scholarly journals Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality

2021 ◽  
Vol 9 ◽  
pp. A60-A73
Author(s):  
Zoe Hurley
Keyword(s):  
Augmented Reality ◽  
Speech Acts ◽  
Mikhail Bakhtin ◽  
Transmission Model ◽  
Technology Enhanced Learning ◽  
Technological Determinism ◽  
Conceptions Of Learning ◽  
Literary Genres ◽  
Dialogic Learning ◽  
Dialogic Inquiry

Technological determinism has been driving conceptions of technology enhanced learning for the last two decades at least. The abrupt shift to the emergency delivery of online courses during COVID-19 has accelerated big tech’s coup d’état of higher education, perhaps irrevocably. Yet, commercial technologies are not necessarily aligned with dialogic conceptions of learning while a technological transmission model negates learners’ input and interactions. Mikhail Bakhtin viewed words as the multivocal bridge to social thought. His theory of the polysemy of language, that has subsequently been termed dialogism, has strong correlations with the semiotic philosophy of American pragmatist Charles Sanders Peirce. Peirce’s semiotic philosophy of signs extends far beyond words, speech acts, linguistics, literary genres, and/or indeed human activity. This study traces links between Bakhtin’s dialogism with Peirce’s semiotics. Conceptual synthesis develops the semiotic-dialogic framework. Taking augmented reality as a theoretical case, inquiry illustrates that while technologies are subsuming traditional pedagogies, teachers and learners, this does not necessarily open dialogic learning. This is because technologies are never dialogic, in and of themselves, although semiotic learning always involves social actors’ interpretations of signs. Crucially, semiotic-dialogism generates theorising of the visual literacies required by learners to optimise technologies for dialogic learning.

scholarly journals Rapid Prototyping of Interactive Storytelling and Mobile Augmented Reality Applications for Learning and Entertainment – The case of “k-Knights”

2016 ◽  
Vol 6 (2) ◽  
pp. 30 ◽  
Author(s):  
Dimitris Markouzis ◽  
Georgios Fessakis
Keyword(s):  
Augmented Reality ◽  
Serious Games ◽  
Rapid Prototype ◽  
Technology Enhanced Learning ◽  
Mobile Augmented Reality ◽  
Design Development ◽  
Interactive Storytelling ◽  
Prototype Development ◽  
Definition Of ◽  
Pedagogical Research

Mobile Augmented Reality (MAR) Technology in combination with Interactive Storytelling (IS) enables the design of new kinds of technology enhanced learning and entertainment applications. The existing pedagogical research as well as the available Interactive Storytelling MAR (ISMAR) Serious Games are rather limited. This is mainly because of the difficulties of MAR applications development and the complexity of IS authoring. The paper works on the direction to improve this situation exploring the combination of a) rapid prototype development methodology based on MAR authoring tools and b) the definition of IS genres which could serve as templates and guide the ISMAR design. In the paper, key concepts are presented, existing successful examples of MAR Serious Games are analyzed in order to extract their narration genre features, available tools for MAR rapid authoring are introduced, and afterwards the design, development and first evaluation of a prototype ISMAR Serious Game is presented. The paper contributes to the bridging of learning design, IS, and AR technology research communities and facilitates feature interdisciplinary research.

scholarly journals Conceptions of learning in technology-enhanced learning environments

2017 ◽  
Vol 12 (2) ◽  
pp. 184-205
Author(s):  
Chin-Chung Tsai
Keyword(s):  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Conceptions Of Learning ◽  
Content Type ◽  
Educational Culture ◽  
Use Of Technology ◽  
Cram Schools ◽  
Future Work ◽  
Enhanced Learning

Purpose The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach. Design/methodology/approach It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized. Findings Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized. Originality/value The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

scholarly journals A Poetics of Reciprocity: Elizabeth Barrett Browning's Ballads and Sonnets

2021 ◽  
Author(s):  
◽  
Rose Harriet Sneyd
Keyword(s):  
Speech Acts ◽  
Mikhail Bakhtin ◽  
Elizabeth Barrett Browning ◽  
The Novel ◽  
Poetic Language ◽  
Literary Language ◽  
Sonnets From The Portuguese ◽  
Social Act ◽  
Selection Of ◽  
The Way

