Developing Electronic Portfolios in a Computer Supported Collaborative Learning Environment

Can a traditional college course be enhanced with online collaborative learning, with similar attributes to knowledge work in the modern world? Can students be engaged in semester long online collaborative work culminating their efforts in electronic portfolios that cannot be completed without the collective work of the whole group? Will some those students achieve a greater conceptual understanding of the domain than others? How will students react and adapt to kind of learning that aligns itself with assessment? These were the main questions driving the research with forty seven college level senior pre-service EFL teachers enrolled in an ELT materials development course, who were engaged in collaborative learning throughout a semester and prepared electronic portfolios consisting of their selection of best student work, all performed over a networked collaborative environment. The main goal is to probe further into the alignment of learning, collaboration, and assessment in computer forums within the framework of collaborative knowledge building. This chapter describes a knowledge-building environment (KBE) and the role of knowledge building portfolios in characterizing and scaffolding collaborative inquiry. What follows are some concise descriptions of the crucial concepts employed in the framework of this research. They are somewhat extended within the discussion section.

Intercultural Dimensions in the Information Society

Nowadays, it is a common ascertainment that information and communication technologies (ICTs) and networked learning are not easy to access for many people in non-Western societies and for those who belong in etho-cultural minority groups. As a result, one of the major drawbacks in networked learning programs is miscommunication amongst culturally-diverse participant users, which, to a great extent, is due to the lack of services that meet the needs of various socio-cultural groups of people. In addition, there is great need for multi-language Web sites (such as educational programmes, curricula, and software) in order to emphasise the importance of culture as a dimension which should be incorporated in modern ICT implementations. A literature review approach is followed so as to review statements and studies in the joint field of ICTs.

A Reading Evaluation Method for English as a Foreign Language Learners Based on Reading Performances

In this chapter, the authors examined reading evaluation methods for foreign language learners based on learners’ reading processes. The goal of this chapter is twofold. The first is to evaluate text reading, and the other is to evaluate sentence reading. First, the authors assessed a text reading test to evaluate reading proficiency based on reading process, that is, effective reading speed, which is a complex measure of reading speed and comprehension rate. Statistical analysis confirms the adequacy of our effective reading speed test. Next, they propose a reading time model for evaluating reading proficiency at the sentence level. Their reading time model predicts sentence reading time based on the linguistic properties of a sentence and a learner’s proficiency. Linguistic properties consist of lexical, syntactic and discourse properties. Learners’ proficiency is defined using their score on the Test of English for International Communications (TOEIC). Their reading time model resulted in high prediction accuracy. From these results, they conclude that the reading process-based evaluation method is a promising test for foreign language reading proficiency.

Communication Barriers and Conflicts in Cross-Cultural E-Learning

The present chapter assesses the key questions of communication barriers in distance learning virtual communities. To examine their cultural aspects, a Web-survey for distance learners has been conducted. The principal areas of interest were a cultural dichotomy of West/East; discrepancies in educational cultures (teacher-centered vs. learner-centered); mismatches in communication and educational traditions in different cultures; conflict paradigm and methods of conflict resolution. The findings of the survey are summarized and interpreted and some implications for further research are discussed.

Seven Principles of Good Practice for Virtual International Collaboration

This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have conducted such collaborations with several different groups of American and Polish university students using different models. The collaborations were the basis for distilling these seven principles: develop cross-cultural awareness and mutual understanding of the culture of each group; create a multifaceted virtual environment; coordinate calendars; require intermediate level of English language proficiency; create relevant, engaging collaborative assignments with rubrics and shared understandings for evaluation of student work; establish methods for successful group interactions, including information-sharing and relationship-building; evaluate project outcomes. These seven principles of good practice can assist instructors to develop successful virtual intercultural collaborations that prepare students for the workplace of the 21st century.

The Role of Interactive Computer Graphics to Augment the Learning Experience of Cultural Heritage Within Museums and Expositions

In the past years the adoption of computer graphics to improve learning experience has seen a rising success. The wide availability of dedicated graphics hardware at low cost, mostly fostered by the increasing popularity of videogames, has contributed to the widespread adoption of 3D graphics technologies specifically developed for the general public in the context of cultural heritage. This chapter illustrates the role that 3D graphics has played and still plays today in improving the learning experience and it does so from different perspectives through the results from three projects. The first project illustrates the use of high-tech virtual reality facilities as means to improve the learning experience in the context of an archaeological site. The second project describes the use of standard desktop as well as Webbased 3D game-based technologies to provide interactive access to cultural heritage content. Finally, the third project shows how the use of technologies borrowed from other domains, such as in the case of 3D Geobrowsers, can bring significant benefit if adopted in the context of cultural heritage.

Exploring the Concept of Emergent Coherence in a Corpus of Korean EFL Texts

One central task faced by those interested in the corpus analysis of second language writing is how to measure ESL textual sophistication. While many applied linguists have focused on the notion of lexical richness, Robert de Beaugrande has provided the outlines of an approach that highlights the importance of textual efficiency. In his book, Text, Discourse, and Process (1980), Beaugrande defines the wellwritten text as an efficient self-regulating system. If Beaugrande’s definition is accepted, it follows that the majority of ESL texts are inefficient acts of textual communication. In this chapter, the author will explore textual inefficiency by means of the concept of emergent coherence in a corpus of Korean ESL texts. Within the framework of Hallidayean functional linguistics, emergent coherence will be explained in terms of seven principles of textual efficiency: the SPOCA Principle, the Principle of Natural Hierarchy, the Principle of End Weight, the Principle of End Focus, the Principle of Textual Economy, the Principle of Unified Elaborations, and the Principle of Genuine Extensions.

Achieving Cultural Acquiescence Through Foreign Language E-Learning

Within a globalized society, foreign language acquisition is essential to promote intercultural global communication. For many, the use of information communication technologies (ICTs) to teach a foreign language is the easiest way to accomplish this task. However, it is important to consider the cultural implications of foreign language e-learning, and to answer the question: Can culture effectively be transmitted through ICT? To investigate the transmission of culture through ICT, this chapter examines language codes, culture and cross-cultural challenges to communication. Afterward, two commonly used and easily accessible ICTs, the Rosetta Stone and MyLanguageExchange.com, are evaluated for their cognitive development and cultural sensitivity. The chapter will conclude with implications and recommendations to enhance cultural awareness for teachers and students utilizing ICT for foreign language learning.

Supporting Learner Reflection in the Language Translation Class

In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with peer-based intervention assisted the students in discussing how they worked with their translations, and enabled them to see how their ideas relating to the translation developed as they worked with the text. The process showed that Computer Keystroke logging coupled with peer-based intervention has potential to (1) support student reflection and discussion around their translation tasks, and (2) enhance student motivation and enthusiasm for translation.

Synthetic Speech in Computer-Enhanced Foreign Language Learning

The goal of this chapter is to explain several experiments carried out by our research group to explore whether synthetic speech can be currently used to replace natural speech in listening materials for foreign language learning or not. For CALL purposes, synthetic speech in English was evaluated from the viewpoints of both foreign language learners and teachers. We conducted several surveys: (a) to find out if the synthetic speech generated by current TTS engines is as efficient as natural speech in training listening skills, (b) to identify the specific ways in which the evaluated synthetic speech is as good as natural speech, (c) to determine the relationship between changes in individual listening comprehension ability and the results of the quality evaluations of synthetic speech, and (d) to discuss the possible approaches for using synthetic speeches.