8,715 research outputs found
The computational turn: thinking about the digital humanities
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Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers
Currently in many Chinese universities, the traditional College English course is facing the risk of being âmarginalizedâ, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called âxue keâ English. Despite the fact that âxue keâ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachersâ reflections.
Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach
Case Study of Teacher Training for Project STEM Course
Educators are paying more attention to students' hands-on ability with critical thinking which has not been emphasized in previous Chinese education system. To fill this gap, there is a need to organize a hands-on workshop to develop teachersâ STEM hands-on skills to promote on high school campus. Therefore, the purposes of this study are: 1. exploring the development status of teachers' hands-on ability after ending the workshop and 2. exploring the effectiveness of the project-based STEM training with interdisciplinary concept content compared with the traditional STEM training. Based on the two-day teacher training of STEM workshop, this paper used Flanders interaction analysis which is an observation technique used to record and analyze the process and impact of teacher-student interaction in the classroom. Through the analysis, we found that the learners were active in this training course, the interaction between teachers and learners was very frequent, and the relationship between them was quite consistent (harmonious). Then we inferred the training effect of the teachers in the training by combining the works or results submitted by the learners after the workshop. The error rate of these exercises or results was low, indicating that peer discussion or group discussion played an important role in the process of practice. Compared with the traditional iFIAS method, it can be found that in the training based on the project-based teaching model, learners' advanced cognitive abilities such as analysis and synthesis were developed, and their knowledge transfer ability was more flexible, which was also a reflection of interdisciplinary ability
Embodied Turn in Classroom Teaching Design in Open University-Based on Embodied Cognitive Theory Perspective
With the deepening of teaching reform, classroom teaching design reform has become an important research topic. It is not difficult to find that the current classroom instructional design of the Open University still stays in the traditional paradigm of disembodied cognitionâ, which will inevitably have a restrictive impact on the improvement of the teaching quality of the Open University. As an emerging research field in psychology, embodied cognitive theory contains rich educational and teaching implications, which provides new perspectives and enlightenment for the observation and examination of the teaching design of the Open University. In order to effectively achieve the goal of talent training, better reflect the principle of teaching according to aptitude, and effectively solve the needs of classroom teaching, this paper uses the embodiment, situationality and generativity of embodied cognitive theory as the guiding principles of teaching design, and puts forward the practical path of embodied turn in the teaching design of Open University: the establishment of embodied design framework, the construction of embodied teaching field and the implementation of embodied teaching process
The Unique Study of Talent Cultivation for English Major in Private Universities of China
The paper focused on the research of talent cultivation for English major in the universities of China, especially in private universities. It is often criticized that the English major makes no difference from public English or English training. The main problems of English major at present in China Universities are in its personnel cultivating program, and course design. These problems are shown in the paper mainly by case studies, literature research from the authorsâ teaching experience. To solve these problems, the traditional English major must make some tentative innovation and improvement. For the personnel cultivating, it must make a balance between specialists and generalists. For the major setup, it should make refinement in different fields and aspects to let the students make a choice according to their own interests and characteristics, so the paper proposed the mechanism of general enrollment and stratified cultivating. For the course design, it is necessary to make a change from âlearning Englishâ to âlearning in Englishâ. Learning English mainly lies with students. The learning process, especially the skill-based learning, mainly lies in the learners themselves, while the task of the teacher plays the role of mentor and supervisor. Learning in English is the main direction of English teachersâ efforts. It is the main mission of the teachers of English major to teach humanities courses in full English, cultivate studentsâ critical thinking in teaching, and let students actively participate in classroom interaction. With these changes, the English major can strive to achieve its own development by being unique and new
Creativity and its implications for secondary college-preparatory mathematics education
A great deal of research has been done in the area of creativity since 1950. Nevertheless, there is still a scarcity of creativity in the schools today. There are several reasons for this situation. Part of the problem is a lack of consensus as to the meaning of creativity. The term creativity is often used by educators to mean any fun and nonintellectual activity. This misuse of the term causes the student to believe that creativity can be achieved with little effort. Another extreme position is to reserve the term only for those creative geniuses who have produced highly acclaimed products. This reflects an elitist viewpoint of creativity. Neither of these perspectives was espoused in this paper. Creativity was regarded as a universal trait to be developed in every human being. For purposes of this study, creativity was defined as an ability to go beyond the commonplace and ordinary, an ability to combine information and/or experience in a unique and insightful way
Interpretation of computational thinking evaluation results for enrollment prediction
During two generations (2016 and 2017) the computational
thinking evaluation has been carried out in order to establish
learning scenarios for new students, such interventions have been
made in the Programming methodology course, it belonging to
the career of Information Technology at the Technological
University of Puebla in MĂ©xico. The results have led a personalized
education for students, recognizing previous skills as well as
trying to correct those missing, so that it acquires the
competences respective, credit the course and improve the
retention percentage of the first quarter. In this sense, when
detecting possible skill gaps, is it possible to predict what will be
the impact to maintain or decrease enrollment during and the end
of quarter? The present work aims to answer the question by the
results interpretation obtained from the computational thinking
evaluation to 242 new students, generation 2018. Initially, it was
stablished which would be the student's situation during and the
end of four months from September to December based on the
correct assessment reagents; three categories were determined: 1.
Sure desertion, 2. Safe permanence, 3. Variable permanence. Later,
50 students who enrolled the next quarter (January-April 2019)
were revised if they had been predicted properly; using a survey,
the familiarity of key concepts of the subject Programming
methodology was obtained with the aim of determining a
correspondence with the evaluation of computational thinking
skills, as well as the established situation, consequently,
establishing the validity of predicting the enrollment
Initial learning scenarios based on the computational thinking evaluation for the course Programming fundamentals at INACAP
The paperâs objective is present the design and the planning of
initial learning scenarios for the course Programming
Fundamentals, from the evaluation of computational thinking to
new students of the careers Computer engineering and
Programmer analyst of the Technological University of Chile and
Training Center Technical respectively at INACAP, to favor the
motivation and autonomy of study through the recognition of
skills and the use of the instructional design of the face-to-face
course. The proposal is based on correspondence with three of five
change trends that integrated the educational model. Regarding
the Knowledge society, promote recognition of the individuality
of the student as a person who will do university studies, that is,
the scenarios respond to the fact that each person learns
differently. In the Training of competences, contribute with
preventive actions that the teacher communicates when there is a
lack of specific skills. Finally, in the Flexibility and articulation,
provide a diagnostic tool that favors the recognition of previous
competences to have an articulated beginning of studies based on
the needs of the student. Consequently, contribute to the
INACAPÂŽs educational model
The Place of the Trace: Negligence and Responsibility
One popular theory of moral responsibility locates responsible agency in exercises of control. These control-based theories often appeal to tracing to explain responsibility in cases where some agent is intuitively responsible for bringing about some outcome despite lacking direct control over that outcomeâs obtaining. Some question whether control-based theories are committed to utilizing tracing to explain responsibility in certain cases. I argue that reflecting on certain kinds of negligence shows that tracing plays an ineliminable role in any adequate control-based theory of responsibility
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