An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.

Beyond The Ordinary: Designing a Mobile-assisted Funds-of-Knowledge-Featured Instructional Framework for English Learners

The design and implementation of hybrid, technology-enhanced learning environments is a sophisticated process, especially when incorporating relevant sociocultural factors to support culturally and linguistically diverse students’ learning. In this paper, I review and provide a description of an iterative design process for a mobile-assisted funds-of knowledge (FoK)-featured instructional framework that aims to facilitate middle-school-aged Latinx English Learners’ (ELs) literacy development in writing. The sociocultural lens of FoK considers ELs’ ordinary experiences as assets in creating inclusivity and engaging flow in learning, which are further enhanced by affordances of mobile-based writing applications. More specifically, this design process was achieved through fieldwork situated in a Latinx community and school district in a rural town in the Midwestern United States. The design process was contextualized into four stages: the precedent stage focusing on the formation of the design idea, the framing stage focusing on the preliminary design outline, the co-evolution stage focusing on the development of the designed product, and the prototype stage focusing on experimenting with the designed product through the ELs’ classroom writing practice. This instructional framework emphasizes the transformation of diverse ELs’ ordinary experiences by guiding them through five sequential learning steps: discovering, connecting, writing, sharing, and preserving culture. Formative and summative evaluation techniques were embedded through different research phases, such as a preliminary instrumental case study, an ethnographic case study, and the ELs’ classroom writing practice. This design case provides an example of socioculturally contextualizing the application of emerging technology to mediate learning for diverse student populations.

Review of the English Tense System: Decoding Dichotomies and Restructuring Instructional Practice

As far as the main purpose of teaching and learning of the Grammar of a language is concerned, it should tell the teachers and learners the principles and parameters of sentence construction in the given language, i.e. English Language in the context of the discussion in this paper. Incidentally, the grammatical device of tense becomes more important and relevant at the level of discourse and communication. However, a predominantly common approach to teaching and learning of the system of tense in English language has been to understand it in synonymous terms with the notion of three timelines of present, past and future, which poses situations of systemic difficulties and makes it confusing and misleading to comprehend and communicate sentences and utterances in terms of communicative clarity within the parametric confines of the linguistic system of the English Language. Focusing on this issue, this paper demonstrates the ways to unfold the dichotomies involved in the traditional ways of teaching and learning of the grammar of tense, times and aspects of verbal action in English Language and suggests an instructional framework to resolve the related pedagogical issues of concern.

The Distributed Autonomous Organizations of Learning (DAOL): A Future Structure for Health Professions Education (Preprint)

UNSTRUCTURED Health Professions Education institutions are hierarchical structures designed to educate professionals using a fixed time, location, and curricular paradigm. Technologies such as the internet and blockchain changed the way knowledge is managed and allows the creation of a new open, decentralized, and automatic instructional framework called Distributed Autonomous Organization of Learning (DAOL). The DAOL offers the opportunity to change the nature of training and credential by allowing an unbounded curriculum and certification, while providing the ability to dynamically adapt the instructional design to the needs of learners and communities. Among the advances DAOL create are creation of curriculums created with input from all stakeholders and that are focused on the primacy of the competence instead of the primacy of the identity. Also, they can simplify credential and licensing processes while leveling the information asymmetry of the job marking.

Using Diverse Youth Literature to Expand Knowledge and Consider Multiple Perspectives Through Tri-Texts

This chapter shares lessons learned in relation to intertextually connected texts with a focus on tri-texts. It presents both the theoretical framework and underpinnings that support utilizing tri-texts in the classroom as well as practical and engaging ways for preservice and in-service teachers to implement these practices in their own classroom. The organization of this chapter will lead readers through valuable steps and will support teachers in this implementation. This chapter is organized in six sections: 1) Diverse Youth Literature, 2) Intertextuality, 3) Tri-Texts, 4) An Instructional Framework for Tri-Texts Utilizing Diverse Literature, 5) Putting Intertextuality Into Action Using Tri-Texts and Diverse Literature, 6) Final Thoughts and Next Steps.

Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet

<p style='text-indent:20px;'>This commentary is an extension to the integrated S-T-E-M Quartet Instructional Framework that has been used to guide the design, implementation and evaluation of integrated STEM curriculum. In our discussion of the S-T-E-M Quartet, we have argued for the centrality of complex, persistent and extended problems to reflect the authenticity of real-world issues and hence, the need for integrated, as opposed to monodisciplinary, STEM education. Building upon this earlier work, we propose two additional variationsjsolution-centric and user-centric approachesjto the provision of integrated STEM curricular experiences to afford more opportunities that address the meta-knowledge and humanistic knowledge developments in 21^st century learning. These variations to the S-T-E-M Quartet aims to expand the scope and utility of the framework in creating curriculum experiences for diverse profiles of learners, varied contextual conditions, and broad STEM education goals. Collectively, these three approachesjproblem-centric, solution-centric, and user-centricjcan afford more holistic outcomes of STEM education.</p>