scholarly journals Becoming a Good BookTuber

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 158-167
Author(s):  
Mᵃ del Mar Suárez ◽  
M. Vicenta González Argüello
Keyword(s):  
Informal Learning ◽  
Peer Review ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English For Specific Purposes ◽  
Common Interests ◽  
The Creation ◽  
Key Aspects ◽  
The University ◽  
Firsthand Experience

Audiovisual platforms like YouTube facilitate the introduction of informal learning practices for their pedagogical exploitation both in class and online. One such practice is the creation of a BookTuber community for recommending books, thus making it possible for students to engage in an out-of-class community where common interests can be shared. In this innovations in practice article, we present a project carried out with two English for Specific Purposes (ESP) groups of Media Studies of the University of Barcelona. The aim of this project was to determine features that make a BookTuber a good communicator so students could apply these features to their own BookTube video practice. Students could then use these features as a guideline for peer-review comments published on YouTube and the creation of an online BookTuber community. Students were first introduced to the concept of intertextuality in order to understand how it fosters connections among audiovisual consumers. The BookTuber community was then presented and the students viewed and analysed several BookTube videos with the objective of creating an evaluation rubric identifying the key aspects of a good BookTuber. The students then created their own BookTube video and uploaded it onto YouTube. They were also required to watch at least two videos created by their peers, post comments that considered key aspects included in the evaluation rubric and express their personal reactions to and opinions of the videos. In addition, an extended version of the peer-review was also required to achieve subject credits. This twofold feedback allowed for the practice of two discourse styles for the same content: informal (for YouTube) and formal (for the teacher). As a result, students had firsthand experience of becoming a BookTuber while developing their critical thinking skills for peer evaluation and academic and professional purposes of career development.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

The Six-Sentence Argument: Training Critical Thinking Skills Using Peer Review

2017 ◽  
Vol 3 (2) ◽  
pp. 118-128
Author(s):  
Julian Kölbel ◽  
Erik Jentges
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Real World ◽  
Logical Structure ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Decision Situation ◽  
Course Of Action

The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. This exercise helps students craft convincing arguments and reflect on their reasoning in a format that can be applied in real-world situations. A key strength of the six-sentence argument exercise is that it can be administered online and is scalable for large courses with little additional workload for the instructor.

scholarly journals Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nhung Thi Tuyet Pham
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Learning ◽  
Descriptive Analysis ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Literacy ◽  
Comprehensive University ◽  
The University

Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

scholarly journals Peer Review of Teaching: Sharing Best Practices

2015 ◽  
Vol 8 ◽  
pp. 211 ◽  
Author(s):  
Shaya Golparian ◽  
Judy Chan ◽  
Alice Cassidy
Keyword(s):  
Best Practices ◽  
Peer Review ◽  
Teaching Program ◽  
Teaching Session ◽  
University Of British Columbia ◽  
History Of ◽  
Teaching Learning ◽  
Key Aspects ◽  
The University ◽  
Teaching Initiative

In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key aspects of the interactive peer review of teaching session we facilitated at STLHE 2014. We provide examples generated by participants of that session, as well as participants of Centre for Teaching, Learning and Technology workshops on peer review of teaching. We share future steps for the Peer Review of Teaching Program at UBC.

scholarly journals A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking

2021 ◽  
pp. 378-387
Author(s):  
Muhammad Akram ◽  
Anser Mahmood
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Correlation Study ◽  
Critical Thinking Skills ◽  
Teaching Context ◽  
Efl Teachers ◽  
Statistical Program ◽  
The University ◽  
The Relationship

A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.

Levelling (Up) the Playing Field

2014 ◽  
pp. 81-100
Author(s):  
Sarmista Das
Keyword(s):  
Informal Learning ◽  
Video Game ◽  
Thinking Skills ◽  
Ethnographic Study ◽  
Critical Thinking Skills ◽  
Online Forums ◽  
Main Research ◽  
Playing Field ◽  
Identity Disclosure ◽  
Gaming Communities

This ethnographic study explores how feminist video game players mobilise in online environments. The main research questions of this chapter involve identity and learning. How are identities formed in online feminist gaming communities, how much of one’s identity is disclosed, what determines these choices in identity disclosure, and for what purpose? What kind of informal learning is promoted and produced in online feminist gaming communities, and how does this learning take place? After analysing posts, articles, comments, and interview responses from members of feminist gaming blog The Borderhouse, it was found that feminist gamers prefer identity disclosure to concealment. While identity disclosure can be traumatic for some feminist gamers in non-feminist online gaming communities, identity disclosure is encouraged in feminist gaming online forums, as it contributes to a member’s credibility and garners trust from other members. The trust and credibility garnered affects the learning that takes place, as those who are trusted help influence the content and production of discussion. Furthermore, it was found that informal learning occurs with participants of the blog through regular informal feedback, networking, and the encouragement of critical thinking skills.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2021 ◽  
pp. 2090-2104
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER

2020 ◽  
Author(s):  
I. B. Ushakova
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Law Students ◽  
English Teacher ◽  
Wide Range ◽  
The University ◽  
Learning English

The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.

scholarly journals Peer Review in a Social Policy Course: Lessons Learned

10.18060/3160 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 629-641 ◽  
Author(s):  
Shauna P. Acquavita ◽  
Carolyn J. Tice
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Policy ◽  
Peer Review ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Work Education ◽  
Social Work Policy

Peer review is a tool that provides students with a sense of how their work is perceived by others. Built on refection and feedback, peer review assesses the quality of academic processes and products based on well-understood criteria. Peer review was implemented in a baccalaureate social work policy course to enhance writing and critical thinking skills. Students were surveyed on their experiences and indicated that peer review activities provided beneficial learning exercises. The information gathered suggests methods for future implementation of peer review in social work education.

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