2,329 research outputs found

    Exploring System Dynamics in Education: A Pilot Study on the Implementation and Impact of Interactive Learning Environments

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    Masteroppgave i systemdynamikkGEO-SD351INTL-SVINTL-MEDINTL-MNINTL-HFINTL-JUSINTL-KMDINTL-PSYKMASV-SYSD

    Seeing benevolently: representational politics and digital race formation on ethnic food tour webpages

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    The aim of this paper is to extend studies of food media and racialisation by applying Nakamura’s (2002, 2008) concepts of digital race formation and cybertype to the webpages of an ethnic food tour in southwestern Sydney. Whilst the literature on food media, and racialisation and food practices are burgeoning, little attention to date has been given to racialization and gendering on food websites, and particularly those for social enterprises, which have hybrid commercial and social aims. Given that Nakamura has focused on a range of new media but not webpages, we draw on analytic frameworks on visual racism from Van Leeuwen (2008) and interactivity and aesthetics by Adami (2014, 2015) to provide a detailed case study analysis of how the visual and verbal meaning making strategies and the technological affordance of interactivity produce racialised and gendered cybertyping and Othering. Our analysis shows that racialised femininity is deployed to touristify a region seen by racist media to be criminalised, masculine and foreign. We conclude by arguing that methods for analysing meaning-making strategies in new media need to be developed in food studies and that food social enterprises should see their representational work as part of their social mission

    A Computational Linguistic Analysis of Learners Discourse in Computer-Mediated Group Learning Environments

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    Communication, collaboration and the social co-construction of knowledge are now considered critical 21st century skills and have taken a principal role in recent theoretical and technological developments in education research. The overall objective of this dissertation was to investigate collaborative learning to gain insight on why some groups are more successful than others. In such discussions, group members naturally assume different roles. These roles emerge through participants’ interactions without any prior instruction or assignment. Different combinations of these roles can produce characteristically different group outcomes, being either less or more productive towards collective goals. However, there has been little research on how to automatically identify these roles and fuse the quality of the process of collaborative interactions with the learning outcome. A major goal of this dissertation is to develop a group communication analysis (GCA) framework, a novel methodology that applies automated computational linguistic techniques to the sequential interactions of online group communication. The GCA involves computing six distinct measures of participant discourse interaction and behavioral patterns and then clustering participants based on their profiles across these measures. The GCA was applied to several large collaborative learning datasets, and identified roles that exhibit distinct patterns in behavioral engagement style (i.e., active or passive, leading or following), contribution characteristics (i.e., providing new information or echoing given material), and social orientation. Through bootstrapping and replication analysis, the roles were found to generalize both within and across different collaborative interaction datasets, indicating that these roles are robust constructs. A multilevel analysis shows that the social roles are predictive of success, both for individual team members and for the overall group. Furthermore, the presence of specific roles within a team produce characteristically different outcomes; leading to specific hypotheses as to optimal group composition. Ideally, the developed analytical tools and findings of this dissertation will contribute to our understanding of how individuals learn together as a group and thereby advance the learning and discourse sciences. More broadly, GCA provides a framework to explore the intra- and inter-personal patterns indicative of the participants’ roles and the sociocognitive processes related to successful collaboration

    Proceedings of the 20th International Conference on Multimedia in Physics Teaching and Learning

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    Proceedings of the 20th International Conference on Multimedia in Physics Teaching and Learning

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    College Teachers\u27 Implementation of Instructional Strategies to Support Students\u27 English Language Skills

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    The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky\u27s zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky\u27s conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills
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