The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback

2021 ◽  
pp. 53-75
Author(s):  
Lan Yang
Keyword(s):  
Learning Opportunities ◽  
Feedback Orientation ◽  
External Feedback ◽  
Assessment As Learning

scholarly journals Role of Museums in Education

2021 ◽  
pp. 41-43
Author(s):  
Jahangeer . ◽  
Abduraheem K ◽  
Mohammad Nooruddin Ansari
Keyword(s):  
Learning Opportunities ◽  
Cultural Objects ◽  
Intangible Heritage ◽  
Tools And Techniques

Museums play very important role in the education, because every museum contains the collection in the form of tangible and intangible heritage. If we talk about tangible heritage then we can include coins, pottery, metal, wooden material etc. and in intangible heritage we can consider craftsmanship, skill demonstration, folk theatre etc., but museums not only preserve the cultural objects but also exhibit to them and museums provide the facilities to the students, and researcher so that these user can use the museum's collection for education purpose. If we teach to the student through object then student can understand easily and he can perceive the concept of object therefore we should visit the museum to students or researchers so that they can research on the original object and there are many more methods of education which can be adopted by the museum for providing the learning opportunities to user. In this paper we will describe some tools and techniques used in the museum that help in giving education.

The Manager as Coach: The Role of Feedback Orientation

2016 ◽  
Vol 33 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Lisa A. Steelman ◽  
Leah Wolfeld
Keyword(s):  
Feedback Orientation

Taking the First Steps into Academia

2020 ◽  
pp. 274-288
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Learning Curve ◽  
Graduate Student ◽  
Learning Opportunities ◽  
Full Time ◽  
New Faculty ◽  
Supportive Environment ◽  
Research And Teaching ◽  
Curriculum Vitae ◽  
The Right

The learning curve is quite large when moving from the role of a graduate student to the role of a faculty member in academia. Preparation to move into full-time academia begins during one’s time in graduate school, and factors such as finding the right adviser and taking advantage of opportunities in research and teaching are imperative for success. Understanding the first steps in academia helps new PhD students not only to find the right position by creating a curriculum vitae and attending conferences, but also to the importance of surrounding oneself with a supportive network of scholars. A supportive environment embraces questions and celebrates both the successes and the learning opportunities that come from challenges that new faculty may face.

The Role of Community Formation in Learning Processes

2009 ◽  
pp. 80-100 ◽  
Author(s):  
Margaret Rasulo
Keyword(s):  
Learning Opportunities ◽  
Information Resources ◽  
Course Delivery ◽  
Community Formation ◽  
The Internet ◽  
Full Time ◽  
Web Based ◽  
New Learning ◽  
Education Courses

The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and its online communities offer new learning opportunities for many who cannot attend full-time, residential training sessions or higher education courses. Web-based course delivery affords these students and professionals the opportunity to work together, “anytime, anywhere,” exchanging information, resources, expertise, without leaving their homes or their jobs

scholarly journals Learning in foreign and domestic value chains: the role of opportunities and capabilities

2020 ◽  
Author(s):  
René Belderbos ◽  
Christoph Grimpe
Keyword(s):  
Learning Opportunities ◽  
Technology Leadership ◽  
Value Chains ◽  
Focal Firm ◽  
Technology Leaders ◽  
Learning Capabilities ◽  
Customer Learning ◽  
Specific Source ◽  
Foreign Customer

Abstract We suggest that the benefits of learning in international value chains for firms’ innovation performance are heterogeneous and depend on the specific source of learning (customers, suppliers, or competitors), whether these sources are based in countries that are technologically advanced or less advanced (learning opportunities), on technology leadership (learning capabilities) on the part of the focal firm, and on the simultaneous learning that occurs from domestic firms. Using direct survey evidence on learning and innovation by German firms, we confirm that technology leaders benefit from advanced foreign customer and supplier learning, that technology laggards benefit from less advanced foreign customer learning and advanced foreign competitor learning, and that both leaders and laggards benefit from domestic customer learning. The findings suggest a tradeoff between the opportunities to learn from foreign or domestic customers.

Second language learning in the context of massively multiplayer online games: A scoping review

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 92-113 ◽  
Author(s):  
Nasser Jabbari ◽  
Zohreh R. Eslami
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Communicative Competence ◽  
Online Games ◽  
Learning Opportunities ◽  
Massively Multiplayer Online Games ◽  
Multiplayer Online Games ◽  
L2 Learning ◽  
L2 Vocabulary

AbstractThis review examines the second language acquisition (SLA) literature with regard to the role of “massively multiplayer online games” (MMOGs) in second language (L2) learning. It focuses on commercially developed off-the-shelf (COTS) MMOGs only (some of them modified for educational purposes such as Reinders’ & Wattana’s work). It surveys the current empirical research to find out which aspects of L2 learning have been investigated, how they were studied, and what the findings suggest in relation to L2 learning opportunities and outcomes within and beyond MMOG contexts. We synthesized the findings of 31 studies reporting empirical evidence about the role of MMOGs in L2 learning. We observed that the empirical research in this area is mainly qualitative and that L2-related motivational and affective factors, L2 vocabulary, and learners’ communicative competence (or discourse management strategies) are the most widely investigated topics. Based on the findings, our paper presents a model that depicts hypothetical interrelationships among (a) MMOG designed settings, (b) the social and affective affordances provided in these settings, (c) L2 learning opportunities, and (d) the L2 learning outcomes achieved. We conclude that MMOGs provide socially supportive and emotionally safe (i.e. low-language-anxiety) environments that afford multiple opportunities for L2 learning and socialization, which, in turn, help L2 learners to enrich their L2 vocabulary repertoire and enhance their communicative competence in the target language.

Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth

2019 ◽  
Vol 56 (5) ◽  
pp. 1590-1628 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Debra Plowman ◽  
Haiyan Bai
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Learning Opportunities ◽  
Knowledge For Teaching ◽  
Mathematics Problems ◽  
Knowledge Growth ◽  
Mathematics And Science ◽  
Core Features

This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.

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