357,303 research outputs found
Learning to Learn Online
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 Studentsâ Reading Habits and Perceptions of Young Adult Literature to Promote Reading for Pleasure and Global Citizenship Education
One of the challenges faced by language teachers is promoting studentsâ
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 studentsâ 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
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
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
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
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 scholarsâ writing processes and a further coupling to their digital publishing activity. While examining the participantsâ 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 textâor reading and writingâbrains, 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
âTaking holdâ of mobile phone stories in a Cape Flats reading club
Magister Artium - MAThis ethnographically-orientated intervention explored how members of a Cape Flats reading
club âtook holdâ (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 Nalâibali
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 âtaken holdâ
of within an already established activities of the club which are conceptualized using
Goffmanâs (1983) âinteraction orderâ. Goffmanâs (1983) âinteraction orderâ 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 âtaking holdâ 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 Prinslooâs (2005) âplaced resourcesâ concept that pays attention to the
specificity of the context in how the phone was taken hold of. What is more, through Goffmanâs
(1956) back stage and front stage concept, I was able to trace using Kerâs (2005) âtext-chainâ
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
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
â˘3Ls and Profs Give Note Taking Tips â˘Editorial: First-Day Reading Board Should be Online â˘South African Justice Gives MLK Talk â˘Summer Holiday in Cambodia: It\u27s Not Just a Job, It\u27s an Adventure â˘Take Advantage of Public Service Activities â˘Introducing the Poetry of Hart Crane â˘Admissions A.D. Shares Her Career Path, Thoughts on Public and Private Practice â˘Bar Night Photos â˘The Long, Dark, Car Repair of the Soul â˘A Bar I May Actually Not Enjoy â˘There is Hope Yet for the Jobless â˘Students Should Unite Against Senseless Internet Policy â˘SFF: What it is, What it Does, and Why You Should Care â˘The Strokes Try, Rock Harder On First Impressions of Earth â˘Crossword â˘Question on the Qua
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