scholarly journals Computational Linguistic Assessment of Textbooks and Online Texts by Means of Threshold Concepts in Economics

2021 ◽  
Vol 5 ◽  
Author(s):  
Andy Lücking ◽  
Sebastian Brückner ◽  
Giuseppe Abrami ◽  
Tolga Uslu ◽  
Alexander Mehler
Keyword(s):  
Teaching And Learning ◽  
Economic Education ◽  
Steady Increase ◽  
Threshold Concepts ◽  
Educational Media ◽  
Linguistic Features ◽  
Compound Distribution ◽  
Online Texts ◽  
Use Of The Internet ◽  
Key Terms

The ongoing digitalization of educational resources and the use of the internet lead to a steady increase of potentially available learning media. However, many of the media which are used for educational purposes have not been designed specifically for teaching and learning. Usually, linguistic criteria of readability and comprehensibility as well as content-related criteria are used independently to assess and compare the quality of educational media. This also holds true for educational media used in economics. This article aims to improve the analysis of textual learning media used in economic education by drawing on threshold concepts. Threshold concepts are key terms in knowledge acquisition within a domain. From a linguistic perspective, however, threshold concepts are instances of specialized vocabularies, exhibiting particular linguistic features. In three kinds of (German) resources, namely in textbooks, in newspapers, and on Wikipedia, we investigate the distributive profiles of 63 threshold concepts identified in economics education (which have been collected from threshold concept research). We looked at the threshold concepts' frequency distribution, their compound distribution, and their network structure within the three kinds of resources. The two main findings of our analysis show that firstly, the three kinds of resources can indeed be distinguished in terms of their threshold concepts' profiles. Secondly, Wikipedia definitely shows stronger associative connections between economic threshold concepts than the other sources. We discuss the findings in relation to adequate media use for teaching and learning—not only in economic education.

scholarly journals The Personalized System of Instruction: Review and Applications to Distance Education

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Lyle K. Grant ◽  
Robert E. Spencer
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Personalized System Of Instruction ◽  
History Of ◽  
Computer Based ◽  
Personalized System ◽  
Based Instruction ◽  
Basic Features ◽  
Key Terms

<P class=abstract>The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning.</P> <P class=abstract><B>Key Terms:</B> Personalized System of Instruction, distance learning, computer-based instruction, mastery-learning, self-pacing, higher-order objectives, scholarship of teaching, proctors, tutoring.</P> <p>

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals A vignette model for distributed teaching and learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcel Chaloupka ◽  
Tony Koppi
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Best Practice ◽  
Distributed Learning ◽  
The Internet ◽  
Legacy Systems ◽  
Full Potential ◽  
Use Of The Internet ◽  
Good Learning ◽  
Business Sectors

The notion of convergence of disparate technologies has become popular with governments, computing and business sectors in the 1990s; but how has the convergence been implemented in the educational sector? One evident area of convergence in education has been the use of the Internet. But according to Gosper et al (1996), the most likely strategies for implementation are to use the Internet as a repository of reference, lecture materials and the presentation of the lectures. This could imply that the full potential of distributed learning through convergence might never be achieved. How can we implement good learning strategies following sound educational methodologies today, while not producing legacy systems or piecemeal content that could constrain future developments? In making it possible for distributed learning to occur, there are best-practice considerations applicable to most educational environments.DOI:10.1080/0968776980060107

The formation of the senior school students’ economic culture in conditions of development of digital economy

2021 ◽  
pp. 27-41
Author(s):  
Vladimir Innokentievich Petrishchev ◽  
◽  
Tatiana Petrovna Grass ◽  
Pavel Sergeevich Lomasko ◽  
◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Work Performance ◽  
Career Guidance ◽  
School Setting ◽  
Digital Technologies ◽  
Digital Economy ◽  
Economic Education ◽  
School Students ◽  
Economic Culture ◽  
The Government

The article analyses the formation of senior school students in the educational school setting which reflects modern market tendencies. One of the priorities of directions in Russia has become the process of digitalization of the education of late. It creates the digital educational setting and the use of the possibilities of digital technologies in implementing the improvement of education quality. The authors underline that in modern conditionsthe necessity to form the senior school students’ economic culture is actualized by the fact that the economic education is created in school built on the proactive principals which are taking place in the society and closely connected with the fact that the school is becoming digital. In this connection exactly digital technologies which are mentioned by the government of Russia as a way to solve the educational tasks which are not solved or badly solved on the basis of traditional technologies. To find out how to carry out the formation of the senior school students’ economic culture under conditions of digital economy. Method and methodology of work performance: scientific-pedagogical grounds for research served as a set of initial theoretical justifications: key provisions of cultural and learner centered approach for the description of characters and types of teaching and learning activities of school students; provisions of competency based approach to describe the essence of competency being in the structure of senior school students economic culture; ideas of individually oriented education to find out patterns of senior school students’ economic culture’s formation in conditions of development of digital economy. Results: The development of the education system under condition of the digital economy presents new approaches to comprehension and the formation of new economic culture. The field of application of results: results of the study may be applied in the scientific research and in the teaching of courses of pedagogy, social pedagogy, comparative pedagogy and in career guidance in pedagogical higher and secondary institutions as well as in the system of staff training.

