Writing as a learning tool: Testing the role of students’ writing strategies

2006 ◽  
Vol 21 (1) ◽  
pp. 17-34 ◽  
Author(s):  
Marleen Kieft ◽  
Gert Rijlaarsdam ◽  
Huub van den Bergh
Keyword(s):  
Writing Strategies ◽  
Learning Tool ◽  
Tool Testing

scholarly journals The Role of Empathy in Experiential Learning: A Case Study of Empathy as an Interior Design Learning Tool

2018 ◽  
Vol 6 (4) ◽  
pp. 20
Author(s):  
Lilia Gomez-Lanier
Keyword(s):  
Interior Design ◽  
The Elderly ◽  
The United States ◽  
Learning Tool ◽  
Problem Solving Skills ◽  
Design Learning ◽  
Design Students ◽  
Interior Environments ◽  
Interior Design Students

Empathy definitions do not adequately reflect the realities of empathy in the context of interior design for the elderly or disabled. This mixed research methods study explored the role that empathy as a design learning tool may have on the design process and learning experiences of interior design students, whom ultimately will design spaces for the elderly and disabled. To explore the use of empathy as a learning tool prior to commencing a renovation design project for three disabled farmers and their families in the southeast area of the United States, interior design students participated in class exercises that simulated various physical disabilities. After completing the exercises students reported high levels of emphatic concern for physically disabled older adults that made them more in tuned with the program needs of their clients, the farmers. Additionally, the students acknowledged that they had gained a greater understanding of inclusive design, whereby all end users of spaces regardless of physical and mental capabilities are to be considered when designing interior environments. Lastly, students enhanced their problem-solving skills by gaining insights into the importance of considering all details in design, ranging from the addition of coat hooks to door hardware selection and floor finish materials to furniture placements. This study is significant because two of the fastest growing sectors for interior design is healthcare and aging in place.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

An Analysis of Teachers' Processes of Technology Appropriation in Classroom

2015 ◽  
Vol 6 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Stéphanie Boéchat-Heer ◽  
Maria Antonietta Impedovo ◽  
Francesco Arcidiacono
Keyword(s):  
Secondary School ◽  
Focus Groups ◽  
New Technologies ◽  
Learning Tool ◽  
Teaching Process ◽  
Technology Appropriation ◽  
School Year ◽  
Learning Contexts ◽  
Teaching Learning

This paper aims to investigate the “sense” of appropriation of the iPad use by teachers in a professional secondary school. As iPads are increasingly employed in the teaching process in classroom the authors intend to understand how the process of teachers' appropriation of iPad use is perceived as a learning tool. Through the analysis of focus groups with teachers, they intend to detect changes in the sense of appropriation of the iPad in classroom during a school year. The findings of their study allow to identify facilitating and hindering elements that support the process of teachers' appropriation of iPads and open further spaces to investigate the role of new technologies in teaching/learning contexts.

Student-Generated Multimedia

2011 ◽  
pp. 1693-1702
Author(s):  
Mathew Mitchell
Keyword(s):  
Multimedia Learning ◽  
Multimedia Instruction ◽  
Learning Tool ◽  
Potential Benefits ◽  
Words And Images ◽  
Key Aspects

This entry looks at the role of student-generated multimedia (SGM) in helping students more effectively achieve meaningful outcomes. The entry first looks at the theory and research behind multimedia learning and then goes on to address the specific case of student-generated multimedia. Mayer (2001) defined multimedia as the presentation of material using both words and images, and then subsequently defined multimedia instruction as a “presentation involving words and pictures that is intended to foster learning” (p. 3). The implications of these definitions are important because they delineate two key aspects to thinking about multimedia. First, multimedia products do not need to use video, animation, or interactivity. More importantly, Mayer’s definitions focus on multimedia’s potential benefits as a learning tool rather than as a technological device.

scholarly journals SUBTITLING DOCUMENTARIES: A LEARNING TOOL FOR ENHANCING SCIENTIFIC TRANSLATION SKILLS

2020 ◽  
Vol 7 ◽  
pp. 445-478
Author(s):  
María del Mar Ogea Pozo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Tool ◽  
Audiovisual Media ◽  
Technical Translation ◽  
Semiotic Systems ◽  
Three Stages ◽  
Audiovisual Translation ◽  
The University

This paper examines the use of subtitles as a learning tool for developing skills required for scientific translation, in the framework of the course "Scientific and Technical Translation" included in the Translation and Interpreting Studies degree at the University of Cordoba. For that purpose, in the present study we aim to discuss and describe the benefits provided by this modality of audiovisual translation by presenting an overview of the previous studies focused on the effectiveness of subtitling in foreign language (FL) learning. However, we intend to go deeper and propose the integration of subtitling not only in translation studies curriculum, but more specifically, in a scientific translation course. Furthermore, the documentary genre is postulated as an optimal audiovisual media to be used for FL specialised language learning. The subtitling activity consisted of three stages: viewing of an informational documentary short movie with original English subtitles, documentation, and translation into Spanish. In order to confirm whether this subtitling practice raises students' motivation and, as a result, brings positive learning results, this study is based on the responses obtained in a questionnaire completed by the participants in the experiment. The main questions are related to the role of multiple semiotic systems as a support for textual comprehension and learning, and the acquisition of specialised terminology, as well as the students' motivation towards a simulation of a professional translation assignment. Keywords: Audiovisual translation, Scientific translation, Documentary genre, Subtitling, FL language

