Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

2022 ◽  
pp. 1416-1435
Author(s):  
Maria Del Mar Sanchez Perez ◽  
Alicia Galera Masegosa
Keyword(s):  
Degree Programs ◽  
Innovative Teaching ◽  
Teaching Tools ◽  
Teaching Resource ◽  
Multilingual Education ◽  
Recent Computer ◽  
English Medium Instruction ◽  
Computer Based ◽  
Teaching In Higher Education ◽  
University Settings

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

2020 ◽  
pp. 248-267 ◽  
Author(s):  
Maria Del Mar Sanchez Perez ◽  
Alicia Galera Masegosa
Keyword(s):  
Degree Programs ◽  
Innovative Teaching ◽  
Teaching Tools ◽  
Teaching Resource ◽  
Multilingual Education ◽  
Recent Computer ◽  
English Medium Instruction ◽  
Computer Based ◽  
Teaching In Higher Education ◽  
University Settings

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

2022 ◽  
pp. 930-949
Author(s):  
Maria Del Mar Sanchez Perez ◽  
Alicia Galera Masegosa
Keyword(s):  
Degree Programs ◽  
Innovative Teaching ◽  
Teaching Tools ◽  
Teaching Resource ◽  
Multilingual Education ◽  
Recent Computer ◽  
English Medium Instruction ◽  
Computer Based ◽  
Teaching In Higher Education ◽  
University Settings

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

A Computer-Based Instructional Management System for General Psychology

1989 ◽  
Vol 16 (3) ◽  
pp. 148-151 ◽  
Author(s):  
Charles G. Halcomb ◽  
Douglas C. Chatfield ◽  
Barbara E. Stewart ◽  
Michael T. Stokes ◽  
Bradley H. Cruse ◽  
...  
Keyword(s):  
Management System ◽  
Educational Process ◽  
General Psychology ◽  
Instructional Management ◽  
Computer Based ◽  
Psychology Program ◽  
Texas Tech University ◽  
University Settings

We describe the development and impact of a minicomputer-based system of instructional management for the General Psychology program at Texas Tech University. We also discuss ways that such a program might be useful in other university settings and in stimulating research concerning the educational process.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

scholarly journals Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms

2021 ◽  
pp. 29-33
Author(s):  
Mara Fuertes Gutiérrez
Keyword(s):  
Language Teaching ◽  
World Population ◽  
Integrated Learning ◽  
Bilingual Speakers ◽  
Multilingual Education ◽  
Multilingual Classrooms ◽  
The World ◽  
Linguistic Repertoire ◽  
English Medium Instruction ◽  
Dynamic Views

What is it? Most of the world population speaks two or more languages, which means many classrooms are intrinsically multilingual. In addition, education in more than one language is currently being promoted across the world, and there is an increasing interest in exploring how bilingual speakers are educated, reflecting “the shift from monolingual ideologies in the study of multilingual education to multilingual ideologies and dynamic views of multilingualism” (Cenoz & Gorter, 2020, p. 300). This change in interpreting multilingualism is supported by the emergence of concepts such as translanguaging. Nowadays, the term translanguaging is used in various contexts (for example, bilingual and multilingual education, English-medium instruction, or language teaching, including Content and Language Integrated Learning, or CLIL; see Cenoz & Gorter, 2020, pp. 305-306). Everyday or social translanguaging refers to how multilinguals tactically use their whole linguistic repertoire for communication purposes. Rather than indicating what languages are, translanguaging focuses on what multilingual speakers do with languages, which is to fluidly navigate across them. Therefore, the boundaries between languages become more diffused.

Classcraft as a Resource to Implement Gamification in English-Medium Instruction

2022 ◽  
pp. 1033-1049
Author(s):  
Irene Rivera-Trigueros ◽  
Maria del Mar Sánchez-Pérez
Keyword(s):  
Higher Education ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Native Language ◽  
Role Playing ◽  
Teaching Resources ◽  
Innovative Teaching ◽  
English Medium Instruction

The exponential growth of English-medium instruction (EMI) programs in higher education has driven to the search for new and innovative teaching resources and techniques to facilitate the teaching and learning of disciplinary content matter through a non-native language. During the last years, gamification has emerged as a great tool when it comes to foster students' motivation and, consequently, favour their learning. There are numerous ways of introducing gamification in the classroom and a high number of resources and tools available for teachers to design and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform that allows the teacher to turn the classroom into a real role-playing scenario. This chapter will explore the benefits of including gamification—and more specifically Classcraft—for EMI in higher education. Exhaustive guidelines are described in order to serve as a base for EMI lecturers to implement gamification in their courses.

scholarly journals „Jestem przedsiębiorczy – kształtowanie postaw przedsiębiorczych wśród młodzieży z wykorzystaniem innowacyjnych technik i narzędzi”. Prezentacja projektu

2012 ◽  
Vol 8 ◽  
pp. 71-77
Author(s):  
Izabella Świłło
Keyword(s):  
Young People ◽  
Secondary Schools ◽  
Measurement Tool ◽  
Innovative Teaching ◽  
Post Secondary ◽  
Teaching Tools ◽  
Entrepreneurial Attitudes ◽  
The Subject ◽  
Entrepreneurial Competencies ◽  
Tools And Methods

This paper presents a project called "I am Enterprising – Developing Entrepreneurial Attitudes with the Use of Innovative Teaching Tools and Methods among Young People" which is conducted in post-secondary schools in Wielkopolska region. The article discusses the project mission, its main objectives, target addressees of the project and benefits arising from participation in the project. Additionally, it describes definitions of 11 entrepreneurial competencies that will be the subject of the study using a competence measurement tool developed in the project.

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