22,976 research outputs found

    Gamification in E-Learning: game factors to strengthen specific English pronunciation features in undergraduate students at UPTC Sogamoso

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    Appendix A Characterization survey (104), Appendix B. EFL Students’ questionnaire (109), Appendix C. Characterization survey: data treatment question (113), Appendix D. Informed consent letter, English version (114), Appendix E. Carta de consentimiento informado, versión en español (117), Appendix F. Time Schedule (120), Appendix G. Sample Challenges at Moodle (126), Appendix H. Participants’ questionnaire results (128).La gamificación es un término que suele denotar el uso de componentes del juego en situaciones no relacionadas con el juego en sí para crear experiencias de aprendizaje agradables, divertidas y motivadoras para los estudiantes (Werbach y Hunter, 2012). Por lo tanto, el análisis de los factores básicos de los juegos se convierte en algo esencial a la hora de definir y utilizar la gamificación como estrategia de mediación del inglés como lengua extranjera para fortalecer rasgos específicos de pronunciación en los estudiantes de pregrado de la UPTC Sogamoso. El procedimiento de estudio se basa en la investigación acción mediante la implementación de la estrategia de gamificación para la mediación en la pronunciación del inglés, orientada a treinta estudiantes de diferentes programas de ingeniería, administración y tecnología con niveles heterogéneos de dominio del inglés. Las actividades se centran principalmente en la producción de sonidos, el ritmo, el acento y la entonación, los rasgos de pronunciación segmental y suprasegmental. Los resultados arrojaron una evidente mejora en las características segméntales y suprasegmentales de la percepción en la pronunciación de los participantes así como la contribución del objetivo de los juegos a la instrucción fonética y fonológica, la sensación en el juego a la motivación para mejorar la pronunciación, el reto establecido en los juegos a la actitud positiva de los participantes, y la sociabilidad a la exposición practica de la pronunciación inglesa.Gamification is a relatively new term that often denotes the use of game components in situations unrelated to the game itself to create enjoyable, fun, and motivating learning experiences for students (Werbach and Hunter, 2012). Therefore, analyzing the games' basic factors becomes essential when defining and using gamification as a strategy for English as Foreign Language mediation to strengthen specific pronunciation features in UPTC Sogamoso undergraduate students. The study procedure is based on action research by implementing the gamification strategy for mediation in English pronunciation, oriented to thirty students from different engineering, management, and technology programs at heterogeneous levels of English proficiency. The activities mainly focus on sound production, rhythm, stress, and intonation, segmental and suprasegmental pronunciation features. The results showed an evident improvement in the segmental and suprasegmental features of the participants' pronunciation perception as well as the contribution of game goals to phonetics and phonological instruction, the game sensation to the motivation for pronunciation improvement, the game challenge to the participants' positive attitude, and the sociality to the English pronunciation exposure practice


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    Pengembangan Media berbasis PowerPoint Interaktif Pada Pembelajaran Tematik Kelas V Pada Masa Pandemi COVID-19 di Madrasah Ibtidaiyah Nurul Yaqin Muaro Jambi. Penelitian ini bertujuan untuk Untuk : (1) mengetahui Teknik mengembangkan media berbasis powerpoint interaktif dalam pembelajaran tematik kelas V di MI Nurul Yaqin. (2) Untuk mengetahui layak atau tidaknya penggunaan media berbasis powerpoint interaktif dalam pembelajaran tematik kelas V di MI Nurul Yaqin.(3) Untuk mengetahui respon peserta didik terhadap media berbasis powerpoint interaktif dalam pembelajaran tematik kelas V di MI Nurul Yaqin. Penelitian pengembangan ini dilakukan di MI Nurul Yaqin Muaro Jambi mengacu pada 5 langkah yang dikembangkan oleh Dick & Carry (1996) yang terdiri dari analysis, design, develop, implement, evaluate. Subjek uji 20 siswa. Pemilihan model ini didasari atas pertimbangan secara sistematis dan berpijak pada landasan teoritis suatu pembelajaran. Berdasarkan hasil penelitian, hasil validasi ahli bahasa menilai media ini masuk dalam kategori “sangat layak” dengan presentase penilaian 83 % dan hasil validasi ahli desain media menilai media ini masuk dalam kategori “sangat layak” dengan presentase penilaian 95% artinya media berbasis PowerPoint Interaktif ini layak untuk dijadikan media pembelajaran. validator ahli pembelajaran menilai media ini masuk dalam kategori “sangat valid” dengan presentasi 90 % dan hasil uji coba siswa menilai media ini masuk ke kategori “Sangat Menarik” dengan persentase penilaian 89% artinya media berbasis PowerPoint Interaktif ini sangat menarik untuk digunakan dalam pembelajaran tematik