Instagram as a Learning Tool in Neurology: A Prospective Study

2021 ◽  
Author(s):  
Georges T. Bakhos ◽  
Karine J. Abou Khaled
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Prospective Study ◽  
Learning Strategy ◽  
Target Population ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Exposure ◽  
The Impact

Abstract Background: Since the beginning of the Covid-19 pandemic, there were remarkable changes in people’s lifestyle with a tendency to spend more time on social media rendering its platforms essential in all fields. This study was designed to look at the potential role of Instagram as a learning tool in neurology among Saint Joseph University (Beirut, Lebanon) medical students.Methods: This prospective study was spread over the period of 3 months, between the 10th of October and the 10th of December 2020. The target population was the medical students at Saint Joseph University (Beirut, Lebanon) in their 3rd to 7th academic year. The purpose was to evaluate the impact of the Instagram page called “La Synapse” on the students’ answers to ten neurology multiple choice questions (MCQs) before and after their exposure to the page’s content. The evaluation was done through a questionnaire conceived on Google Forms that also covered demographical characteristics, social media usage for educational purposes and their feedback post-exposure. In addition, we intended to evaluate the students’ opinion on using social media as a learning tool. The results were analyzed by comparing the pre-exposure and post-exposure data.Results: A total of 180 students were enrolled in the pre-exposure questionnaire (40% of the entire population) and 107 (59.44%) out of the initial group participated in the post-exposure questionnaire. Most students (81%) already used social media for educational purposes with YouTube being the most popular (51%). After exposure, 95% said to have profited from the experience but the junior students benefited more than the seniors. “Mnemonics” were the most practical learning strategy (44%) according to the participants. Regarding the MCQs, an improvement was found in seven out of the ten questions, with three having a statistically significant upswing (p < 0,05).Conclusions: The Instagram page “La Synapse” was an efficient tool for transmitting neurological information to medical students. These results should encourage the development of future prospective studies to better explore the role of social media in medical education.

Student-Generated Multimedia

2008 ◽  
pp. 1181-1192
Author(s):  
Mathew Mitchell
Keyword(s):  
Multimedia Learning ◽  
Multimedia Instruction ◽  
Learning Tool ◽  
Potential Benefits ◽  
Words And Images ◽  
Key Aspects

This entry looks at the role of student-generated multimedia (SGM) in helping students more effectively achieve meaningful outcomes. The entry first looks at the theory and research behind multimedia learning and then goes on to address the specific case of student-generated multimedia. Mayer (2001) defined multimedia as the presentation of material using both words and images, and then subsequently defined multimedia instruction as a “presentation involving words and pictures that is intended to foster learning” (p. 3). The implications of these definitions are important because they delineate two key aspects to thinking about multimedia. First, multimedia products do not need to use video, animation, or interactivity. More importantly, Mayer’s definitions focus on multimedia’s potential benefits as a learning tool rather than as a technological device.

The role of electronic pocket dictionaries as an English learning tool among Chinese students

2009 ◽  
Vol 25 (6) ◽  
pp. 503-514 ◽  
Author(s):  
Hua-Li Jian ◽  
Frode Eika Sandnes ◽  
Kris M. Y. Law ◽  
Yo-Ping Huang ◽  
Yueh-Min Huang
Keyword(s):  
Chinese Students ◽  
English Learning ◽  
Learning Tool

Adapting to the reader during writing

2011 ◽  
Vol 14 (2) ◽  
pp. 188-223 ◽  
Author(s):  
Eva Lindgren ◽  
Mariëlle Leijten ◽  
Luuk Van Waes
Keyword(s):  
Writing Development ◽  
Writing Strategies ◽  
Stimulated Recall ◽  
Writing Models ◽  
Intended Reader ◽  
Novice Writers ◽  
The One ◽  
And Training ◽  
Different Levels

Awareness of the reader and ability to adapt the text to the reader are assumed to be important aspects of successful writing. Models of writing development include the aspect of reader awareness, as a rhetorical goal, that writers develop gradually and that eventually distinguishes expert writers from novice writers. However, developing writers can present an awareness of writing aspects without being able to apply them successfully on task. The role of maturation on the one hand and instruction and training on the other have been put forward as crucial aspects of writing development. Against this background, six writers, representing different levels of expertise in writing, undertook the same writing tasks. Eighteen texts, interviews and stimulated recall protocols are analysed, compared and contrasted with a particular focus on writers’ awareness of and adaptation to the intended reader. Keystroke logs provide a solid and complementary base for detailed analysis of the writing processes, in which revisions relating to a reader perspective are of particular importance. Findings provide support for the theoretical framework, but they also raise questions about the role of knowledge about genre and writing strategies in relation to maturation for successful writing development. Keywords: writing development; reader awareness; reader adaptation; keystroke logging; knowledge crafting; cognitive processes; revision; stimulated recall

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