67,604 research outputs found
When to make the sensory social: Registering in copresent openings
This article provides the first detailed empirical analysis of naturally-occurring videorecorded openings during which participants make the sensory social through the action of registering – calling joint attention to a selected, publicly perceivable referent so others shift their sensory attention to it. Examining sequence-initial actions that register referents for which a participant is regarded as responsible, this study elucidates a systematic preference organization which observably guides when and how people initiate registering sequences sensitive to both referent ownership and referent value. Analysis shows how choosing to register an owned referent puts involved participants’ face, affiliation, and social relationship on the line
When to Make the Sensory Social: Registering in Face-to-Face Openings
This article analyzes naturally occurring video-recorded openings during which participants make the sensory social through the action of registering—calling joint attention to a selected, publicly perceiv- able referent so others shift their sensory attention to it. It examines sequence-initial actions that register referents for which a participant is regarded as responsible. Findings demonstrate a systematic preference organization which observably guides when and how people initiate registering sequences sensitive to ownership of, and displayed stance toward, the target referent. Analysis shows how registering an owned referent achieves intersubjectivity and puts involved participants’ face, affiliation, and social relationship on the line. A video abstract is available at https://youtu.be/rNL70vawG3
Do bold shakeups of the learning-teaching agreement work? A commognitive perspective on a LUMOS low lecture innovation
Mathematics undergraduates, and their lecturers, often describe the transition into university mathematics as a process of enculturation into new mathematical practices and new ways of constructing and conveying mathematical meaning (Nardi, 1996). Whatcharacterises the breadth and intensity of this enculturation varies according to factors such as (Artigue, Kent & Batanero, 2007): student background and preparedness for university level studies of mathematics; the aims and scope of each of the courses that thestudents take in the early days of their arrival at university; how distant the pedagogical approaches taken in these courses are from those taken in the secondary schools that the students come from; the students’ affective dispositions towards the subject and their expectations for what role mathematics is expected to play in their professional life. On their part, lecturers’ views on their pedagogical role may also vary according to factors such as (Nardi, 2008): length of teaching experience; type of courses (pure, applied, optional, compulsory etc.) they teach; perceptions of the goals of university mathematics teaching (such as to facilitate access to the widest possible population of participants in mathematics or select those likely to push the frontiers of the discipline); and, crucially, institutional access to innovative practices, e.g. through funded, encouraged and acknowledged research into such practices.In this paper I draw on my experiences as a member of the International Advisory Board of the LUMOS project (Barton & Paterson, 2013) to comment on aspects of aforementioned student enculturation. Here I see this enculturation as the adaptation of different ways to act and communicate mathematically. I take a perspective on these ways to act and communicate as discourses and I treat the changes to the mathematical and pedagogical perspectives of those who act as discursive shifts. To this purpose, I deploythe approach introduced by Anna Sfard (2008) and known as the commognitive approach
The roles of products in product emotions an explorative study
Although several theoretical frameworks that aim to explain the emotional impact of product design have been introduced in design research literature, none of these frameworks clearly specifies the role of the product in these emotions. This paper reports a study that was designed to explore the variety of roles that products can play in emotional experiences. In a three staged experience sampling study, 29 participants produced 170 records of emotions experienced while interacting with products. Each case was examined in order to identify the antecedent event (the event triggering the emotion) and the mental object (what the emotion is about). The results indicated that several types of events involved in the user-product interaction can elicit an emotional experience: noticing a product; an event occurring during product usage; an entire usage episode; an external agent mentioning the product; and a change in the relationship between a user and a product . It was also found that the resulting emotional responses can be about (can be attributed to) several types of mental objects: a physical object, such as the particular product involved; the user or some other person; the actions of the user or the designer; the antecedent event itself. The results are used to identify and discuss eight distinct roles that products can play in the experience of emotions. In addition, examples are provided to illustrate how these roles can facilitate a structured approach to design for emotion.
