scholarly journals A Study of STEAM Model Development and Assessment Method for Deep Learning: Through the Voice of Mimesis and Brontë

STEM Journal ◽  
2021 ◽  
Vol 22 (4) ◽  
pp. 39-58
Author(s):  
Kwang-Soon Lee
Keyword(s):  
Deep Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Model Development ◽  
Conceptual Learning ◽  
Assessment Method ◽  
Project Based Learning ◽  
Wuthering Heights ◽  
Specific Teaching

This research aimed to explore a humanities-based STEAM (H-STEAM) model for EFL undergraduates (n = 72) to improve deeper thoughts and language proficiency in a multidisciplinary setting. The H-STEAM focused on the integration of a literature text, Emily Brontë’s Wuthering Heights, and the philosophical analysis framework of mimesis as a humanities resource. For a specific teaching and learning method, various group activities based on project-based learning (PBL) were fabricated to enhance collaborative and conceptual learning both inside and outside of the classroom. Analyzing the relationship of Wuthering Heights and mimesis, learners shared and adopted peers’ opinions with openness. They could improve problem-solving ability, caring, communication skills, and self-reviewing practice when accumulating content knowledge and generating creative ideas. This study organized student-based assessment; self-assessment (SA) and peer-assessment (PA). SPSS 25 was conducted for the correlation and reliability analysis of SA and PA, and the evaluation of linguistic improvement. The results indicate that the H-STEAM facilitating PBL can be more workable through openness and community caring. The integration of collaborative and conceptual learning through PBL can empower learners’ autonomy and produce deeper thoughts, which can contribute to deep learning. Consequently, this study may suggest a path to develop H-STEAM for higher education.

scholarly journals Applying Educational Research to Improve Teaching and Learning in Information Systems

10.28945/2443 ◽  
2002 ◽  
Author(s):  
Ilona Box
Keyword(s):  
Deep Learning ◽  
Information Systems ◽  
Educational Research ◽  
Teaching And Learning ◽  
Assessment Method ◽  
Single Subject ◽  
Student Profile ◽  
Statistical Results

Universities need to respond to a change in student profile from the traditional academically committed student to a student who seeks a qualification for a job. This study reports on the application of educational research to the redesign of a single subject (or course). The aims were to engage students in deep learning; increase a learner's responsibility for learning; and encourage better study practices; improve teaching and subject objectives, and authenticate and validate the assessment method. Statistical results presented indicate that the aims were to some extent achieved. Several further improvements and research are identified.

scholarly journals Building Cross-Cultural Competence in a Foreign Language through Technology-Enhanced Project-Based Learning

2020 ◽  
Vol 9 (27) ◽  
pp. 411-418
Author(s):  
Anastasiia Syzenko ◽  
Yana Diachkova
Keyword(s):  
Cultural Competence ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Project Based Learning ◽  
Cross Cultural ◽  
Working Environment ◽  
Qualitative And Quantitative Methods ◽  
Master Level

In contemporary changing and innovative academic and working environment, tertiary schools need to rethink their approach to teaching and learning by gearing it towards the skills in most demand. Innovation in any sphere becomes more and more dependent on the collaboration between actors from very different backgrounds who combine their own expertise to create something new. This happens both on an individual- as well as on an institutional level. The organizations of the future will be forced to work more and more closely with people and institutional partners from all over the world in order to bring as many different perspectives and areas of expertise together as possible. This means that cross-cultural competence becomes one of the crucial factors in building a competitive profile of a prospective specialist. Therefore, this paper explores approaches to building cross-cultural competence using the English language as a tool and presents the findings of a pilot training on experimental collaborative cross-cultural project implemented with Master level Economics students in Ukraine. Qualitative and quantitative methods were used to collect the data and examine participants' language proficiency. The findings suggest that participation in collaborative technology-enhanced cross-cultural projects has a significant positive effect on learners’ language proficiency and develops their cross-cultural competence facilitating development of productive skills on the basis of receptive ones.

