工作坊将结合教育领域中的研究案例分析实证研究的特点和研究问题的挖掘，阐述质性实证研究论文的体裁结构和写作逻辑。

全球治理中，中国的世界大国角色与弱势话语权很不协调，如何建构适合大国角色的中国话语体系（尤其是人权话语体系）成为亟待解决的问题。讲座具体探讨如下内容：1.中国人权话语体系的建构路径和方法；2.中国人权话语体系的核心内容；3.中国人权话语体系的建构对全球治理的意义。

已然祛魅的现代社会和高度分化的知识系统让我们处身一个不再具有目的论构造的世界。我们如何还能在这样一个世界中过一种好生活？我们该如何面对世界的无序、偶然和无目的状态？我们将从这些问题出发，重审叔本华和尼采的审美救赎论，探寻一条依然富有现实意义的思想道路。而这条道路同时也是从叔本华到尼采的思想路径。

Part One: Citizen engagement in open science: what is there for language education?
Open Science, understood as a movement aiming to make scientific research (including publications, data, physical samples, and software) transparent and accessible to all, is gaining traction on the international level. In Europe, open science corresponds to the aim of “transforming science through ICT tools, networks and media, to make research more open, global, collaborative, creative and closer to society” (European Union, 2016).
One of the dimensions of Open Science is citizen science, corresponding to the contribution of volunteers in scholar work. Thus, the research process can be efficiently distributed among a large number of volunteers who contribute to the discovery process through particular research-related tasks, ranging from data gathering to the interpretation and annotation of datasets.
This presentation discusses citizen science from the perspective of languages: language use and language learning/teaching. By discussing achievements of citizen science in other sectors and by offering concrete examples in the language sector, this presentation will shed light to the potential of crowdsourced public participation for languages.

Part Two: A critical review of social networks for language learning beyond the classroom
Computer‐assisted language learning (CALL) scholars have become increasingly interested in social media for language education, be it for the appeal of these technologies to specific groups of learners, or for the sense of intellectual curiosity regarding the pedagogical affordances of artifacts not explicitly designed for learning. Independently of the motive to inquire into the field, it is undeniable that social media have been generating enthusiasm, skepticism, expectations, and even illusions since 2004, when the term Web 2.0 was coined by Tim O’Reilly and his colleagues (Musser et al. 2007).
The scope of this presentation is twofold. First, it offers a state‐of‐the art review of current scholarship pertaining to social media in language education and draws parallels with other digitally enhanced language‐learning fields, such as mobile assisted language learning (MALL) and game‐based learning (GBL) and situates them within second language (L2) research themes on agency and openness. Second, it conveys an exploratory view on future possibilities and promising directions that merit further investigation, such as open/citizen science and crowd learning for their potential in CALL.

上外法学院“法律职业与涉外法务”讲座系列

Another learning modality that will be considered is open learning, which in fact dates back to the invention of the Internet and has taken different forms as open educational resources and practices and massive open online courses (MOOCs). The latter constitute highly challenging learning scenarios but have proven effective for the development of language communicative competences.
A successful case study will be presented of a series of two MOOCs designed and developed for displaced people, a complex user profile, with highly positive results, both from a qualitative and a quantitative perspective (e.g., overcoming the usual dropout and low accomplishment rates).
Finally, an ongoing project currently being undertaken by the author’s research group will be mentioned which aims at developing a paradigm that synthesizes mobile and open L2 learning.