189,818 research outputs found
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The Interplay between attention, experience and skills in online language teaching
The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachersâ thoughts and actions during online tutorials. Taking a sociocultural perspective, this study explores the interplay between the attention focus of language teachers during synchronous online tutorials and their reflections on their own teaching practices. Eyetracking data show that patterns of attention focus on different areas of the screen (representing technical facilities, social interaction and content) are related to practitionersâ experience in online teaching including familiarity with a particular platform. In particular, those with less online teaching experience display greater attention to technical areas than their more experienced colleagues.
These findings are confirmed in the teachersâ reflective interviews, stimulated by watching gazeplot videos of their online tutorials. Their reflections also yield deeper insight into reasons for particular actions. Thematic analysis was used to relate the reflections on teaching strategies to the levels of online teaching skills (Hampel & Stickler 2005, New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18(4). 311â326). Our research has extended Baxâs normalisation (2003, CALL â past, present and future. System 31(1). 13â28. doi: 10.1016/s0346-251x(02)00071-4) of the use of technology in face-to-face classroom learning into online learning environments. Mirroring the ontogenetic development of increasing digitalisation, teachers in online environments appropriate the skills necessary to free cognitive resources for attending to social and pedagogic aspects of their teaching
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Reflections on developing a tool for creating visual representations of learning designs: towards a visual language for learning designs
Over the past four years we have been developing CompendiumLD, a software tool for designing learning activities using a flexible visual interface. It has been developed as a tool to support lecturers, teachers and others involved in education to help them articulate their ideas and map out a design or learning sequence. CompendiumLD is a specialised version of Compendium, a tool for managing connections between information and ideas, which has been applied in many domains including the mapping of discussions and arguments. As most of the core knowledge mapping facilities provided by Compendium are included within CompendiumLD, it can be used for learning design, and applied it to other information mapping and modelling problems. Evidence gathered since CompendiumLDâs first release has shown the many conditions in which it is likely to be applied and appreciated by users, and that the need for visualising learning designs as a solution to understanding how all components of planned learning and teaching fit together may continue to grow. Furthermore, the use of technology is making the process of creating courses more complex. We explore these challenges and conclude with some reflections on the developments in visual representation needed to further facilitate the modelling of today and tomorrowâs complex learning situations
Focal Spot, Spring 1995
https://digitalcommons.wustl.edu/focal_spot_archives/1069/thumbnail.jp
The social web and archaeology's restructuring: impact, exploitation, disciplinary change
From blogs to crowdfunding, YouTube to LinkedIn, online photo-sharing sites to open-source community-based software projects, the social web has been a meaningful player in the development of archaeological practice for two decades now. Yet despite its myriad applications, it is still often appreciated as little more than a tool for communication, rather than a paradigm-shifting system that also shapes the questions we ask in our research, the nature and spread of our data, and the state of skill and expertise in the profession. We see this failure to critically engage with its dimensions as one of the most profound challenges confronting archaeology today. The social web is bound up in relations of power, control, freedom, labour and exploitation, with consequences that portend real instability for the cultural sector and for social welfare overall. Only a handful of archaeologists, however, are seriously debating these matters, which suggests the discipline is setting itself up to be swept away by our unreflective investment in the cognitive capitalist enterprise that marks much current web-based work. Here we review the state of play of the archaeological social web, and reflect on various conscientious activities aimed both at challenging practitionersâ current online interactions, and at otherwise situating the discipline as a more informed innovator with the social webâs possibilities
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The Collective Building of Knowledge in Collaborative Learning Environments
The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested
Life editing: Third-party perspectives on lifelog content
Lifelog collections digitally capture and preserve personal experiences and can be mined to reveal insights and understandings of individual significance. These rich data sources also offer opportunities for learning and discovery by motivated third parties. We employ a custom-designed storytelling application in constructing meaningful lifelog summaries from third-party perspectives. This storytelling initiative was implemented as a core component in a university media-editing course. We present promising
results from a preliminary study conducted to evaluate the
utility and potential of our approach in creatively
interpreting a unique experiential dataset
Reflections on the future of research curation and research reproducibility
In the years since the launch of the World Wide Web in 1993, there have been profoundly transformative changes to the entire concept of publishingâexceeding all the previous combined technical advances of the centuries following the introduction of movable type in medieval Asia around the year 10001 and the subsequent large-scale commercialization of printing several centuries later by J. Gutenberg (circa 1440). Periodicals in printâfrom daily newspapers to scholarly journalsâare now quickly disappearing, never to return, and while no publishing sector has been unaffected, many scholarly journals are almost unrecognizable in comparison with their counterparts of two decades ago. To say that digital delivery of the written word is fundamentally different is a huge understatement. Online publishing permits inclusion of multimedia and interactive content that add new dimensions to what had been available in print-only renderings. As of this writing, the IEEE portfolio of journal titles comprises 59 online only2 (31%) and 132 that are published in both print and online. The migration from print to online is more stark than these numbers indicate because of the 132 periodicals that are both print and online, the print runs are now quite small and continue to decline. In short, most readers prefer to have their subscriptions fulfilled by digital renderings only
MMTF: The Maryland-Magellan Tunable Filter
This paper describes the Maryland-Magellan Tunable Filter (MMTF) on the
Magellan-Baade 6.5-meter telescope. MMTF is based on a 150-mm clear aperture
Fabry-Perot (FP) etalon that operates in low orders and provides transmission
bandpass and central wavelength adjustable from ~5 to ~15 A and from ~5000 to
over ~9200 A, respectively. It is installed in the Inamori Magellan Areal
Camera and Spectrograph (IMACS) and delivers an image quality of ~0.5" over a
field of view of 27' in diameter (monochromatic over ~10'). This versatile and
easy-to-operate instrument has been used over the past three years for a wide
variety of projects. This paper first reviews the basic principles of FP
tunable filters, then provides a detailed description of the hardware and
software associated with MMTF and the techniques developed to observe with this
instrument and reduce the data. The main lessons learned in the course of the
commissioning and implementation of MMTF are highlighted next, before
concluding with a brief outlook on the future of MMTF and of similar facilities
which are soon coming on line.Comment: 38 pages, 12 figures, 3 tables, now accepted for publication to the
Astronomical Journa
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