Remote English Teaching Resource Sharing Based on Internet O2O Model

Aiming at the problems of low success rate, delay, and high communication cost in distance English teaching resource sharing, this paper puts forward a method of distance English teaching resource sharing based on Internet O2O mode. Based on the model of distance English teaching resource sharing, this paper designs four processes: query, reply, resource substitution, and resource sharing optimization. Experimental results show that the proposed method can achieve high success rate of resource sharing, low latency, communication cost, and high transmission efficiency. Therefore, it is an effective method.

Research on Teaching Resource Recommendation Algorithm Based on Deep Learning and Cognitive Diagnosis

With the increasing abundance of network teaching resources, the recommendation technology based on network is becoming more and more mature. There are differences in the effect of recommendation, which leads to great differences in the effect of recommendation algorithms for teaching resources. The existing teaching resource recommendation algorithm either takes insufficient consideration of the students’ personality characteristics, cannot well distinguish the students’ users through the students’ personality, and pushes the same teaching resources or considers the student user personality not sufficient and cannot well meet the individualized learning needs of students. Therefore, in view of the above problem, combining TDINA model by the user for the students to build cognitive diagnosis model, we put forward a model based on convolution (CUPMF) joint probability matrix decomposition method of teaching resources to recommend the method combined with the history of the students answer, cognitive ability, knowledge to master the situation, and forgetting effect factors. At the same time, CNN is used to deeply excavate the test question resources in the teaching resources, and the nonlinear transformation of the test question resources output by CNN is carried out to integrate them into the joint probability matrix decomposition model to predict students’ performance on the resources. Finally, the students’ knowledge mastery matrix obtained by TDINA model is combined to recommend corresponding teaching resources to students, so as to improve learning efficiency and help students improve their performance.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Gamification as a Teaching Resource for English-Medium Instruction and Multilingual Education at University

Gamification has emerged in recent years as a resource that incorporates game-related elements and mechanics into the classroom to foster students' motivation, engagement, and further competences. With the proliferation of English-medium instruction (EMI) and multilingual degree programs at university nowadays, new and innovative teaching tools are desirable to help students cope with the double-challenging task of acquiring new and complex disciplinary content through a foreign language. This chapter provides an overview of some recent computer-based gamification tools that may be applied in EMI and multilingual university settings. More specifically, the main features and advantages of these tools for these specific educational contexts are explored. This chapter may be useful for researchers and practitioners in the field of EMI and multilingual teaching in higher education.

Design of Online and Offline Integration Teaching System for Body Sense Dance Based on Cloud Computing

Traditional teaching methods are limited to time and place, and the performance of dance teaching resource management is poor. This paper designs a dance teaching resource management system based on cloud computing. The functional structure of the system includes the core cloud computing teaching and teaching management application. The data management module is used to store the processed data in the data file, and respond to the retrieval request of dance teaching content publishing module and the remote image resource positioning request of multi-media management module. Design user courseware on demand process, using the existing dance teaching resources to learn. The experimental results show that the designed system has good performance, high stability and compatibility, and strong data storage capacity of teaching resources.

A sour taste in your mouth: consumer privileges and the socio-ecological imperatives of chocolate as pedagogy

This article describes how I use autoethnography as a methodological approach to display the multiple layers of my consciousness as a critical global sustainability educator. I use writing to demonstrate how my reflective processes on my work with chocolate as pedagogy in schools facilitate an exploration of the philosophical and pedagogical underpinnings of what it means and what it takes to educate for sustainability and global awareness and in culturally diverse settings. My desire here is to share insights by writing, describing, examining and theorising my experiences of using chocolate as a pedagogical resource for global education and socio-ecological learning to university students. By using autoethnography, I take the position that writing is a way of knowing, as well as a method of self-discovery and analysis. My aim, therefore, is simple: to use autoethnography as a processual avenue to demonstrate how I used cocoa production in Ghana, and chocolate consumption around the world, to deepen understandings of larger issues around production and consumption, as well as the linkages between learning, society and sustainability. In doing so, I foreground my personal reflective experiences in using chocolate as a teaching resource. Those experiences are objectified as the focus of the research, and I become the subject of research.

