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Creative u-leaming: Complex ICT Use at the Masaryk Uniyersity Language Centre

The Impact of Media on Society to Principles ofFairy Tales in Different Cultures or A Comparison of World Toilet Cultures. Students also need to carry out the audience analysis, prepare discussion and interactive tasks framework, choose audiovisuals, or set objectiyes and distribute responsibilities. Here is an example:

“Hi all. I send you morę details about our work. Group number 2 has chosen the topie ‘Influence of advertisement on human life\ We think that it’s an interesting topie because you meet a kind of advertisement every day and you don t realize its impact to your lives. Each member of our group has his/her own subtopic. Here you are: Hirona - Internet advertisement; Jason - Drag abuse adver-tisement; Katka - Advertisement in magazines; Lucka - Brainstorming; Lucie - Newspeak; Tmig

-    Advertisement in TV: We'11 try to describe you these topics and make a conclusion together. You will see how you're influented by ads".

The role of a teacher is, on the other hand, shifted into that of a course facilitator responsible for keeping the balance of actiyities within the course frame. Therefore teachers have to adopt different styles adeąuate to different situations on Facebook. Here are some examples:

-    “When referencing from internet sources students should do as follows:"

-“Hello all and welcome to round two of VC. I hope you are all ready and willing to discuss tlie topics we intend to challenge this year. The first one, as you can see, is Freedom and Liberty.”

-    “Plcase take a look at this excellent video, contributed to the Corporate Responsibility discussion by Roberto - THANK YOU ROBERTO :0)))”

Participants’ feedback shows that the use of technologies improves language leaming experience and is appreciated by both ends.

4.2. Academic Writing for PhD Students Course

The Academic Writing for PhD Students Course is an interdisciplinary course whose aim is to prepare PhD students and young researchers for high ąuality writing and current science communication needs. Students develop a net of creative coop-eration where they peer review, analyse and comment writings of their colleagues. Via yideoconferencing they discuss publishing industry market needs with publishing experts, and watch and/or join analyses of their texts presented by text analysts from three different countries. All materials including recorded VC discussions are online for students’ disposal.

The basie course structure is diyided into three F2F blocks which concentrate on discussions and exchange of experience. The contact blocks (recorded and madę ayailable to students who were either absent or who would like to re-watch the ses-sions) use online text materials combined with short yideo extracts from speeches of experts and conference papers.

Between the błock sessions, students deal with indiyidual and collaboratiye tasks. This asynchronous part of the course is diyided into an indiyidual “text production”, collaboratiye discussion and peer review. Course participants post titles of their papers or theses, problematic sentences from their texts and abstracts of their research to the course discussion forum where they comment, analyse and express their opinions

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