scholarly journals The The Implementation of Project-Based Learning to Improve Students’ Speaking Skill

2018 ◽  
Vol 2 (1) ◽  
pp. 32-40
Author(s):  
Diki Riswandi
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Learning Ability ◽  
School Life ◽  
Speaking Assessment ◽  
Speaking Skill ◽  
Specific Teaching ◽  
The Subject ◽  
Core Idea

This study addresses specific teaching methods, which are believed to achieve a beneficial outcome to students’ learning ability. Project Based Learning is a modern teaching method. The core idea of Project Based Learning is to connect student's experiences with school life and to provoke students to acquire new knowledge. This study aims at (1) describing to what extent the use of Project-based Learning can improve the students' speaking skill and (2) describing the teaching and learning process when Project-Based Learning is implemented in the class. The subject of the study is the seventh-grade students of one of Junior High Schools in Surakarta. The method of the study was classroom action research with two cycles. Furthermore, the data were collected through speaking assessment. The finding showed that there was improvement in the students' speaking skill. Some aspects which are improved including students' fluency, vocabulary, pronunciation, grammar, and comprehension. To conclude, PBL (Project-based learning) help student in improving their speaking skill.

scholarly journals FORMATIVE ASSESSMENT AS AN ESSENTIAL COMPONENT OF SUCCESSFUL LANGUAGE TEACHING

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 114-117
Author(s):  
Iryna Perishko
Keyword(s):  
Formative Assessment ◽  
Language Proficiency ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Language Assessment ◽  
Self Assessment ◽  
English Classes ◽  
Development Assessment

The article deals with teachers‘ use of language assessment to guide students‘ language proficiency development and academic achievement, the positive benefits of formative assessment for guiding teaching and learning and its characteristics. It is specially noted that language assessment is a purposeful activity that gathers information about students‘ language development. Assessment can be intended to improve teaching and learning or to evaluate the outcomes of teaching and learning. Special attention is given to formative assessment that is described as assessment for learning, in contrast to assessment of learning, i.e. summative assessment. The article focuses on the analysis of formative assessment and its procedures in English classes such as questioning, quizzes, discussions, interviews, role plays, observations, teacher-made tests, checklists, self-reports, journals, projects. Various types of formative assessment, namely self-assessment, peer assessment and alternative assessment are highlighted in the paper. The characteristics of teacher-based assessment that distinguish it from other forms of assessment are described. Teachers assess their students’ learning to determine the effectiveness of their teaching. It should be emphasized that the quality of formative assessment depends on its beneficial uses and value for teaching and learning and teachers‘ judgments and classroom uses of assessments have profound effects on the lives and opportunities of students.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

scholarly journals Technology-Powered Strategies to Rethink the Pedagogy of History and Cultural Heritage through Symmetries and Narratives

Symmetry ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 367 ◽  
Author(s):  
Martín López-Nores ◽  
Omar Bravo-Quezada ◽  
Maddalena Bassani ◽  
Angeliki Antoniou ◽  
Ioanna Lykourentzou ◽  
...  
Keyword(s):  
Deep Learning ◽  
Semantic Web ◽  
Cultural Heritage ◽  
Digital Humanities ◽  
Teaching And Learning ◽  
Computational Analysis ◽  
Learning Technologies ◽  
Cross Border ◽  
New Information ◽  
New Strategies

Recent advances in semantic web and deep learning technologies enable new means for the computational analysis of vast amounts of information from the field of digital humanities. We discuss how some of the techniques can be used to identify historical and cultural symmetries between different characters, locations, events or venues, and how these can be harnessed to develop new strategies to promote intercultural and cross-border aspects that support the teaching and learning of history and heritage. The strategies have been put to the test in the context of the European project CrossCult, revealing enormous potential to encourage curiosity to discover new information and increase retention of learned information.

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