Toward Video-Conferencing Tools for Hands-On Activities in Online Teaching

Many instructors in computing and HCI disciplines use hands-on activities for teaching and training new skills. Beyond simply teaching hands-on skills like sketching and programming, instructors also use these activities so students can acquire tacit skills. Yet, current video-conferencing technologies may not effectively support hands-on activities in online teaching contexts. To develop an understanding of the inadequacies of current video-conferencing technologies for hands-on activities, we conducted 15 interviews with university-level instructors who had quickly pivoted their use of hands-on activities to an online context during the early part of the COVID-19 pandemic. Based on our analysis, we uncovered four pedagogical goals that instructors have when using hands-on activities online and how instructors were unable to adequately address them due to the technological limitations of current video-conferencing tools. Our work provides empirical data about the challenges that many instructors experienced, and in so doing, the pedagogical goals we identify provide new requirements for video-conferencing systems to better support hands-on activities.

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

Going beyond the Text: Interactional Competence in Reading Comprehension Class

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

Using a class wiki to facilitate community and linguistic inclusivity

I describe the implementation of a class wiki in an introductory linguistics class. There were two pedagogical goals: (1) facilitate asynchronous student engagement and collaborative learning; (2) provide opportunities for students to engage with various linguistic issues having to do with justice, equity, diversity, and inclusion. Assessment for the wiki was done using a version of specifications grading (Nilson 2015), so that students could choose their level of engagement with the wiki. A full description of the wiki is available at https://cbjorndahl.github.io/CMUNoLWiki/, which includes detailed descriptions, learning objectives, and prompts given to students for each wiki cate-gory. The present paper focusses primarily on the pedagogical motivations, design of the pedagogical intervention, and a reflection of its effectiveness.

CONDITIONS FOR FORMING TECHNOLOGICAL LITERACY OF SCHOOLBOYS

The article highlights the problem of the formation of technological literacy in the context of modern education. The interest on the part of society and the state in the formation of technologically competent personnel has been substantiated. The theoretical aspects of technological literacy are considered, as well as the concepts of technological literacy, technological culture and technological competence are differentiated. Technological literacy itself was viewed in three contexts: - as a property of the student's personality; -as an educational goal; - as a response of the education system to social demand. The request from the state is represented by a set of regulatory documents that determine the requirements for the quality and content of the educational process. The paper lists the main forms of thinking necessary for the formation of technological literacy, defines the pedagogical goals of technological education. The conditions for the formation of technological literacy in the form of a system of factors are described. Special attention is paid to the technological literacy of the teacher and the mechanism of the successive transfer of personal technological experience from teacher to student is described.

Teaching Workplace Genre Ecologies and Pedagogical Goals Through Résumés and Cover Letters

This study examines how and why 20 instructors (17 tenure-line and 3 nontenure-line) in introductory service courses enact their pedagogical values and address current concerns (e.g., personal branding, LinkedIn, and applicant tracking systems) when teaching résumés and cover letters. Research methods included a demographics survey, qualitative interviews, and critical discourse analysis of assignment sheets and deidentified student examples. Results provide an opportunity to renegotiate gaps between Business and Professional Communication’s research and pedagogical methods, shifting from overemphasizing formatting and checklists and toward understanding job applications as workplace genre ecologies to encourage deeper learning.

THE CONTENT OF TYPES OF COMMUNICATION IN THE PEDAGOGICAL PROCESS

The article is devoted to the description of various approaches to the interpretation of communication as a complex, multifunctional and multicomponent process. Types of communication are distinguished depending on a number of grounds, signs, criteria. The article presents the scientific points of view of domestic and foreign scientists on the understanding and definition of the term communication, shows the types of communication, identified with regard to content functional and structural features, taking into account the spatial and temporal characteristics of the communication process, as well as other grounds: by sphere of activity, by degree of mediation, by orientation, by depth of penetration, by types of communication of subjects, by professional characteristics. In addition, the criteria for classifying types of communication are also the nature, goals, forms of expression and direction of communication, etc. In the light of the global challenges of our time, the problems of remote business communication, including business communication in mentoring activities, are being updated. Within the framework of mentoring, business communication is carried out taking into account certain standards based on the constructivist paradigm, which provides for the implementation of external and internal pedagogical goals. In the distance format, business communication is aimed both at solving the problems of individual educational trajectory of a particular student («teacher ↔ student»), and at organizing joint collaborative activities of students («teacher ↔ students», «student ↔ students», «students ↔ students»).

Practical Experience of Teaching Economic Disciplines Through Game Methods

The article is devoted to the role of game methods for students of generation " Z " as a tool for increasing the activation of modern learning. The research is based on the analysis of Russian and foreign publications that reveal the importance of game methods of teaching students of economic disciplines in higher education. The main purpose of the research is to substantiate the theoretical provisions of game methods in teaching and to transfer the practical experience of their application in teaching economic disciplines. The role of toys for children's development in the historical aspect is determined. The author's experience of developing scenarios of classes in the form of a game of teaching economic modules, including accounting disciplines, using innovative methods and emphasizing the need to apply such methods in the educational process is proposed. Observing the basic principles of teaching: through practical experience, consistency and visibility, such pedagogical goals as increasing the involvement of students in the educational process, the formation of new professional skills by practicing them through game methods are achieved. The main conclusions are that by revealing the projects (developments) of individual game methods, the author shows the possibility of increasing the contingent for economic specialties and, as a result, the interest of students in the chosen profession. The author proposes the definition of "game methods of economic training" as a modeled set of activities in the form of a game, aimed at obtaining professional competencies related to economic activity. The conclusions can be used in teaching and in the development of work programs for special disciplines of students of economic directions in FGOST 3++.

The Importance Of Quality Issues In The Teaching Of Physics

This article discusses one of the methods of organizing education, the possibilities and methods of using quality issues in achieving pedagogical goals in physics lessons.

Feminist Space Invaders: Killjoy Conversations in Neoliberal Universities

As teachers of Gender, Women’s and Sexuality Studies (GWS), whenever we think about our pedagogical goals, we imagine our classrooms as spaces in which students can learn not only the what, but also the how and why of feminism. The strategies we employ, and the ways in which we invite students to imagine what could be, are meant to expand our collective agency, courage, and creativity in the interests of transforming oppressive practices in formal schooling and beyond. While developing our classes, we thought about what new connections we could foster between our students and each other as teachers, given that we were located on different university campuses. We asked ourselves what the possibilities for and benefits of sharing space might be, as well as how the process of forging connections itself could be a subversive practice. Particularly since feminist theory is a dynamic practice of study in which communicating across difference is so imperative, we took the opportunity to foster a cross-campus dialogue between our classes. In setting up the collaboration, we decided that facilitating an ongoing conversation between the two groups would best achieve the goals of helping our students to “pull back the curtain” on how the other class was processing this information. By intentionally invading each other’s spaces, we hoped to open up possibilities for our students to share new insights with each other as well as to demonstrate ways in which the classroom experience can be pushed and prodded beyond standard, normative practices.