Keywords:
Design and emotion, user-product interaction</p
A Call for Self-Study in Middle Level Teacher Education
To promote dialogue and in response to calls for rigorous, large-scale, empirical studies as the standard that will move the field of middle level education forward, a collaborative of middle level teacher researchers submit three counterpoints to the appeals for consideration by the research community: 1) the power of the insights the authors’ gained from using the alternative research method of self-study; 2) the authenticity of using alternative research methods that mirror the uniqueness of a field predicated on the distinctiveness of educating diverse young adolescents; and 3) a reframing of “generalizability” from a “results” perspective to one of generalizability of the process that self-study methodology offers
THE IMPORTANCE OF NOTICING IN IMPROVING EFL STUDENTS’ WRITING SKILLS
The role of noticing in the second language acquisition has been increasingly
considered by some researcher in L2 acquisition. Previous studies of the effect of noticing on
EFL students’ task performance have shown that noticing has significant roles, especially on
students’ grammar acquisition. However, the problems concerning how noticing does have
something to do with the improvement of EFL students’ writing skills still need to be explored.
As known that Writing skills has become one emerging factor in second language acquisition.
Therefore, this study tries to seek whether noticing can give positive effect on EFL students’
writing skills in terms of five aspects, namely: (1) content, (2), organzation (3), Language Use, (4),Vocabulary, (5), mechanic. Noticing is proposed to lead students achieve an accurate
use of L2 writing skills in an appropriate context of communication by making them aware and
notice the form of certain features which can help them reconstruct their interlanguage.
Therefore, Noticing does not only promote the students’ accuracy and explicit knowledge, but
also provide them with opportunities to communicate and negotiate meaning to improve
fluency and achieve implicit knowledge on their written work
Parallel local search for solving Constraint Problems on the Cell Broadband Engine (Preliminary Results)
We explore the use of the Cell Broadband Engine (Cell/BE for short) for
combinatorial optimization applications: we present a parallel version of a
constraint-based local search algorithm that has been implemented on a
multiprocessor BladeCenter machine with twin Cell/BE processors (total of 16
SPUs per blade). This algorithm was chosen because it fits very well the
Cell/BE architecture and requires neither shared memory nor communication
between processors, while retaining a compact memory footprint. We study the
performance on several large optimization benchmarks and show that this
achieves mostly linear time speedups, even sometimes super-linear. This is
possible because the parallel implementation might explore simultaneously
different parts of the search space and therefore converge faster towards the
best sub-space and thus towards a solution. Besides getting speedups, the
resulting times exhibit a much smaller variance, which benefits applications
where a timely reply is critical
Qualitative software engineering research -- reflections and guidelines
Researchers are increasingly recognizing the importance of human aspects in
software development and since qualitative methods are used to, in-depth,
explore human behavior, we believe that studies using such techniques will
become more common.
Existing qualitative software engineering guidelines do not cover the full
breadth of qualitative methods and knowledge on using them found in the social
sciences. The aim of this study was thus to extend the software engineering
research community's current body of knowledge regarding available qualitative
methods and provide recommendations and guidelines for their use.
With the support of an epistemological argument and a literature review, we
suggest that future research would benefit from (1) utilizing a broader set of
research methods, (2) more strongly emphasizing reflexivity, and (3) employing
qualitative guidelines and quality criteria.
We present an overview of three qualitative methods commonly used in social
sciences but rarely seen in software engineering research, namely
interpretative phenomenological analysis, narrative analysis, and discourse
analysis. Furthermore, we discuss the meaning of reflexivity in relation to the
software engineering context and suggest means of fostering it.
Our paper will help software engineering researchers better select and then
guide the application of a broader set of qualitative research methods.Comment: 30 page
Recommended from our members
Mobile-assisted language learning [Revised and updated version]
Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person’s physical context when mobile, primarily to provide access to location-specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in-class and out-of-class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning
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