357,303 research outputs found

    Learning to Learn Online

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    Learning to Learn Online helps you prepare for online learning success by introducing you to the online learning environment and your role as a learner within it. As you come to understand yourself as an self-directed learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies. Welcome to your online learning journey!This PDF is a representation of the book as it was on August 25, 2018. The online version may have been updated. For the most recent version, please visit the book url

    Reflecting on EFL Secondary Students’ Reading Habits and Perceptions of Young Adult Literature to Promote Reading for Pleasure and Global Citizenship Education

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    One of the challenges faced by language teachers is promoting students’ reading for pleasure while also helping them confront world issues. Introducing Young Adult Literature in the EFL classroom can be of great help in this sense. However, it is not easy to select the most appropriate texts and topics, as teenage students’ reading preferences are still not well known. Against this background, we administered an online questionnaire to Austrian, Italian, and Hungarian students to explore their reading preferences and habits. In this article, we report the results of this questionnaire and draw some pedagogical implications

    Museletter: September 1990

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    Table of Contents: University Libraries Online!! Where did you move it to now? A New Director for the Law Library by Allen Moye, Reference Librarian Also [Introducing]... FYI Miscellaneous Stuff by Paul Birch, Associate Director for Public Services Recreational Reading Reviews by Joyce Manna Janto, Associate Director for Collection Developmenthttps://scholarship.richmond.edu/museletter/1016/thumbnail.jp

    Using Social Annotation Tools to Foster Collaborative Learning

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    Social annotation (SA) allows learners to highlight and comment on web pages and share annotations with each other online. Despite its potential in promoting collaborative learning, how to integrate it into educational settings has not been fully studied. This study aims at introducing and exploring three different ways of incorporating SA-based activities into an online course: (a) peer review; (b) annotated discussion; and (c) collaborative reading. Students participated all three SA- based activities and took a survey at the end reporting the effectiveness of these activities. In this proposal we reported the initial findings of student participation in the three collaborative learning activities

    Introducing control in an open online course

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    Begin Robotics is a successful open online course developed at the University of Reading, run on the FutureLearn platform, for which around 25,000 participants have enrolled in its first three runs. Whilst it is aimed at introducing robotics and the associated subjects of cybernetics, artificial intelligence, control and haptics to Key Stage 3 pupils, it has been taken by other groups from around the world. This paper discusses how Control Engineering is introduced in an accessible way, and how it has been used in undergraduate degrees

    Scholarly reading (and writing) and the power of impact factors: a study of distributed cognition and intellectual habits

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    Using observational interviews and introducing theories of embodied and distributed cognition, this study examines the scholarly reading and the intellectual habits of a group of social scientists. All participants were working at universities in task environments dominated by digital artifacts and technologies. The study found a strong connection between scholarly reading and the scholars’ writing processes and a further coupling to their digital publishing activity. While examining the participants’ print and online reading, it turned out that their reading was so tightly coupled to their writing that this entanglement had to be at the core of the analysis. In the study, scholarly reading and writing are analyzed as cognitive processes that extend beyond the brain and body and comprise cognitive artifacts of texts and their material bearers, such as printouts, digital displays, computers, and the Internet. In the process of creating text—or reading and writing—brains, bodies, and artifacts are considered to be dynamically coupled in a distributed cognitive process. Based on interviews with a sample of academics, the study analyses how their scholarly reading relates to the other elements in such an extended process and how they utilize the affordances of cognitive digital artifacts in their creative and intellectual endeavors.Scholarly reading (and writing) and the power of impact factors: a study of distributed cognition and intellectual habitspublishedVersio

    ‘Taking hold’ of mobile phone stories in a Cape Flats reading club

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    Magister Artium - MAThis ethnographically-orientated intervention explored how members of a Cape Flats reading club “took hold” (Street, 2009) of digital literacy in their engagement with online fictional stories accessed by a mobile phone. The Masifunde reading club takes place inside the premises of a church located in one of the most impoverished and resource-constrained communities on the outskirts of Cape Town. The club is connected to a bigger sets of clubs under the Nal’ibali reading-for-enjoyment campaign seeking to create nurturing spaces for learning by introducing children to literacy through story-telling. I wanted to diversify and increase the literacy material available by introducing mobile phones to the club. This research paper is theoretically grounded in the New Literacy Studies (NLS) framework which argues that the social turn and digital turn to literacy have transformed literacy. I adopted an ethnographic approach to literacy in order to understand how mobile reading is ‘taken hold’ of within an already established activities of the club which are conceptualized using Goffman’s (1983) “interaction order”. Goffman’s (1983) “interaction order” was used to map the established print-based interaction order and then to examine the practices of reading online fiction and the materiality of the mobile phone as taken hold of within this interaction order. The notion of ‘taking hold’ of was further extended to reveal the ways in which mobile stories were resemiotized in the shared practices of the club members. The introduction of mobile phones is viewed within Prinsloo’s (2005) “placed resources” concept that pays attention to the specificity of the context in how the phone was taken hold of. What is more, through Goffman’s (1956) back stage and front stage concept, I was able to trace using Ker’s (2005) “text-chain” concept, how interactions in the back region WhatsApp group chat moved across space-time to the front stage interactions in the Saturday club event. This revealed the ways in which the uses and valuing of the phone changed across these spaces, with the phone being naturalised in the back stage, but being treated as a difficult object in the front stage sessions by the volunteers, while the children took up the phones in easy ways consistent with the existing interaction order and therefore as placed resources. The study reveals that triumphalist claims about uptake of digital technologies in resource-poor contexts and dismal internet connectivity need to be treated with caution

    Online Arabic to English Translator

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    The main aim of this study is to improve the unsatisfactory materials that currently available for teaching English for the Arab kids. This study proposed to develop an interactivity-based prototype for children between 6-10 years to teach them some of the English Language vocabulary by introducing word-to-word based online translator. According to the literature, the age between 6-10 is an important time of intellectual and emotional development for children, and it is important to remember that even as they gain rudimentary reading skills, they still enjoy being read to. The concept of multimedia technology with its use like audio and images will be used by an interactive way

    Vol. 56, No. 7, January 24, 2006

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    •3Ls and Profs Give Note Taking Tips •Editorial: First-Day Reading Board Should be Online •South African Justice Gives MLK Talk •Summer Holiday in Cambodia: It\u27s Not Just a Job, It\u27s an Adventure •Take Advantage of Public Service Activities •Introducing the Poetry of Hart Crane •Admissions A.D. Shares Her Career Path, Thoughts on Public and Private Practice •Bar Night Photos •The Long, Dark, Car Repair of the Soul •A Bar I May Actually Not Enjoy •There is Hope Yet for the Jobless •Students Should Unite Against Senseless Internet Policy •SFF: What it is, What it Does, and Why You Should Care •The Strokes Try, Rock Harder On First Impressions of Earth •Crossword •Question on the Qua
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