Social constructivism and CALL: evaluating some interactive features of network-based authoring tools

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 32-46
Author(s):  
MICHEL LABOUR
Keyword(s):  
Learning Styles ◽  
Social Constructivism ◽  
Authoring Tools ◽  
Multimedia Authoring ◽  
Different Types ◽  
Technological Developments ◽  
Data Organisation ◽  
On Line ◽  
Interactive Lessons ◽  
Social Constructivist Approach

A quality-based authoring tool is defined by its ability to satisfy its users’ needs. In the design and use of such tools in CALL, however, very little reliable information exists about what the tutoring system really does, for example concerning its capacity to create ‘interactive’ lessons. Linked to this, many teachers lack the time and resources to keep up with the latest technological developments, and invariably feel they are under exploiting the possibilities of CALL. This paper proposes a typology of different types of CALL-based interactivity and interaction to help teachers better assess the possibilities of network-based multimedia authoring tools. In adopting a general social constructivist approach, the system of classification looks at how one can link different learning styles, in this case that of Mumford & Honey (1992) Learning Styles, to different types of: (1) on-line learner accompaniment; (2) evaluation of learner production; (3) organised structures of events/states (scenation); (4) data organisation; (5) information units; (6) frequency of choice; (7) choices made available to learners. Finally, a multimedia authoring system, LEM of Speaker (Intranet version 3.30) will serve as a demonstration of the importance of this mode of evaluation to the design and understanding of such authoring tools in CALL.

scholarly journals Using Learning Styles for Creating and Personalizing Educational Content in Ubiquitous Learning Environments

2020 ◽  
Vol 28 ◽  
pp. 133-149
Author(s):  
Rafael D. Araújo ◽  
Taffarel Brant-Ribeiro ◽  
Hiran N. M. Ferreira ◽  
Fabiano A. Dorça ◽  
Renan G. Cattelan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Objects ◽  
Ubiquitous Learning ◽  
Educational Content ◽  
Multimedia Authoring ◽  
Proposed Model ◽  
Different Types ◽  
Teaching Learning

The fact that people behave and learn in a different pace requires individual differences to be properly considered in the teaching/learning process. Among several cognitive theories that could be used for this purpose, a promising one is to explore the use of students' learning styles (LSs), with several research studies indicating that their use has positive impacts on learning outcomes. At the same time, Ubiquitous Learning Environments (ULEs) have the potential to make the multimedia authoring of Learning Objects (LOs) an automated process, resulting on even larger educational content repositories and increasing the need for more adequate presentation strategies to students. This article presents an approach for creating and personalizing LOs through a probabilistic proposal of the Felder and Silverman Learning Styles Model. A prototype of the proposed model was integrated into a ubiquitous educational platform and experimented in real settings. Results indicate the existence of correlations between different types of interactions carried out by students and their respective LSs.

Stability of On-Line Bin Packing with Random Arrivals and Long-Run-Average Constraints

1990 ◽  
Vol 4 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Coastas Courcobetis ◽  
Richard Weber
Keyword(s):  
Bin Packing ◽  
Random Processes ◽  
Sufficient Condition ◽  
Necessary And Sufficient Condition ◽  
Expected Number ◽  
Long Run ◽  
Different Types ◽  
On Line ◽  
Necessary And Sufficient ◽  
Uniformly Bounded

Items of various types arrive at a bin-packing facility according to random processes and are to be combined with other readily available items of different types and packed into bins using one of a number of possible packings. One might think of a manufacturing context in which randomly arriving subassemblies are to be combined with subassemblies from an existing inventory to assemble a variety of finished products. Packing must be done on-line; that is, as each item arrives, it must be allocated to a bin whose configuration of packing is fixed. Moreover, it is required that the packing be managed in such a way that the readily available items are consumed at predescribed rates, corresponding perhaps to optimal rates for manufacturing these items. At any moment, some number of bins will be partially full. In practice, it is important that the packing be managed so that the expected number of partially full bins remains uniformly bounded in time. We present a necessary and sufficient condition for this goal to be realized and describe an algorithm to achieve it.

Accommodating Different Learning Styles Using e.g., “Flash Movies” in an Introductory Course on Materials Science.

2004 ◽  
Vol 861 ◽  
Author(s):  
I. R. Harrison ◽  
P. C. Ray ◽  
M. Fleck ◽  
R. H. Locklin ◽  
A. Weisner ◽  
...  
Keyword(s):  
Learning Styles ◽  
Materials Science ◽  
Electronic Materials ◽  
Learning Objects ◽  
Ease Of Use ◽  
Hard Copy ◽  
Introductory Course ◽  
On Line ◽  
Power Point ◽  
Subject Material

ABSTRACTIn addition to a hard-copy textbook, Power-Point presentations and videos, the authors have developed a series of Flash modules and on-line quizzing tools for use in teaching and assessing the fundamentals of Materials Science and Engineering. The original thrust was aimed at non-science majors at university, but the modules are also designed for ease of use in high school curricula. In the current paper, we present our philosophy for the presentation of materials' related subject material, using different learning objects, by describing one particular module: on electronic materials.

