scholarly journals Professional Self-Development Mediated by ePortfolio: Reflections of an ESL Practitioner

2018 ◽  
Vol 35 (2) ◽  
pp. 156-165
Author(s):  
Rita Zuba Prokopetz
Keyword(s):  
Personal Growth ◽  
World Wide ◽  
Significant Shift ◽  
Instructional Tools ◽  
Learning And Teaching ◽  
Self Development ◽  
The World ◽  
Professional Self ◽  
Langue Seconde ◽  
Insight Into

This reflective Perspectives article will give readers some insight into the professional self-development experiences of an English as a second language (ESL) practitioner after she recognized a significant shift in learning and teaching paradigms resulting from instructional tools available on the World WideWeb. It also attempts to describe the learning moments of an ESL practitioner in her role as a creator, curator, user, and implementer of an electronic portfolio, or eportfolio, as she experienced her own personal growth during her professional self-development. Cet article réfléchi de Perspectives donnera aux lectrices et aux lecteurs un aperçu des expériences d’auto-perfectionnement professionnel d’une enseignante d’anglais langue seconde (ESL) ayant constaté un changement de paradigme important dans les domaines de l’apprentissage et de l’enseignement depuis la disponibilité d’outils pédagogiques sur le World Wide Web. Il tente également de décrire les moments d’apprentissage d’une enseignante d’anglais langue seconde dans son rôle de créatrice, conservatrice, utilisatrice, et applicatrice d’un portfolio électronique, ou portfolio Web, à mesure qu’elle prenait conscience de sa croissance personnelle dans le cadre de son auto-perfectionnement professionnel.

Re: Tench et al. An insight into rheumatology resources available on the World Wide Web

Rheumatology ◽  
1999 ◽  
Vol 38 (10) ◽  
pp. 1027-1028 ◽  
Author(s):  
R. Mcnally ◽  
B. Rooney ◽  
O. Stewart
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
The World ◽  
Insight Into

scholarly journals TESL Teacher Educators' Professional Self-Development, Identity, and Agency

2018 ◽  
Vol 35 (2) ◽  
pp. 140-155
Author(s):  
Bedrettin Yazan
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Future Research ◽  
Identity And Agency ◽  
Self Development ◽  
Writing Assignment ◽  
Professional Self ◽  
Langue Seconde

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

When the Future Finally Arrives

2012 ◽  
pp. 1738-1751
Author(s):  
Matt Crosslin
Keyword(s):  
Cloud Computing ◽  
Online Learning ◽  
Semantic Web ◽  
World Wide ◽  
Three Dimensional ◽  
The Internet ◽  
Web 3.0 ◽  
The World ◽  
The Future ◽  
Insight Into

This chapter examines how the World Wide Web could possibly change over the next 10 years into a concept increasingly being referred to as “Web 3.0,” and how these changes might affect education. It examines how Web 3.0 concepts such as cloud computing, the Semantic Web, and the three-dimensional (3-D) Web are currently being explored and realized. A possible future online learning scenario is also described and analyzed to help visualize these possibilities for education. The author hopes that providing an understanding of and insight into how the Internet and related technologies may continue to develop and evolve in the next several years will help educators be better prepared for the future of online learning.

scholarly journals A Withdrawal Prediction Model of At-Risk Learners Based on Behavioural Indicators

2021 ◽  
Vol 16 (2) ◽  
pp. 32-53
Author(s):  
Fedia Hlioui ◽  
Nadia Aloui ◽  
Faiez Gargouri
Keyword(s):  
Distance Learning ◽  
Prediction Model ◽  
Early Stage ◽  
Virtual Learning Environment ◽  
Machine Learning Algorithms ◽  
Self Development ◽  
The World ◽  
Ideal Tool ◽  
Professional Self ◽  
Learning Institutions

Nowadays, the virtual learning environment has become an ideal tool for professional self-development and bringing courses for various learner audiences across the world. There is currently an increasing interest in researching the topic of learner dropout and low completion in distance learning, with one of the main concerns being elevated rates of occurrence. Therefore, the early prediction of learner withdrawal has become a major challenge, as well as identifying the factors, which contribute to this increasingly occurring phenomenon. In that regard, this manuscript presents a framework for withdrawal prediction model for the data from The Open University, one of the largest distance learning institutions. For that purpose, we start by pre-processing the dataset and tackling the challenge of discretization process and unbalanced data. Secondly, this paper identifies the semantical issues of raw data by introducing new behavioural indicators. Finally, we reckon on machine learning algorithms for withdrawal prediction model to understand the lack of learners' commitment at an early stage.

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