Learning From Our Ancestors

This chapter reflects on the challenges of criterion-referenced final examinations in higher education within the context of Micronesian cultural realities and suggests alternative approaches that may contribute more constructively to student success. The first explores the transformative role that mentor relationships can have on both student engagement and purposeful and meaningful faculty-student interaction. The second appreciates the powerful contribution that connectivity plays as professors work to create a community of scholars within their university courses. And finally, the authors highlight the value of publishing as a pedagogic tool within a university course that elevates the process of research and writing making the work all the more important and meaningful to students. All three approaches are particularly meaningful due to the cultural relevance of each to Micronesian people.

Gamification, Learning, and the Acquisition of 21st Century Skills Amongst Malaysian Law Students

The diversification of pedagogic tools remains essential for a fruitful learning experience among the Gen Z students by embedding technology such as gamification in learning. Recent literature has discussed the acquisition of 21st century skills and the educational challenges generally faced by Asian students due to their cultural traits. Against this background, the findings of this study open reflections relating to the benefit of gamification in acquiring 21st century skills. The objective of this chapter is to identify whether gamification is a suitable pedagogic tool among Malaysian law students in order to support the acquisition of 21st century skills. The respondents are from Year 1 and Year 2 of a three-year Bachelor of Laws degree with the majority being Malaysian students. The data collected showed that gamification helps in the acquisition of 21st century skills. Evidently, it showed that gamification can be a suitable alternative pedagogic tool to support the students to learn skills such as critical thinking, creativity, innovation, leadership, or communication.

A Gamification Approach to Improving Interpersonal Situational Awareness in Cyber Defense

In cyber threat situations, the establishment of a shared situational awareness as a basis for cyber defense decision-making results from adequate communication of a Recognized Cyber Picture (RCP). RCPs consist of actively selected information and have the goal of accurately presenting the severity and potential consequences of the situation. RCPs must be communicated between individuals, but also between organizations, and often from technical to non-/less technical personnel. The communication of RCPs is subject to many challenges that may affect the transfer of critical information between individuals. There are currently no common best practices for training communication for shared situational awareness among cyber defense personnel. The Orient, Locate, Bridge (OLB) model is a pedagogic tool to improve communication between individuals during a cyber threat situation. According to the model, an individual must apply meta-cognitive awareness (O), perspective taking (L), and communication skills (B) to successfully communicate the RCP. Gamification (applying game elements to non-game contexts) has shown promise as an approach to learning. We propose a novel OLB-based Gamification design to improve dyadic communication for shared situational awareness among (technical and non-technical) individuals during a cyber threat situation. The design includes the Gamification elements of narrative, scoring, feedback, and judgment of self. The proposed concept contributes to the educational development of cyber operators from both military and civilian organizations responsible for defending and securing digital infrastructure. This is achieved by combining the elements of a novel communication model with gamification in a context in urgent need for educational input.

“La lune blanche”

Reynaldo Hahn’s “L’heure exquise” is one of the most frequently performed French melodies, encapsulating the beauty and simplicity of Verlaine’s poem “La lune blanche.” This article suggests a comparative study of songs by other composers who set the Verlaine text, including Massenet, Poldowski, Stravinsky, and Szulc, as an excellent collection for recital programs, as well as a useful pedagogic tool for the study of French mélodies.

Virtual Service-Learning in Higher Education. A Theoretical Framework for Enhancing its Development

The last decade have witnessed the unprecedented development of information and communication technologies. This has, in turn, enabled the growth and development of other sectors, such as, for example, that of distance and on-line learning. In this context of technological expansion in education it is appropriate to reflect pedagogically about technological resources and their educational purpose. That is, how to deploy the available technological resources and media in a fashion consistent with the desired educational objectives and aims. Virtual Service-Learning has emerged as a particular modality of this methodology that combines and reinforces two elements: technology applied to education and service as a pedagogic tool. This format then, reveals itself as an appropriate methodology through which to channel both technical and pedagogic innovation. In this work and, taking as reference a study focusing on two virtual Service-Learning projects, we will address the construction of a theoretical framework that will allow us to understand and improve the development of these practices through this pedagogic modality.

An Effective Pedagogy Toolkit for Learning in an Intelligent Virtual Environment

Throughout the progression of the pedagogy, educators are striving hard to bring up the systems centering on effective learning. This omnipresent trend has led to the ontogeny of innovative and culmination of many congregation technologies such as virtual reality (VR), artificial intelligence (AI), and natural language processing (NLP) ensuing as intelligent virtual learning environment (IVLE). Technology-enhanced encyclopedism can facilitate pupils with influential and high-quality learning experiences as compared to the traditional learning approach. This chapter portrays learning in intelligent virtual environment as an effective pedagogy approach. The pedagogic tool developed by the authors captures text written in English as an input and creates the envisioned virtual setting. The ability of natural language interface (NLI) for VR-based learning systems is the most significant attainment of the present work, which brings a novel perspective in the field pedagogy.

Future Opportunities for Using Gamification in Management Education

Gamification as a potent pedagogic tool existed even in the ancient periods and in different geographical regions. It was observed that using gamification to teach the learners was more powerful and useful so much so that it helped the optimum utilization of resources. However, with the advent of virtual reality and augmented reality making inroads into education in general and management education in particular, it is now feasible to use gamification for management education. It is often found that the management learners are comparatively brainier and selected after strict competitive examinations. They get easily blasé of the traditional methods of pedagogy. They have always demanded challenging curricula, deep contents, and exciting pedagogy to learn. It is in this context that the gamification of learning has been introduced to motivate and challenge the learners by using video game design and game elements in learning environments. These games are meant to maximise enjoyment and engagement through influencing the interests of learners and inspiring them to continue with their learning process. Gamification in its practical use in the management educational spaces and corporate training spaces made a substantial impact all across the globe. The future opportunities for gamification both in content space and structural space are going to be far more than can be imagined with the explosion taking place in technology.

Design and development of a question generator for learners of English

In this paper, we describe the design and development of the first release of an online question generator. This pedagogic tool enables learners of English to generate open-ended, closed-ended and tag questions for a target sentence. Learners input a sentence (i.e. declarative statement) and select the type or types of questions to generate. Question generation is a non-trivial task involving numerous processes including syntactic transformation and pronoun selection. Syntactic transformation was achieved through the use of rules based on parse trees while the selection of interrogative pronouns was achieved using matching potential question foci with a linguistic knowledge encoded condition set. Lessons learned are detailed to help other researchers avoid or attempt to ameliorate the pitfalls and problems encountered in this study.

Building Literacies at Tertiary Level: Integrated Tests for Reading Comprehension and Written Expression to Algerian University Learners

This article considers some of the reasons teachers usually regard literature as an appropriate tool of language classroom learning. These of literary texts can be a powerful pedagogic tool. This study describes some of the approaches to teaching literature and provides a rationale for integrating the teaching of literature as an approach to language classroom. For university teachers, the study of literature is indispensable because it exposes students to meaningful contexts. Integrating reading comprehension and written expression at university involves the effectiveness of literature type and the objectives planned. In this sequence, two experimental reading tests are administered.