Automatically Augmenting Academic Text for Language Learning

2018 ◽  
pp. 512-537
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Contextual Information ◽  
British Library ◽  
Linguistic Features ◽  
Lexical Bundles ◽  
English Writing ◽  
Design Considerations

This chapter describes the automated FLAX language system (flax.nzdl.org) that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. Typical lexico-grammatical features of any word or phrase, collocations, and lexical bundles are automatically identified and extracted in a corpus; learners can explore them by searching and browsing, and inspect them along with contextual information. This chapter uses a single running example, the PhD abstracts corpus of 9.8 million words derived from the open access Electronic Theses Online Service (EThOS) at the British Library, but the approach is fully automated and can be applied to any collection of English writing. Implications for reusing open access publications for non-commercial educational and research purposes are presented for discussion. Design considerations for developing teaching and learning applications that focus on the rhetorical and lexico-grammatical patterns found in the abstract genre are also discussed.

scholarly journals Grammatical Intricacy in EFL Textbooks

2017 ◽  
Vol 5 (2) ◽  
pp. 127 ◽  
Author(s):  
Vinh To
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Linguistic Features ◽  
Linguistic Complexity ◽  
Efl Learners ◽  
The Mean ◽  
Lexical Density ◽  
English Textbooks ◽  
Different Levels

Grammatical intricacy is an important concept in charactering complexity of language (Halliday, 2008). However, this concept has not yet been fully investigated in the teaching and learning of English as a foreign language (TEFL), particular in English as a foreign language (EFL) textbooks in higher education. This paper aims to examine grammatical intricacy across textbook levels in a book series used in tertiary education in the Vietnamese context. This is part of a larger research project looking at linguistic complexity of English textbooks in the TEFL setting. The research employed Systemic Functional Linguistics (SFL) as the main theoretical framework and Halliday’s method as a measure of grammatical intricacy to look at how this language feature was used in reading comprehension texts in four textbooks at different levels including elementary, pre-intermediate, inter-mediate and upper-intermediate. The findings revealed that grammatical intricacy increased in accordance with the book levels. Particularly, the mean scores of grammatical intricacy showed a gradual increase from the elementary to the intermediate book level; though they were not different significantly and the upper-intermediate textbook did not show the topmost grammatical complexity. These findings suggest that the use of grammatical intricacy in the investigated textbooks was appropriate for EFL learners across levels; however, the use of other linguistic features such as lexical density and nominalisation may potentially impact the use of simple clauses in the textbooks at a higher level. Thus, further investigations are recommended to fully explore the complexity of textbook language.      

Calling on Constructivist Theory to Support Internet-Based, Information-Rich Learning

2011 ◽  
pp. 196-203
Author(s):  
Alan Pritchard
Keyword(s):  
Computer Technology ◽  
Teaching And Learning ◽  
Constructivist Theory ◽  
The Internet ◽  
Technology In Teaching ◽  
Wide Range ◽  
Use Of The Internet ◽  
Source Of Information

As a society we are turning increasingly to the Internet as a source of information concerning a very wide range of topics. There is, at the very least, an expectation that use will be made of computer technology in teaching and learning. Naturally this includes use of the Internet.

scholarly journals Quantifying “deep learning” in geomatics engineering by means of classroom observations

2018 ◽  
Author(s):  
Elena Rangelova ◽  
Ivan Detchev ◽  
Scott Packer
Keyword(s):  
Deep Learning ◽  
Teaching And Learning ◽  
Early Stage ◽  
Classroom Observations ◽  
Threshold Concepts ◽  
Main Method ◽  
Teaching And Learning Research ◽  
Behavioural Engagement ◽  
Upper Level ◽  
Troublesome Knowledge

On the spectra of soft-hard and pure-applied disciplines, geomatics engineering can be categorized as hard and applied, similarly to other engineering disciplines. One can expect that geomatics engineering would score lower in deep learning as such patterns have been observed for other engineering disciplines compared to soft and pure ones. Some students in upper level courses in geomatics engineering may still struggle with fundamental knowledge from lower level courses. This makes it hard for instructors to create an environment for deep learning. They may have to spend a significant amount of class time reviewing basic concepts, and not as much time is left for building up more complex concepts and problem solving. In order to be more successful in tackling higher level learning outcomes, it would be useful to identify areas of troublesome knowledge and specific threshold concepts in key geomatics engineering courses. By addressing these concepts, instructors can eliminate, or at least minimize, the bottlenecks in the learning process. This is the aim of the teaching and learning research study presented in this paper.The main method for collecting data for this study is classroom observations complemented by minute papers at the end of each course unit. Even though the study is in its early stage, some correlations between the type of lessons delivered and the student cognitive and behavioural engagement can be seen, and some concepts can already be identified as probable threshold concepts. As far as the authors are aware, this is the first study on threshold concepts in geomatics engineering

Assessment of Creative Potential in Music

2019 ◽  
pp. 605-628
Author(s):  
Peter Webster
Keyword(s):  
Future Study ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Divergent Thinking ◽  
Past Research ◽  
Creative Work ◽  
Music Teaching ◽  
Creative Potential ◽  
Creative Achievement ◽  
Key Terms

This chapter presents a review of important concepts for assessing creative work as noted in both the general literature and work in music teaching and learning. Definitions are established for terms such as “creativity,” “creative potential,” “naïve versus expert,” “person, product, process and place,” and “convergent versus divergent thinking”, and “creative achievement.” A case is made for the distinction between these and other key terms in the literature. The notions of levels of creative work is sstressed. Past research studies in the assessment of creative potential are reviewed including a summary of all published work using the Measures of Creative Thinking in Music (MTCM). Related work in psychology and directions for future study are noted.

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