Lo-fi Listening as Active Reception

Literature on sound reproduction is largely concerned with “high-fidelity” recording, despite a multiplicity of modes of recording in practice throughout history. As a result, histories of listening have often tacitly privileged standards of appreciation rooted in high-fidelity culture. In an attempt to expand our conception of different listening styles, the author draws attention to latent histories of low-fidelity listening, positing “lo-fi” as a receptive mode that appreciates amateur and failed musical performances, aestheticizes noise in soundscapes and encourages listeners to participate in the construction of sonic experience at the time of playback.

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

<p class="ETSNormal">Annotation of video for learning provides tertiary education students with the opportunity to view and engage with course material in an active rather than passive-receptive mode. This multiple-case study examined the integration of a media annotation tool, <em>MAT</em>, across four vocational programs in a Melbourne university. <em>MAT</em> was integrated to allow students to access, interact with, and learn from a range of video-based learning materials. Within one audiovisual technology and three property services cohorts, the teachers planned for and implemented <em>MAT</em> to allow students to analyse case-based and role-played scenarios to help develop workplace skills. This paper frames these integrations within ‘Prepare-Participate-Connect’ models, and illustrates that while students were in the main satisfied with their learning experiences, learning design contexts (such as video choice, individual versus team analysis, and timing of intervention) affected student satisfaction. Analysis of the data indicates that additional to participation, preparation and connection are key to student satisfaction when annotating video.</p>

“MERARIQ SYAR’I” DI LOMBOK: Studi Living Hadis di Dusun Lendang Simbe

This study discusses one of the topics in Living Hadits found in Merariq (Marriage) tradition in Dusun Lendang Simbe. The case indicates the instance of various interpretations and Muslim society’s receptive mode of Hadits. In this vein, Hadits has not been only served as books and readings; it could be managed as ‘driving force’ in a broader understanding and tolerance. It seems that the Sasak Muslim could mingle the positionality of Islam in the face of cultural aspect. The study shows that Muslims lived in Lendang Simbe following the command of ‘Tuan Guru’ to avoid the tradition of ‘bebait’ (kidnapping). In the case of ‘nyongkolan’ tradition, they still preserved it with a little modification on the outfits without diminishing the Sasak’s value and meaning.

Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction

ABSTRACTThe current study examines in depth how two types of form-focused instruction (FFI), which are FFI with and without corrective feedback (CF), can facilitate second language speech perception and production of /ɹ/ by 49 Japanese learners in English as a Foreign Langage settings. FFI effectiveness was assessed via three outcome measures (perception, controlled production, and spontaneous production) and also according to two lexical contexts (trained and untrained items). Two experimental groups received 4 hr of FFI treatment to notice and practice the target feature of /ɹ/ (but without any explicit instruction) in meaningful discourse. A control group (n = 14) received comparable instruction in the absence of FFI. During FFI, the instructors provided CF only to students in the FFI + CF group (n = 18) by recasting their mispronunciations of /ɹ/, while no CF was provided to those in the FFI-only group (n = 17). Analyses of pre- and posttests showed that FFI itself can sufficiently promote the development of speech perception and production of /ɹ/ and the acquisitional value of CF in second language speech learning remains unclear. The results suggest that the beginner learners without much phonetic knowledge on how to repair their mispronunciation of /ɹ/ should be encouraged to learn the target sound only through FFI in a receptive mode without much pressure for modified output.

Sharing Teaching Ideas: Classroom Voting in Mathematics

How do you get your students to take an active role during a mathematics class? For instance, how do you get them to form opinions and to participate in discussions about difficult concepts? There is a large body of education research demonstrating how active learning methods can be very effective, especially in comparison to traditional lectures (e.g., Bonwell and Eison 1991; Davidson 1990; Dees 1991; Hagelgans et al. 1995; Norwood 1995; Springer, Stanne, and Donovan 1999). Even when supplemented with demonstrations and PowerPoint, lectures encourage students to be passive observers, and passive students rarely learn. Classroom voting is a powerful technique promoting active learning. It engages every student in the material, and it can easily be incorporated into an otherwise traditional class. This technique breaks students out of the passive-receptive mode and requires them to participate, creating a more effective learning environment.

Mathematical Communication Through Student-Construced Questions

Mathematical communication among students should receive increased emphasis in the classroom according to NCTM's Curriculum and Evaluation Standarda for School Mathematics (1989). Two modes of student communication are evident in the mathematics classroom, the expressive mode and the receptive mode, as identified by Del Campo and Clements (1987).