Belief Exploration in a Multiple-Media Open Learner Model for Basic Harmony

Abstract. This paper focuses on whether learners of basic music theory may find a multiple-media independent open learner model useful to explore their knowledge of harmony concepts. Learners were given the option to explore example beliefs held in their learner model as music notation, audio or text, and shown how their beliefs compared to those of an expert. Results suggest users are both willing and make use of the open learner model, and show individual preferences for media format in which to view their beliefs. Participants mostly explored incorrect knowledge even though more correct knowledge was present in the model, and made greater use of the views specific to the music domain (music notation, audio) when their model showed “incorrect knowledge”. Results indicate the potential to include multi-media information in open learner models in appropriate domains

Interwoven: Culture, language, and learning strategies

Culture, language, and learning strategies form a grand tapestry, which is this ar-ticle’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples for teachers, teacher educators, and researchers. © 2018, Adam Mickiewicz University Press. All rights reserved

ALLIANCE MANAGEMENT

This article wants to respond to a number of critical questions aboutalliances. First of all ââ¬ËWhy alliances’, than ââ¬ËWhat is alliance management and howshould it operate’; ââ¬Ëwhich is the role played by an alliance manager’, How should topperforming managers act and finally ââ¬ËHow to manage an alliance . Alliancesuccess hinges on people issue ââ¬â in particular, defining roles and responsibilities andcreating the incentives to drive individual performance.globalization, alliance managers, alliance management, strategic alliance.

Cultivation of Core Competences of English Major Students under the Inter-discinplinary Guidance A Case Study of “The Survey of British and American Culture” Course

The newly issued National Standards by the Ministry of National Education for the Quality of Foreign Language and Literature Teaching (hereinafter referred to as the “National Standards”) clearly points out that the curriculum system of foreign language majors should emphasize the cultivation of competences and the construction of professional knowledge, especially the cultivation of cross-cultural, critical, and innovative abilities. Therefore, in order to enhance college students’ autonomous study ability and cross-cultural skills, this study, based on the concepts of content and language integration, aims to explore the way to combine Willis’ outline of procedure for task-based learning with the five principles of intercultural teaching, and utilize task-based teaching method, and rely on the course—“British and American Culture: A Course to Develop Critical Thinking from a cross-cultural perspective” to respectively consider the design of autonomous study worksheets for English majors before, during, and after class, so as to improve their autonomous learning ability, cultural critical thinking and intercultural communication skills. It will be helpful for the implementation of similar courses

Individual and peer comparison open learner model visualisations to identify what to work on next

Open learner models (OLM) can support self-regulated learning, collaborative interaction, and navigation in adaptive educational systems. Previous research has found that learners have a range of preferences for learner model visualisation. However, research has focused mainly on visualisations that are available in a single system, meaning that not all visualisations have been compared to each other. We present a study using screen shots of OLM visualisations for individuals and for comparing one's own learner model to the models of other individuals or the group, to define visualisations that students would be able to use to identify their next steps, across a wider range of options

The development of a model for assessing quality learning experiences in elementary physical education : an inquiry

A theoretical, movement learning model with major emphasis geared toward assessing quality in movement learning experiences in the entirety of elementary school physical education was developed for use in professional preparation. The completed model exhibited the reflective and reflexive knowledges in the nature of the thought processes involved in the creative process of model designing. Professional leaders in a number of disciplines, but particularly curriculum leaders, have indicated a need for models concerned with the processes of model designing. The development of the model was based on a conceptualization of a quality, movement learning experience. Model components and subcomponents accrued primarily from curriculum literature in education and physical education. Thrusts from philosophy, psychology, and art were evident as well. New data or emerging knowledges which dealt with assessment and movement learning theory evolved through the functioning of personal meanings of the writer in relation to the distinctive philosophical stance of movement education (AAHPER:1975). The emerging knowledges within the study represented the capacity of the model to be extended

Children\u27s Safety Zone and Gateways to Life-Long Learing

The major purpose of this thesis is to examine the relationship between a psychologically safe environment, which the author has termed Children\u27s Safety Zone, and positive learning structures. Together they can of a practical new model for decentralized teaching. Educators create the conditions in which learning discoveries can be made; therefore, an exploration into children\u27s motivations, achievements, learning abilities, intelligences, and values can affect how to effectively approach their learning discoveries. It is the assumption of this thesis that education needs to produce learners who have encountered and acquired a sense of responsibility and control of their own learning. Motivating students to listen to their own ways of learning involves teacher receptivity and a shift of the center of attention to the child. The author\u27s belief is that this type of learning can be a wonder-filled, life long process, particularly when stressful input is decreased in the learning process. Learning that is meaningful and child-based provides experiences that are not saddled with negative, stressful encounters that only end up sabotaging a child\u27s cognitive operations. Creative visualization and the use of imagery can also be used to reduce the barriers of stress and anxiety. Teaching of thematic units, with emphasis on processes, offers another possible means for making natural connections in the brain that facilitate discovery and learning. Teachers can further tie into the brain\u27s natural pattern making potential by linking subject areas to one another, as well as by teaching across grade levels. The author\u27s own personal learning discoveries are perceived as new models for the role of educators as facilitator of learning. Finally, the relationship of learning to thought transformation is explored through the Dialogue Process, a unique approach to life-long learning. The author suggests that these elements can be woven together successfully, creating a new fabric made of community of learners at all ages

Grounding Assessment in Authentic Pedagogy: A Case Study of General Education Assessment

The purpose of the study was to understand how instructors of general education courses, seeking to improve student learning, integrate assessment into their pedagogy. These assessment approaches, embedded within rich pedagogical understandings and experiences, reside at the core of the teaching and learning process. The study explored how experienced general education instructors authentically assess student learning in their classrooms. Pragmatic philosophy and symbolic interactionism served as theoretical grounding for method selection and data analysis. A qualitative single-case study approach, incorporating interviews and document analysis, resulted in findings about how instructors at a small university incorporated assessment within their classroom teaching. Nine instructors of general education courses at a small university participated in open-ended and iterative interviews. Document analysis provided a framework for understanding institutional and general education purposes. An intentional process of memo writing, data collection, critical reflection, grounded coding, and peer review resulted in analyzed and verified findings. Participants reported a number of pedagogical factors at work within the assessment of student learning. The five identified factors are examining assumptions, teaching through the aims, centering on student learning, opening assessment windows, and teaching forward. These pedagogical factors work together to provide a framework for authentic assessment. An authentic assessment of student learning, grounded in student and instructor experiences, empowers students to learn, serve, and work for a productive and democratic future