Empowering and Motivating Language Students in an Online Environment

2022 ◽  
pp. 106-124
Author(s):  
Kelly N. Conroy ◽  
Jillian L. Lykens
Keyword(s):  
Curriculum Design ◽  
Real Life ◽  
World Language ◽  
Professional Networks ◽  
Communicative Skills ◽  
Student Collaboration ◽  
Social And Emotional ◽  
Timely Feedback ◽  
Motivating Language ◽  
Building Community

This chapter explores pandemic-driven innovations in world language (WL) curriculum design and content delivery that encouraged student communication during remote learning. The study focused on questionnaire data from 49 WL instructors who identified specific pedagogical techniques acquired and honed during the COVID-19 pandemic, even amidst unprecedented hardships. Results indicated that WL instructors found most successful the types of activities which allowed for more timely feedback and student choice and built communicative skills for real-life situations. Furthermore, the instructors shared post-pandemic plans to employ more of these technological tools that fostered student collaboration and engagement, with a focus on building community and supporting social and emotional learning. Educators also emphasized deepened awareness regarding the myriad inequities among learners, the importance of establishing rapport with students, and the value of their own professional networks.

Flexible identities and cross-border knowledge networking

2016 ◽  
Vol 12 (4) ◽  
pp. 318-330 ◽  
Author(s):  
Fiona Moore
Keyword(s):  
Ethnic Identity ◽  
Participant Observation ◽  
Real Life ◽  
Knowledge Networks ◽  
Professional Networks ◽  
Content Type ◽  
Cultural Management ◽  
Taiwanese People ◽  
Cross Cultural Management ◽  
Insight Into

Purpose This paper aims to explore and discuss the use of the flexible, discursive nature of ethnic identity as a means of facilitating the construction and use of transnational knowledge networks. Design/methodology/approach This paper examines the influence of “intangibles” on international business (IB), using a case study examining how Taiwanese people in London construct and use their professional networks for knowledge management. The methodology is ethnographic, including participant-observation, interviews and archival research. Findings Taiwanese businesspeople in London used their ethnic identity for networking, not only within the Taiwanese community, but also combined different identities to network through different groups. The findings suggest that the flexible nature of identity provides a means by which knowledge networks can be constructed across borders, providing insight into the actual processes through which knowledge is transferred in IB. Research limitations/implications An identity approach can add a more nuanced analysis of real-life situations to the more traditional culture-focused approach. Greater methodological variety is needed if IB studies are to incorporate more complex perspectives on cross-cultural management, and to develop this study’s conclusions. Practical implications Managers who are aware of the complexities of ethnic identity can exploit these among themselves and their employees to seek out new sources of knowledge. Originality/value This paper provides insight into the means and processes through which transnational networks are constructed and knowledge shared across borders, and the seldom-analysed role of identity, in this case ethnic identity, in these phenomena.

Test interpretation, test use, and pedagogical implications

1996 ◽  
Vol 13 ◽  
pp. 188-207
Author(s):  
Micheline Chalhoub-Deville
Keyword(s):  
Student Performance ◽  
Measurement Accuracy ◽  
Instructional Material ◽  
Real Life ◽  
Test Interpretation ◽  
Communicative Skills ◽  
Score Interpretation ◽  
Rich Information ◽  
Test Use ◽  
Intended Use

Abstract Test score interpretation and use are the staple of construct validity. As such, in addition to the concern with measurement accuracy, it is imperative that the meaning of test scores and their intended use(s) be also documented. Along these lines, qualitative speech analyses are undertaken in the present paper to help in the interpretation of the dimensions underlying student performance on oral tasks. Results of these analyses yield rich information that explicate the meaning of the dimensions by delineating their specific features as manifested in the speech samples. Also discussed in the paper are the ramifications of these results for pedagogical use. Insights that linguistic accuracy and communicative skills in general, and their specific features specifically, provide for instructional material and activities are addressed. Furthermore, a case is made for curricular improvements to help learners develop well-rounded L2 abilities and to improve their use of the language for real-life communication. Finally, with regard to assessment, it is argued that generic assessment criteria do not reflect the critical features operating in a given context, and assessment practitioners are urged to study their contexts of use and to tailor their criteria according to the particulars of those contexts.

