A Computer-Assisted Collaborative Approach for E-Training Course Design

2007 ◽  
Author(s):  
Hui-Chun Chu ◽  
Gwo-Jen Hwang ◽  
Po-Han Wu ◽  
Jun-Ming Chen
Keyword(s):  
Course Design ◽  
Computer Assisted ◽  
Collaborative Approach ◽  
Training Course

Disrupting course design in online CALL teacher education: An experimentation

2018 ◽  
Vol 15 (3) ◽  
pp. 146-163 ◽  
Author(s):  
Francis Bangou ◽  
Gene Vasilopoulos
Keyword(s):  
Teacher Education ◽  
Data Collection ◽  
Language Learning ◽  
Design Thinking ◽  
Course Design ◽  
Research Data ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Teacher Education ◽  
Course Materials

This article experiments with creativity, ambiguity, design thinking, research, and teacher education in computer-assisted language learning within the development of a distance teacher education course on computer-assisted language learning. By deploying philosophy of immanence, the associated agencements of teacher becoming in computer-assisted language learning, and design thinking, this article generates new ways of thinking about creativity, ambiguity, design thinking, language-teacher education, and research. Data collection included course materials, student interviews, and assignments. The paper uses rhizoanalysis to map affective connections within the research agencement, highlighting potential for transformation. It presents vignettes to palpate, disrupt, and encourage further concept creation.

scholarly journals Applying a Living Lab Approach to Smart Grid Training Course Design

2020 ◽  
Author(s):  
Alex Gabriel ◽  
Kevin Berger ◽  
Laurent Dupont ◽  
Valerie Rault ◽  
Mauricio Camargo ◽  
...  
Keyword(s):  
Smart Grid ◽  
Course Design ◽  
Training Course ◽  
Living Lab

scholarly journals Making Connections Through Knowledge Nodes in Translator Training

2020 ◽  
Vol 2 (2) ◽  
pp. 15-29
Author(s):  
Lu Tian ◽  
Chunshen Zhu
Keyword(s):  
Special Reference ◽  
Teaching And Learning ◽  
Course Design ◽  
Professional Competence ◽  
Literary Translation ◽  
Knowledge Network ◽  
Computer Assisted ◽  
Detailed Report ◽  
Learning Platform ◽  
Translator Training

This study defines translator training as a pedagogical scheme to help learners build up a knowledge network that should sustain their professional competence. It explores specifically how a computer-assisted mode of training may contribute to systemizing such a scheme with special reference to literary translation. The tool used for such training is Textwells, an online translation teaching and learning platform that weaves textual and translation-related concepts, phenomena, and methods as “knowledge nodes” into a network to support teaching and learning in different settings. As such, different from the traditional way of arranging a literary translation course according to the subgenres of literature, this approach, facilitated by the online platform, organizes the teaching contents along a series of knowledge nodes that are deemed fundamental to the production of a literary target text. In particular, this paper gives a detailed report about the course design and teaching procedures, using the rhetoric component as an illustrating case.

Student-Initiated Use of Facebook for Learning Online Journalism

2016 ◽  
Vol 72 (4) ◽  
pp. 425-441 ◽  
Author(s):  
Yang Song
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Course Design ◽  
Online Discussion ◽  
Classroom Observation ◽  
Learning Activities ◽  
Computer Assisted ◽  
Online Journalism ◽  
Team Project

This article presents a case study of student-initiated use of Facebook Groups in doing a team project for an online journalism course. Drawing upon the concept of affinity space and a theoretical taxonomy of asynchronous online discussion, the present study triangulates classroom observation, semi-structured student interviews, and microanalysis of posting activities of a student-initiated Facebook group. The findings suggest a shift of attention from instructor-centered course design to student-initiated use of social networking sites for learning online journalism. Instructors are invited to position themselves as facilitators and to take an intersubjective stance when designing computer-assisted learning activities.

Teacher-training course design: a case study

ELT Journal ◽  
1988 ◽  
Vol 42 (1) ◽  
pp. 14-20 ◽  
Author(s):  
A. Waters
Keyword(s):  
Teacher Training ◽  
Course Design ◽  
Training Course

scholarly journals Pedagogical approaches to the teaching of ESL/EFL writing: a literature review

2020 ◽  
Vol 3 (1) ◽  
pp. 44-49
Author(s):  
Iskandar Iskandar
Keyword(s):  
Social Media ◽  
Literature Review ◽  
State Of The Art ◽  
Computer Assisted ◽  
Collaborative Approach ◽  
Writing Teachers ◽  
Specific Context ◽  
Efl Writing ◽  
Pedagogical Approaches ◽  
Oriented Approach

Since the dawn time of the teaching of ESL/EFL writing, teachers and researchers have established and developed pedagogical approaches for the purpose of meeting the needs of students. This paper highlights some prominent approaches to ESL/EFL writing that have taken place; starting from earlier approaches, such as form-dominated approach, writer-focused approach, content-based approach, and reader oriented approach, followed by collaborative approach, computer-assisted, and lastly social media approach as the state of the art. Advantages and weaknesses of each approach were elaborated. Polarization between process and product oriented of writing were also highlighted. This study contributes to the understanding of pedagogical approaches that teachers may apply based on their specific context and students’ circumstances.

Nothing but the Blues

2011 ◽  
pp. 114-133
Author(s):  
Tracy Chao ◽  
Bruce Stovel
Keyword(s):  
Course Design ◽  
Holistic Approach ◽  
Educational Technologies ◽  
High Tech ◽  
Computer Assisted ◽  
Content Structure ◽  
Holistic Analysis ◽  
Conventional Classroom ◽  
Technological Integration

Too often, computers become the focus of a technological integration endeavor in education. Instructors may well be excited about the potential uses of computer-assisted education, but at the same time feel lost in a high-tech jungle. However, computer technology is just a means to an end. The real question for instructors and course designers is how to understand a course holistically, including its goals, content, structure, teaching methods, and even the underlying theories of learning. This holistic analysis helps determine the best way to incorporate technology, or a variety of technologies, to deliver a course effectively. This chapter describes, through a case study, this holistic approach towards course design and presents the implications for using educational technologies in a conventional classroom setting.

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