The barrage of new technologies that are introduced to the market, each with the promise of altering (or at least affecting) the corporate world, can easily make one numb. However, our examination of a few of the more important IT trends makes a strong argument for the fact that something important is taking place. Granularity, speed, and scale—the three key elements that have characterized the digital era—are typically being accelerated by these technological advancements. However, the extent of these shifts in bandwidth, computer power, and analytical complexity is what's creating new opportunities for organizations, inventions, and business models. Greater innovation may be made possible by the exponential gains in processing power and network speeds brought about by the cloud and 5G, for instance. Advances in the metaverse of augmented and virtual reality provide opportunities for immersive learning and virtual R&D using digital twins, for example. Technological development...
Yo, peeps, you'll notice that from now on, each section is followed by a box in which the Framework user is invited to 'think about and, if it's cool, say' the answers to one or more subsequent questions. The options in the phrase 'need/be equipped/be required' are about learning, teaching, and assessment, right? The vibe of the box is all about inviting you in, rather than telling you what to do. It's all about the non-directive Framework energy, you know? If a user decides that a whole area is irrelevant, there's no need to get into the specifics of each section within that area. Typically, we expect the Framework user to think about the questions in each box and make a decision, you know?
If the decision is extremely important, it can be expressed using the categories and examples provided, supplemented as needed for the purpose at hand.
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The analysis of language use and language users in Chapter 4 is extremely important for using the Framework. It provides us with a structure that includes all of these parameters and categories, allowing everyone involved in language learning, teaching, and assessment to like, think about, and say exactly what they expect learners to be able to do with that language. Also, what they need to know to do things. Its goal is to be extremely comprehensive, but not necessarily exhaustive. Course designers and textbooks? More like course creators, textbooks? Do you feel me? Writers, teachers, and examiners will need to make extremely detailed, concrete decisions about the content of texts, exercises, activities, tests, and so on. This process can never be reduced to simply selecting from a predetermined menu, you know? That level of decision must and should be in the hands of the practitioners involved, relying on their judgment and creativity. They should, like, completely identify all of the major aspects of language use and competence that they need to consider, you know?
Obviously, the Framework cannot answer these questions.
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OMG, the answers are completely dependent on a thorough understanding of the learning/teaching situation, as well as the learners' needs, motivations, characteristics, and resources. That's why we need to diversify the provision, you know? The tone of these chapters is to like, explain the problem in a way that everyone can understand, and then, if necessary, discuss it openly and rationally. Then, we'll inform everyone about the decisions in an extremely clear and straightforward manner. Wherever possible, we flex and drop references at the end of each section to relevant items in the General Bibliography for further reading. OMG, language changes depending on the situation, you know? With all due respect, language is not a neutral instrument of thought, such as in mathematics. The desire and vibe to communicate arise in a specific situation, and the manner and content of the communication reflect that situation. The first section of Chapter 4 is completely dedicated to various types of context, ya know?
Every time we talk, we discuss the vibes and the scene. Language is all about situations and different aspects of life, you know?
Personal vibe
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The choice of domains in which learners will be prepared to operate has significant implications for the selection of situations, purposes, tasks, themes, and texts for teaching and testing materials and activities. It's, like, extremely important, you know? Yo, users must consider the vibes of choosing domains that are hot right now and will be useful in the future, you feel me? For example, if we focus on what kids are interested in right now, they may not be ready to talk about it when they get older. Conflicts of interest can arise in adult education between employers, who may fund courses and want to focus on job-related topics, and students, who are more interested in making personal connections.The number of possible domains is completely unknown, because any definable sphere of activity or area of concern could be the domain of concern for a specific user or course of instruction, you know? For general purposes of language learning and teaching, it may be helpful to distinguish at least the following. The overall vibe of Chapter 4 is similar to a lit checklist, which is why it is displayed at the beginning of the chapter. People should get to know this entire vibe and use it when they're wondering, "What's the deal with this?"
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