51,425 research outputs found
Pedagogies of Design and Multiliterate Learner Identities
In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designsālinguistic, visual, spatial, and gesturalāto construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities
Mobile learning application: Infusing critical thinking in the EFL classroom.
The emergence of mobile learning applications facilitates the pedagogical approach to developing studentsā critical thinking. However, there is a scarcity of investigation on mobile learning applicationsā impact on developing critical thinking as the learning outcome. Thus, this study reports the effect of a mobile learning application, āEnglish with Noniā, designed to infuse critical thinking instruction in EFL classes on studentsā critical thinking level by employing a sequential explanatory mixed-method approach. A quasi-experimental study was conducted to examine the critical thinking level of 65 students of a junior high school in Jakarta, Indonesia, by administering a post-test assessed using a SOLO rubric. Semi-structured interviews to explore studentsā responses from using the āEnglish with Noniā application and class observation contributed to the qualitative findings. The quantitative result showed that the critical thinking level of the experimental group using this application improved significantly more than the controlled group did. The qualitative result suggested that the experimental group had positive responses to using it. They confirmed that it was interesting. They also admitted that it contributed to developing their critical thinking (i.e., predicting, providing reasons, expressing viewpoints, finding alternatives, and making conclusions), language skills (i.e., listening, reading, and writing), and sub-skill (vocabulary). The findings imply that critical thinking activities and learning affordances provided in the āEnglish with Noniā application is a potential tool to enhance studentsā critical thinking infused in the EFL class, especially during the COVID-19 pandemic situation, by emphasizing self-regulated learning
Teaching ruleābased algorithmic composition: the PWGL library cluster rules
This paper presents software suitable for undergraduate students to implement computer programs that compose music. The software offers a low floor (students easily get started) but also a high ceiling (complex compositional theories can be modelled). Our students are particularly interested in tonal music: such aesthetic preferences are supported, without stylistically restricting users of the software.
We use a ruleābased approach (constraint programming) to allow for great flexibility. Our software Cluster Rules implements a collection of compositional rules on rhythm, harmony, melody, and counterpoint for the new music constraint system Cluster Engine by Ćrjan Sandred.
The software offers a low floor by observing several guidelines. The programming environment uses visual programming (Cluster Rules and Cluster Engine extend the algorithmic composition system PWGL). Further, music theory definitions follow a template, so students can learn from examples how to create their own definitions. Finally, students are offered a collection of predefined rules, which they can freely combine in their own definitions.
Music Technology students, including students without any prior computer programming experience, have successfully used the software. Students used the musical results of their computer programs to create original compositions.
The software is also interesting for postgraduate students, composers and researchers. Complex polyphonic constraint problems are supported (high ceiling). Users can freely define their own rules and combine them with predefined rules. Also, Cluster Engineās efficient search algorithm makes advanced problems solvable in practice
A review of the research literature relating to ICT and attainment
Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature
Moving English forward : action to raise standards in English
"This report sets out to answer the question: how can attainment in English be raised in order to move English forward in schools? It is recommended to all who teach the subject, those who lead the subject, and headteachers of primary and secondary schools. The findings are based principally on evidence from inspections of English between April 2008 and March 2011 in 268 maintained schools in England. Part A highlights the main strengths and weaknesses in English and presents the evidence from the survey inspection visits. Part B draws on this inspection evidence to analyse 10 areas of weakness and recommend appropriate action to improve practice in each area" - front cover
2013-2014
Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1025/thumbnail.jp
Early experiences of computerāaided assessment and administration when teaching computer programming
This paper describes early experiences with the Ceilidh system currently being piloted at over 30 institutions of higher education. Ceilidh is a courseāmanagement system for teaching computer programming whose core is an autoāassessment facility. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment. Ceilidh also includes extensive courseāadministration and progressāmonitoring facilities, as well as support for other forms of assessment including shortāanswer marking and the collation of essays for later handāmarking. The paper discusses the motivation for developing Ceilidh, outlines its major facilities, then summarizes experiences of developing and actually using it at the coalāface over three years of teaching
2014-2015
Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1026/thumbnail.jp
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