma Inglés - Niveles I-II-III First Certificate On-line Intensive Training Programme Curso de Introducción a la Semiología y a la Semiótica Escritura por Proceso Curso de Perfeccionamiento en Lengua Inglesa-Curso de ingreso al Traductorado
For more information about our institution and courses of studies, please visit us at http://www.cibadist.edu.ar or Viamonte 1475 – Ciudad de Buenos Aires.
Nuevos cursos breves a distancia en CIBADIST
Inglés Básico para Turismo - Nivel I Todos los cursos son de 5 semanas de duración y comienzan cuando usted se inscribe. Se dictan totalmente a distancia. Más información en www.cibadist.edu.ar Por informes, contáctenos a secretaria@cibadist.edu.ar
NUEVA CARRERA OFICIAL A DISTANCIA EN CIBADIST : POSTÍTULO DE ESPECIALIZACIÓN TÉCNICA EN TRADUCCIÓN AUDIOVISUAL – Resolución Nº 5762/07-MEGC
La situación profesional en lo que respecta a la traducción audiovisual ha variado en Argentina en los últimos años. Grandes empresas de subtitulación y doblaje han abierto oficinas en el país, y las posibilidades que las conexiones a Internet y las nuevas tecnologías ofrecen han acercado la oferta y la demanda de manera tal que los traductores en general (y los traductores audiovisuales en particular) pueden ofrecer sus servicios profesionales a cualquier empresa, productora, cadena de televisión o agencia de traducción en todo el mundo. Hasta el momento, en Argentina, muchos de esos nuevos espacios han sido cubiertos por gente idónea, pero sin formación académica específica. Nuestro proyecto se orienta a la capacitación de profesionales especializados en la traducción para medios audiovisuales para el desempeño en la traducción de guiones literarios, cinematográficos y televisivos, traducción de textos para subtitulado y la traducción y adaptación de textos para doblaje. Este postítulo tiene como destinatarios a poseedores de título superior en traducción en idioma inglés que deseen adquirir nuevas competencias que califiquen, amplíen y reformulen el ejercicio de la “profesionalidad inicial” para desempeñarse eficazmente traducción de textos audiovisuales -y sus dos vertientes más importantes, la traducción para doblaje y para subtitulado. La carrera consta de 9 módulos dictados a lo largo de dos cuatrimestres:
Primer cuatrimestre
Segundo Cuatrimestre:
Informes e inscripción: secretaria@cibadist.edu.ar
NUEVA CARRERA OFICIAL A DISTANCIA EN CIBADIST : ESPECIALIZACIÓN SUPERIOR EN ENSEÑANZA DE INGLÉS CON NUEVOS RECURSOS TECNOLÓGICOS – Resolución Nº 5893/07-MEGC
Los nuevos recursos tecnológicos están cambiando el paradigma de comunicación, trabajo, enseñanza y aprendizaje en la sociedad. La inserción de la tecnología en el aula no puede ser casual y limitada a un uso eventual de las herramientas como elementos motivadores, desconociendo las implicancias culturales que ellas conllevan. El enfoque de la carrera incluye dos aspectos complementarios: La carrera está dirigida a docentes de inglés graduados, de nivel primario y secundario/ inicial, EGB1, polimodal. La carrera está organizada en 7 módulos cuatrimestrales que se cursan enteramente a distancia, distribuidos de la siguiente manera:
Primer cuatrimestre
Segundo Cuatrimestre:
Informes e inscripción: secretaria@cibadist.edu.ar
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