<p>This thesis considers the way in which a selection of the poetry of Elizabeth Barrett Browning (henceforth to be referred to as EBB) exhibits what I will refer to as a poetics of reciprocity. My focus is on EBB’s ballads of the 1830s and 40s, her amatory sonnet sequence Sonnets from the Portuguese, and those ballads found in Last Poems. Lyric poetry is, traditionally, said to be defined by a monologic lyric speaker. Mikhail Bakhtin, for instance, pronounced that the mono-stylistic and cohesive nature of poetic language distinguished it from novelistic prose. However, it was, in part, Bakhtin’s insistence that poetry was by definition monologic that triggered my dialogic investigation of EBB’s poetry. Despite the range of work, both formal and temporal, that I consider in these three chapters, the discussion is nevertheless united by a consideration of EBB’s fascination with language, and her concomitant departure from the conventions of the monologic lyric speaker. In her early ballads, I explore EBB’s presentation of unreliable speakers and protagonists. These figures prove elusive to read because of their use of duplicitous or untrustworthy language, or they falter in the act of interpretation themselves. In EBB’s Sonnets from the Portuguese, I consider the way in which the poet opts for the language of conversation to evoke, in a fresh and powerful manner, the love between her speaker and her beloved. I suggest that this strategy, in part, compensated for the way in which clichéd literary language used to describe the experience of loving had been drained of vigour. Finally, in Last Poems I consider EBB’s presentation of speech as a social act that is influenced by the speaker’s status in society. In these late ballads, women’s attempts to wield language in an effective way are demonstrated to be dependent upon various conditions that reduce or enhance the potency of their speech acts. While Bakhtin’s essay “Discourse in the Novel,” in addition to the work of critics such as E. Warwick Slinn and Marjorie Stone, has been vital to the formulation of my thesis, I have, largely, relied upon a formalist approach to EBB’s poetry. In my close readings I examine EBB’s interrogation of language in her ballads and sonnets in light of her conscientious use, in particular, of metre and rhyme.</p>

scholarly journals A Poetics of Reciprocity: Elizabeth Barrett Browning's Ballads and Sonnets

2021 ◽  
Author(s):  
◽  
Rose Harriet Sneyd
Keyword(s):  
Speech Acts ◽  
Mikhail Bakhtin ◽  
Elizabeth Barrett Browning ◽  
The Novel ◽  
Poetic Language ◽  
Literary Language ◽  
Sonnets From The Portuguese ◽  
Social Act ◽  
Selection Of ◽  
The Way

<p>This thesis considers the way in which a selection of the poetry of Elizabeth Barrett Browning (henceforth to be referred to as EBB) exhibits what I will refer to as a poetics of reciprocity. My focus is on EBB’s ballads of the 1830s and 40s, her amatory sonnet sequence Sonnets from the Portuguese, and those ballads found in Last Poems. Lyric poetry is, traditionally, said to be defined by a monologic lyric speaker. Mikhail Bakhtin, for instance, pronounced that the mono-stylistic and cohesive nature of poetic language distinguished it from novelistic prose. However, it was, in part, Bakhtin’s insistence that poetry was by definition monologic that triggered my dialogic investigation of EBB’s poetry. Despite the range of work, both formal and temporal, that I consider in these three chapters, the discussion is nevertheless united by a consideration of EBB’s fascination with language, and her concomitant departure from the conventions of the monologic lyric speaker. In her early ballads, I explore EBB’s presentation of unreliable speakers and protagonists. These figures prove elusive to read because of their use of duplicitous or untrustworthy language, or they falter in the act of interpretation themselves. In EBB’s Sonnets from the Portuguese, I consider the way in which the poet opts for the language of conversation to evoke, in a fresh and powerful manner, the love between her speaker and her beloved. I suggest that this strategy, in part, compensated for the way in which clichéd literary language used to describe the experience of loving had been drained of vigour. Finally, in Last Poems I consider EBB’s presentation of speech as a social act that is influenced by the speaker’s status in society. In these late ballads, women’s attempts to wield language in an effective way are demonstrated to be dependent upon various conditions that reduce or enhance the potency of their speech acts. While Bakhtin’s essay “Discourse in the Novel,” in addition to the work of critics such as E. Warwick Slinn and Marjorie Stone, has been vital to the formulation of my thesis, I have, largely, relied upon a formalist approach to EBB’s poetry. In my close readings I examine EBB’s interrogation of language in her ballads and sonnets in light of her conscientious use, in particular, of metre and rhyme.</p>

Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities

2017 ◽  
Vol 55 (7) ◽  
pp. 901-936 ◽  
Author(s):  
Hendrys Tobar-Muñoz ◽  
Silvia Baldiris ◽  
Ramon Fabregat
Keyword(s):  
Reading Comprehension ◽  
Augmented Reality ◽  
Student Assessment ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
International Student Assessment ◽  
Enhanced Learning ◽  
Augmented Reality Game

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to determine their benefits and implications. Among such technology-enhanced learning approaches, we find augmented reality and game-based learning, both of which have proven to be useful in educational settings; nonetheless, few studies have observed them being used jointly. Some open questions to be asked are as follows: Does the use of augmented reality games in the classroom benefit students in terms of performance and motivation? Is the reading activity experience enriched when we use them to promote reading comprehension? In this study, and with the help of teachers, we devised an augmented reality game using a design-based research approach. We then tested it in a real classroom and carried out both quantitative and qualitative observations. Our results show that while results in reading comprehension using the game show no difference to results from the more traditional approaches, children do display greater motivation and interest in the activity and the activity is enriched as it promotes problem solving, exploration, and socialization behavior.

scholarly journals Die grapteks met verwysing na die interessantheidsbeginsel

Literator ◽  
1994 ◽  
Vol 15 (2) ◽  
pp. 1-18 ◽  
Author(s):  
P. S. De Bruyn
Keyword(s):  
Speech Acts ◽  
Common Knowledge ◽  
Literary Genres ◽  
Special Effects ◽  
The Real ◽  
Vital Importance ◽  
Perlocutionary Effect

Jokes are special kinds of texts: they do not communicate something about the real, existing world like some other kinds of texts do, because they are worlds in themselves. These units of discourse consist of two components: a build-up and a punch line, the latter being the source of humour, mainly because it possesses elements of surprise. Although mostly fictitious, jokes do make use of an element of truth, or at least some common knowledge. They can also be seen as speech acts, acts of humour with the perlocutionary effect to amuse in mind. When De Beaugrande and Dressier's characteristics of a successful text are applied, jokes can be seen to fit the description. As in the case of other literary genres, jokes can be described as fiction because they are also special expressions with well-defined conventions. These special kinds of texts are spontaneously recognised for what they are. When those elements distinguishing jokes as such are removed, the effects jokes have are cancelled. These removed elements are thus proved to be essentials. The element of surprise, caused by the condensation of several meanings in the punch line, seems to be of vital importance in this respect. Jokes are intended to amuse. Jokes are consciously told with this purpose in mind and they are noticed because of that. It will be argued, using appropriate examples, that these special effects are achieved by means of the principle of interest. The exploitation of pragmatic means is used to attain this.

From Speech Acts to Literary Genres: Toward a Factual and Fictional Discourses Typology

Dialogue ◽  
2018 ◽  
Vol 57 (4) ◽  
pp. 877-894
Author(s):  
SIMON FOURNIER
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Literary Genres ◽  
Literary Pragmatics

In recent decades, speech act theorists began analyzing discourses in order to describe the logic that governs the use and understanding of language in the context of interlocutions. This paper is in the wake of those studies. It questions the fruitfulness of the notion of speech acts in literary pragmatics, analyzes some literary genres and proposes a discourse typology containing eight generic categories that reflect the possible links between factual and fictional discourses. In doing so, it offers a response to a question raised many years ago by a literary theorist that is directed to speech act theorists.

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