    Andragogy: The Common Thread In The Teaching Of Adults in Colleges of Education, Criminal Justice, and Health Management

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    The Covid-19 pandemic has brought dramatic changes to higher education. Students and educators face challenges never anticipated, including switching classes from on-ground to online and back again, mental fatigue, stress, and burnout. Faculty across disciplines may turn to Andragogy to best teach college students to inform their teaching practices. This paper demonstrates how professors from education, criminal justice, and healthcare management have used andragogical techniques in their classrooms

    The Yuu-yuu Health Circle as a Place for Learning and Playing

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    The Yuu-yuu Health Circle is a place for students to learn and deepen their understanding and interest by putting into practice the knowledge and skills they have gained in class at the university. This chapter introduces its maintenance and promotion activities for older adults in the community that were participated by students of the Departments of Physical Therapy and Occupational Therapy at Kinjo University before and during the coronavirus pandemic. The activity method and contents changed significantly during the pandemic. However, as a medical and welfare university, its job to develop human resources that deal with people has not changed. As an educational method toward such purpose, the activities helped students, who need to actively communicate with people of different ages and improve their interpersonal communication skills even during the pandemic

    The Impact of Covid-19 on the Education of School Children in Bangladesh

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    This Research Briefing summarises priority areas for future research and key stakeholders with whom to engage, as identified in the scoping paper "The Impact of Covid-19 on the Education of Primary and Secondary School Children in Bangladesh" by Marjan Hossain and Dr Khandker Wahedur Rahman from the BRAC Institute of Governance and Development (BIGD). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.Foreign, Commonwealth and Development Office (FCDO) Banglades

    Offering Philosophy to Secondary School Students in Aotearoa New Zealand

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    This paper makes a case for why philosophy would be beneficial if promoted among the subjects offered to secondary students in Aotearoa New Zealand. Philosophical inquiry in the form of Philosophy for Children (P4C) has made some inroads at the primary level, but currently very few students are offered philosophy as a subject at the secondary level. Philosophy is suited to be offered as a standalone subject and incorporated into the National Certificates of Educational Achievement (NCEA) system. Philosophy has been shown to benefit students in numerous ways, including the development of their critical thinking. Critical thinking is a focus of education around the world, including in the New Zealand Curriculum, and this focus on critical thinking could precipitate a focus on philosophy


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    ABSTRACT Andrea T. R. Traldi BECOMEBECOME A Transdisciplinary Methodology Based on Information about the Observer The present research dissertation has been developed with the intention to provide practical strategies and discover new intellectual operations which can be used to generate Transdisciplinary insight. For this reason, this thesis creates access to new knowledge at different scales. Firstly, as it pertains to the scale of new knowledge generated by those who attend Becomebecome events. The open-source nature of the Becomebecome methodology makes it possible for participants in Becomebecome workshops, training programmes and residencies to generate new insight about the specific project they are working on, which then reinforce and expand the foundational principles of the theoretical background. Secondly, as it pertains to the scale of the Becomebecome framework, which remains independent of location and moment in time. The method proposed to access Transdisciplinary knowledge constitutes new knowledge in itself because the sequence of activities, described as physical and mental procedures and listed as essential criteria, have never been found organised 6 in such a specific order before. It is indeed the order in time, i.e. the sequence of the ideas and activities proposed, which allows one to transform Disciplinary knowledge via a new Transdisciplinary frame of reference. Lastly, new knowledge about Transdisciplinarity as a field of study is created as a consequence of the heretofore listed two processes. The first part of the thesis is designated ‘Becomebecome Theory’ and focuses on the theoretical background and the intellectual operations necessary to support the creation of new Transdisciplinary knowledge. The second part of the thesis is designated ‘Becomebecome Practice’ and provides practical examples of the application of such operations. Crucially, the theoretical model described as the foundation for the Becomebecome methodology (Becomebecome Theory) is process-based and constantly checked against the insight generated through Becomebecome Practice. To this effect, ‘information about the observer’ is proposed as a key notion which binds together Transdisciplinary resources from several studies in the hard sciences and humanities. It is a concept that enables understanding about why and how information that is generated through Becomebecome Practice is considered of paramount importance for establishing the reference parameters necessary to access Transdisciplinary insight which is meaningful to a specific project, a specific person, or a specific moment in time
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