scholarly journals From Child-Robot Interaction to Child-Robot-Therapist Interaction: A Case Study in Autism

2012 ◽  
Vol 9 (2) ◽  
pp. 173-179 ◽  
Author(s):  
I. Giannopulu ◽  
G. Pradel
Keyword(s):  
Social Communication ◽  
Positive Emotion ◽  
Brain Activity ◽  
Multimodal Interaction ◽  
Real Life ◽  
Robot Interaction ◽  
Social And Emotional ◽  
Child Interaction ◽  
Fundamental Part

Troubles in social communication as well as deficits in the cognitive treatment of emotions are supposed to be a fundamental part of autism. We present a case study based on multimodal interaction between a mobile robot and a child with autism in spontaneous, free game play. This case study tells us that the robot mediates the interaction between the autistic child and therapist once the robot-child interaction has been established. In addition, the child uses the robot as a mediator to express positive emotion playing with the therapist. It is thought that the three-pronged interaction i.e., child-robot-therapist could better facilitate the transfer of social and emotional abilities to real life settings. Robot therapy has a high potential to improve the condition of brain activity in autistic children.

scholarly journals Curriculum Design for Building and Developing the Social-Emotional Skills of Preschoolers

Educatia 21 ◽  
2020 ◽  
pp. 58-64
Author(s):  
Irina-Mihaela Trifan ◽  
Olga Chiș
Keyword(s):  
Curriculum Design ◽  
Well Being ◽  
Early Years ◽  
International Studies ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Comparative Results

"The present study investigates the theoretical, methodical and practical aspects which emphasize the importance of the formation and development of social and emotional skills during early years, which have a major impact over children’s long-term growth, while also assuring their adjustment in society, the cut down of unwanted behaviours and provides social and emotional well-being for the preschooler. The steps dedicated for the pedagogical experiment have had the purpose of verifying the efficacy of the application of the project - The Development of Social and Emotional Skills Curriculum (DeCo - SE)- and was targeted towards building and growing said skills for the last year preschoolers. The results of the research revealed that the efficiency of applying a curriculum based on building and developing the social and emotional skills of preschoolers. We conclude that the study gave promising results on the prevention and reduction of undesirable behaviors, the identification of emotions, tolerance to frustration, relaxation through deep breathing techniques, methods of controlling anger and destructive behaviors among preschoolers. The comparative results presented in this study reinforce the findings of other international studies (Merrell et al., 2008), according to which the implementation of The Development of Social and Emotional Skills Curriculum (DeCo - SE) contributes to reducing undesirable behaviors, children being modeled in a positive way, having a positive social attitude, managing to easily adjust their emotions."

scholarly journals Dramatization as a way of developing communicative skills

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Real Life ◽  
Acting Out ◽  
English Drama ◽  
Communicative Skills ◽  
Interactive Games ◽  
Language Class ◽  
Teaching Format ◽  
Ability Groups

The article is devoted to the analysis of drama activities as a way of developing students’ communicative skills at all stages of teaching English. Drama activities are an essential component of interactive games. Demand for interactive games containing dramatization and for dramatization itself is constantly growing making teachers use new methods and educational styles. Drama activities can be an efficient way of forming and developing any language skills. All sorts of activities containing acting can help teachers to create communicative situations, which are close to real life. Properly arranged, these games can help the teacher to introduce new vocabulary or a grammar structure, to simplify the teacher’s explanation as well as motivate learners and keep them involved and active during the whole language class. Dramatization may function in various forms and may be used at different stages of teaching a foreign language class. Acting out short dialogues at beginner and elementary levels can be a good way of practicing new grammar structures. The triad teaching format offered by N. McIver can be beneficial for mixed-ability groups. The article proves that the language material used for drama activities can be divided into two groups – real and dramatic or imaginary. Examples from everyday experience can be used to create familiar communicative situations. Such exercises have a practical nature as the learners demonstrate the interaction between people and different services. Close-to-real-life situations are combined with some imaginary or dramatic components. Activities based upon imaginary situations contribute to learners’ better cooperation and provide the opportunity for creating an atmosphere of friendliness and mutual understanding. The exercises based on imaginary situations often require the preparation of lengthy role cards. The dramatization of famous paintings and songs forms another group of communicative activities, suitable for all levels of proficiency. An open, long-term drama activity can maximize creativity and motivation as well as provide an opportunity to develop flexibility in using a foreign language. The drama activities offered in the article are easily adaptable to any language material or teaching format.

