Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

Chapter 6: Culture and Ethics

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Supporting peer interaction in online learning environments

This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menu’s or buttons. In the first study, typical opening phrases were derived from naturally occurring online dialogues. The resulting set of sentence openers was implemented in a semi-structured chat tool that allowed students to compose messages in a freetext area or via sentence openers. In the second study, this tool was used to explore the students’ appreciation and unprompted use of sentence openers. Results indicate that students hardly used sentence openers and were skeptical of their usefulness. Because both measures were negatively correlated with students’ prior chat experience, optional use of sentence openers may not be the best way to support students’ online interaction. Based on these findings, alternative ways of using sentence openers are discussed and topics for further research are advanced

Facilitating academic words learning: a data-driven approach using a collocation consultation system built from open access research papers

It is essential and beneficial for ESP students to master collocations of a set of core academic words. Corpus analysis tools (e.g. concordancers) have been widely used in facilitating collocation learning, and promising results have been demonstrated in the literature. This paper presents a learner friendly collocation consultation system built from 50,000 open access research papers made available by CORE (https://core.ac.uk/). The research papers are grouped into four disciplines: Arts and Humanities, Physical Sciences, Life Sciences and Social Sciences. From these articles, useful syntactic-based word combinations (e.g., verb+noun, noun+noun, adjective+noun) are extracted, organized by syntactic patterns, sorted by frequency, and linked to their context sentences. Learners can search collocations and look up the usage of an academic word in any of these four disciplines by simply entering the word or selecting it from one of pre-compiled academic word lists. The paper will also show how the system was used in an initial study carried out with 15 international students studying computer science at University of Waikato, New Zealand

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Integrating connectivism learning theory on oral production in efl A2 level students

To apply Connectivism Learning Theory on oral production in A2 level EFL students in the academic period 2020 - 2021.La educación ha evolucionado debido a que las necesidades de los estudiantes cambian continuamente a causa de la estructura social. En este sentido, este estudio se enfoca en observar estas variaciones para satisfacer los vacíos pedagógicos en esta nueva era tecnológica. Por lo tanto, este estudio se llevó a cabo para integrar la teoría del aprendizaje conectivista en el proceso de enseñanza y aprendizaje. La idea principal del conectivismo es alentar a los estudiantes a convertirse en agentes activos que aprenden compartiendo conocimientos y experiencias con otros. Por lo tanto, la interacción social aparece como un principio crítico del aprendizaje conectivista. Esta investigación tiene como objetivo determinar si esta teoría educativa podría aplicarse al entorno de enseñanza y aprendizaje del idioma inglés a través del uso de un blog. Además, este estudio tiene como objetivo aplicar la teoría del aprendizaje del conectivismo en la producción oral en estudiantes de inglés como lengua extranjera de nivel A2 en el periodo 2020-2021. En este sentido, el objetivo de la investigación es responder a la pregunta: "¿Cuáles son los principales factores de la teoría del aprendizaje del conectivismo que fomentan la producción oral en estudiantes de nivel A2?”. Por objetivo específico se busca establecer un marco teórico sobre la Teoría del Aprendizaje Conectivista en la producción oral. Además, se persigue diagnosticar factores de producción oral en estudiantes de nivel A2 a través del internet utilizando recursos digitales, para finalmente desarrollar un blog de enseñanza-aprendizaje con actividades comunicativas a través de herramientas Tics (Tecnologías de la Información y la Comunicación). El enfoque de investigación elegido para este estudio es mixto y descriptivo dentro de una población de estudiantes de nivel de inglés A2 de la Unidad Educativa “Libertad”. Los resultados se obtuvieron al contrastar los hallazgos de la encuesta a estudiantes como dato cuantitativo; y la entrevista a los docentes como parte cualitativa con estudios relacionados sobre el uso de la tecnología para desarrollar la competencia comunicativa de la producción oral en inglés como lengua extranjera. Los resultados mostraron que el uso de principios conectivistas como una estrategia efectiva para desarrollar el dominio del inglés entre los estudiantes.Maestrí

Special Issue on Language Learning : Introduction

This special issue of the Journal of Artificial Intelligence in Education is based on the workshop SCIAL'93 (Cognitive Science, Computer Science and Language Learning) held in October 1993 in Clermont-Ferrand, France (Chanier, Renié & Fouqueré, 1993). The workshop gathered researchers who consider the development of interactive language learning environments as a field of multidisciplinary collaboration. Researchers belonged to several disciplines from the domain of cognitive science: linguistics (in its broad meaning, including theoretical and applied linguistics as well as language teaching), computational linguistics, computer science, psycholinguistics. The workshop was directed by Thierry Chanier, University of Clermont 2, France, who is also the editor of this special issue. New versions of selected papers focusing on Intelligent Computer Assisted Language Learning (ICALL) more specifically have been assembled here so as to introduce JAIED readers to the current research interests in ICALL. The workshop version of the papers had been selected by its multidisciplinary program committee, and then new versions have been reviewed in the normal JAIED manner

The difference between presence-based education and distance learning

Attempts to define distance learning always involve comparisons with presence-based education, as the latter is the most direct reference that the former has. It is on this basis that the convergent points, similarities and differences of the two types of approach are established. This article opens with such a comparison, before going on to focus mainly on distance learning and to examine methodological strategies that should be borne in mind when implementing an e-learning system