O Uso das Tecnologias e Seus Desafios no Ensino Superior Remoto em Tempos de Pandemia de COVID-19

ResumoEmbora seja um importante recurso didático, o uso das tecnologias durante a Pandemia de COVID-19 revelou grandes desafios na educação, sobretudo, no Ensino Superior. Dessa forma, o presente trabalho tem o objetivo de analisar a experiência discente em relação ao uso das tecnologias no Ensino Superior remoto em tempos de Pandemia de COVID-19. A área de estudo delimitada compreende a região metropolitana do Cariri cearense (RMCariri), no Sul do Estado do Ceará, mais especificamente, o aglomerado urbano formado pelos municípios de Crato, Juazeiro do Norte e Barbalha (CRAJUBAR). Como metodologia, foram realizados um levantamento bibliográfico acerca do tema e a aplicação de um questionário semiestruturado a estudantes de cursos de graduação de Instituições de Ensino Superior localizadas na região do CRAJUBAR. A partir da análise dos resultados se percebeu que, mesmo sendo uma ferramenta viabilizada pelo uso das tecnologias, e que permitiu a continuidade do ensino no modo a distância durante a Pandemia, o ensino remoto não contempla todos os discentes. O estudo revelou as principais dificuldades encontradas pelos estudantes neste período e destacou a falta de investimentos para as Universidades implementarem o ensino remoto, sobretudo, as públicas, o que afetou diretamente o processo de aprendizagem dos discentes e reflete a desigualdade social existente no Brasil. Palavras-chave: COVID-19. Cariri cearense. Aprendizagem. Tecnologias. AbstractAlthough being an important teaching resource, the use of technologies during the COVID-19 pandemic revealed great challenges in education, especially in higher education. Therefore, this paper aims at analyzing the student’s experience regarding to use of technologies in remote higher education in times of COVID-19 pandemic. The selected study area comprises the Cariri Metropolitan Region (RMCariri), on south of Ceará state, more specifically the urban agglomeration composed of Crato, Juazeiro do Norte and Barbalha municipalities (CRAJUBAR). As methodology, a bibliographic research was performed on the subject and the application of a semi structured questionnaire to the students of undergraduate level courses from Higher Education Institutions of CRAJUBAR. From the results analysis, one may notice that, although being a tool facilitated by the use of technologies, and which allowed the education continuity in a remote way during the pandemic, the remote higher education does not contemplate all the students. The study showed the main difficulties faced by students in this period and highlighted the lack of investments on the universities in order to implement the remote education, especially the public ones, which directly affected the students’ learning process, besides reflecting the existing social inequality of Brazil. Keywords: COVID-19. Cariri Region. Learning. Technologies.

Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.

The Use of Computed Tomography as a Teaching Resource for the Teaching of Structural Concrete in the Degree of Civil Engineering

This paper shows a teaching experience related to the use of computed tomography in the teaching of concrete for undergraduate students of the civil engineering degree. This experience reveals that computed tomography is a powerful tool to facilitate the understanding of all those aspects related to the microstructure of concrete, thus facilitating comprehension of the correlation between the microstructure and its macroscopic response. In addition, students showed a greater motivation and interest in the subject, which promotes better academic learning. A pilot test was carried out to evaluate the viability of these practices and to analyze the teaching impact of this activity. The results show that students were very interested in the use of new technologies in teaching and, more particularly, in the use of computed tomography. The students satisfactorily received the project. A greater motivation of the students in the subject was also observed, which resulted in better grades when compared with those of previous courses. The results reveal that the average grade of the students rose by around 8%, and a higher percentage of students achieved higher scores when compared to the previous five years.