scholarly journals A Survey Of Best Practices And Key Learning Objectives For Successful Secondary School STEM Academy Settings

2016 ◽  
Vol 10 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Paul Kasza ◽  
Timothy F. Slater
Keyword(s):  
United States ◽  
Best Practices ◽  
Community Involvement ◽  
Curriculum Design ◽  
Time Management ◽  
The United States ◽  
Learning Objectives ◽  
Student Collaboration ◽  
Engineering Design Process ◽  
Student Cohorts

Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States.  Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States.  This research addresses two overarching questions, a) what are the best practices of STEM Academies, and b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies.  Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management. 

The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

2019 ◽  
pp. 430-449
Author(s):  
Donna Russell
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Curriculum Design ◽  
Real Life ◽  
Problem Based Learning ◽  
Virtual Learning ◽  
Design Model ◽  
Learning Theories ◽  
Learner Engagement ◽  
Sociocultural Learning Theories

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

Curriculum Initiatives to Help Engineering Students Learn and Develop

2012 ◽  
pp. 85-106
Author(s):  
Duncan Fraser
Keyword(s):  
Student Learning ◽  
Computer Simulations ◽  
Curriculum Design ◽  
Engineering Students ◽  
Problem Based Learning ◽  
Building Community ◽  
Sense Of Identity ◽  
Improve Student Learning

This chapter discusses two sets of initiatives: the first set aims to improve student learning in engineering through the use of computer simulations and Problem-Based Learning, and the second set aims to help students grow through building community and developing their sense of identity as engineers. The chapter shows how these initiatives have been underpinned by viewing learning as participation and not simply acquisition of knowledge, by embracing knowing, acting, and being as three pillars of curriculum design, and by recognising the important role that variation plays in learning. It also discusses other frameworks that have been drawn on, namely pedagogies of engagement, Problem-Based Learning, learning through computer simulations, and learning outside the classroom. The chapter concludes after describing each of these sets of initiatives in some detail.

Ph.D. programs in action research

2003 ◽  
Vol 8 (3) ◽  
pp. 219-238 ◽  
Author(s):  
Morten Levin
Keyword(s):  
Action Research ◽  
Curriculum Design ◽  
Real Life ◽  
Learning Opportunities ◽  
Action Research Project ◽  
Academic Context ◽  
Useful Knowledge ◽  
Implementation Level ◽  
High Level ◽  
Level Training

Can universities ever become a greenhouse for education in Action Research? Would it be possible to create Ph.D. programs in Action Research that are loyal to the genuine characteristics of Action Research? The hegemony of conventional researcher education has dominated university activities. Action Research has inherent characteristics that break radically with the academic tradition. The core challenge is to assess whether high-level training in Action Research can find a home in universities. Training action researchers in conventional academic institutions will in itself be an action research project. The paper presents three different AR projects, all aimed at training cohorts of students to become professional Action Researchers through obtaining a Ph.D. The first program started in 1989, the second in 1995, and the new program began in May 2003. The main conclusion is that it is a feasible strategy to create action research learning opportunities within a conventional academic context. This is partly due to a change in conceptualization of what constitutes knowledge, adding onto a stronger demand for practical and useful knowledge. At the local design and implementation level, curriculum design — both collective learning processes and theses that were closely connected to real life change activities — were important factors for success.

scholarly journals Problem-based learning and 21st-century skills: Are they compatible?

2021 ◽  
Vol 6 (2) ◽  
pp. 326
Author(s):  
Ni Komang Arie Suwastini ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Luh Putu Sri Adnyani ◽  
Gede Rasben Dantes ◽  
Zulidyana Dwi Rusnalasari
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Problem Based Learning ◽  
Good Alternative ◽  
Thinking Skills ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Library Research ◽  
Teachers And Students

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

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