Supporting Open Access Through a Student-driven Journal

BU Well is Butler University\u27s open-access, multimedia, student-driven healthcare journal. BU Well was founded in 2014 as the first open-access, multimedia healthcare review journal in the nation. BU Well is a two year course for Butler University Health Science students, with students researching and producing the written articles, along with a multimedia component. When submitting, authors work with students on the editorial team to co-create an infographic and video. Continuing with the student-run model, the editorial board consists of upper-level health science students. With 2019’s Volume 5, students introduced podcasting as a multimedia component option. Once published, BU Well is hosted on Butler University’s institutional repository, Digital Commons @ Butler University. In the beginning of the year, Butler Library provides a foundational understanding of Digital Commons, open access, and how open access can further research. Panel members will be discussing the inception of the student-run, classroom model, the use of multimedia, which includes videos, infographics, and now podcasting, and how the library supports this journal. Panel members include: the current Editor-in-Chief, members of the executive committee, and Butler Scholarly Communication Librarian and the Scholarly Communication Associate

Multimedia technologies and online task-based foreign language teaching-learning

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student- centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.info:eu-repo/semantics/publishedVersio

Powtoon: a Digital Medium to Optimize Students' Cultural Presentation in ELT Classroom

Facing industrial revolution 4.0 requires university students to provide themselves with a skill that they can use to compete with machines or computers. One of the skills is negotiation which involves mastering language, especially English as a means of International communication. However, learning English as a foreign language is not as easy as it seems. The students need to use a proper learning media which match their characteristics as digital native and motivate them in learning English such as multimedia. By using multimedia, the students will not only learn about language but also the skill about how to use the media or a computer to come up with industrial revolution 4.0. Thus, the researchers who are English lecturers aimed to encourage students in Universitas Teknokrat Indonesia (UTI) to use more web-based medium as a medium in learning English in a class, exclusively Powtoon. This research used a qualitative method since it disclosed how UTI students use Powtoon in a class and what their opinion toward Powtoon for learning English. During the research, the students used Powtoon in a class as a presentation medium for a half-semester because after mid-test they were divided into 13 groups to present the topics given by the lecturer. For each meeting, there were 2-3 groups presentation. At the end of the semester, the students were given questionnaire related to multimedia usage and responded that they felt motivated in learning English by using technology especially Powtoon. As a result, using a web-based medium in learning English can increase not only student's ability to language but also technology