Motivating Students through On-Line Competition: An Analysis of Satisfaction and Learning Styles

2008 ◽  
pp. 167-177 ◽  
Author(s):  
Luisa M. Regueras ◽  
Elena Verdú ◽  
María J. Verdú ◽  
María Á. Pérez ◽  
Juan P. de Castro ◽  
...  
Keyword(s):  
Learning Styles ◽  
On Line

Humanness, Elevated Through its Disappearance

2011 ◽  
pp. 102-120
Author(s):  
Jeffrey M. Morris
Keyword(s):  
Virtual Worlds ◽  
Dynamic Systems ◽  
Electronic Communications ◽  
The Real ◽  
Different Types ◽  
Technological Developments

Developments in electronic communications are drastically changing what it means to be human and to interact with humans. The value of recent technological developments to artists is more than doing more, faster and better; it is also the ability to highlight and elevate humanness in new ways through art, even by appearing to replace the real with the virtual. New tools don’t simply replace humans, they allow human creators to shift into new realms of creation: creating dynamic systems and worlds instead of static products. This chapter will give consideration to the different types of presence manifest in various communications formats, stage presence in technology-mediated performance, and several artworks that bring new light to the artist’s approach to virtual worlds as a kind of counterpoint with reality.

Linking Individual Learning Plans to ePortfolios

2011 ◽  
pp. 2426-2430
Author(s):  
Susan Crichton
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Personal Information ◽  
At Risk Students ◽  
Internet Access ◽  
Early Learning ◽  
Individual Learning ◽  
Electronic Learning ◽  
Multimedia Authoring ◽  
Learning Plans

Throughout the 1990s, educators working in alternative schools explored the use of individual learning plans as support for at risk students and reluctant, returning adult learners (Crichton, 2005; Crichton & Kinsel, 2002). These early learning plans were strictly paper based. Each student had her/his own cardboard folder that contained goal personal statements, benchmarks, course process, and personal information (e.g., interests, preferred learning styles). Samples of completed work were included in the folders so students could see their improvement/progress. By 1998, there was interest in exploring the potential of technology to improve the paper portfolios, noting improvements in multimedia authoring and Internet access. It was found that electronic learning plans, complete with collaborative journals, showed promise (Kinsel, 2004). This chapter suggests that ePortfolios that draw on content from personal eJournals extend those early learning plans both in concept and impact on learning.

11. Identities and US foreign policy

2012 ◽  
Author(s):  
Christina Rowley ◽  
Jutta Weldes
Keyword(s):  
Foreign Policy ◽  
Social Construction ◽  
Social Constructivism ◽  
Constructivist Approach ◽  
State Identity ◽  
Social Construction Of Reality ◽  
The Social ◽  
Social Constructivist Approach ◽  
Critical Social

This chapter examines the role of identity in constructing U.S. foreign policy. Using a critical social constructivist approach, it argues that particular conceptions of U.S. identity constitute U.S. interests, thus providing the foundations for foreign policy. After providing an overview of the influence of interests on foreign policy, the chapter considers the basic assumptions of critical social constructivism, taking into account the social construction of reality and the concepts of discourse and articulation. It then analyses discourses as sites of power, identity, and representation, along with the importance of identity in U.S. foreign policy. It also looks at U.S. presidents’ articulations of state identity and foreign policy over the last six decades.

The Learning Style-Based Adaptive Learning System Architecture

2015 ◽  
Vol 5 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Chyun-Chyi Chen ◽  
Po-Sheng Chiu ◽  
Yueh-Min Huang
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
System Architecture ◽  
Learning System ◽  
Learning Materials ◽  
Learning Path ◽  
Different Types ◽  
Learning System Architecture ◽  
Adaptive Learning System

In the current study of learning process that show learners will take a different way and use different types of learning resources in order to learning better. Any many researchers also agree that learning materials must be able to meet the various learning styles of learners. Therefore, let learners can effective to improve their learning, for different learning styles of learners should be given different types of learning materials. In this paper the authors propose a learner's learning style-based adaptive learning system architecture that is designed to help learners advance their on-line learning along an adaptive learning path. The investigation emphasizes the relationship of learning content to the learning style of each participant in adaptive learning. An adaptive learning rule was developed to identify how learners of different learning styles may associate those contents which have the higher probability of being useful to form an optimal learning path. In this adaptive learning system architecture, it will according to different learning styles given different types of learning materials and will according to learner's profile to adjust learner's learning style for providing suitable learning materials.

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