14,531 research outputs found

    Emerging technologies for learning (volume 1)

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    Collection of 5 articles on emerging technologies and trend

    'Parts of speech' - 'drop a card' board game / Angeline Ranjethamoney Vijayarajoo … [et al.]

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    Learning grammar can be difficult for learners but this can be changed through interactive activities. Language games are an excellent way to make learning grammar fun among learners. Although the use of language games is not a new tool in the teaching and learning of grammar, employing the right game for a specific grammar item is vital. Hence, this study aims to experiment, using a language game - ‘Parts of Speech’ - ‘Drop a Card’ board game, in efforts to enhance the learning of the parts of speech more effectively. This game is designed to provide practice in identifying the parts of speech in the English language. By playing this game, it is believed that learners will be able to engage and learn grammar in a fun-filled way. Methodology comprised quantitative and qualitative methods, using questionnaire and interview, with the participants, who were college students. The results of the survey demonstrate the effectiveness of the game in the identification and learning of parts of speech. The pedagogical implications are that suitable language games can enhance grammar competence

    Adults are more efficient in creating and transmitting novel signalling systems than children

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    Iterated language learning experiments have shown that meaningful and structured signalling systems emerge when there is pressure for signals to be both learnable and expressive. Yet such experiments have mainly been conducted with adults using language-like signals. Here we explore whether structured signalling systems can also emerge when signalling domains are unfamiliar and when the learners are children with their well-attested cognitive and pragmatic limitations. In Experiment 1, we compared iterated learning of binary auditory sequences denoting small sets of meanings in chains of adults and 5-7-year old children. Signalling systems became more learnable even though iconicity and structure did not emerge despite applying a homonymy filter designed to keep the systems expressive. When the same types of signals were used in referential communication by adult and child dyads in Experiment 2, only the adults, but not the children, were able to negotiate shared iconic and structured signals. Referential communication using their native language by 4-5-year old children in Experiment 3 showed that only interaction with adults, but not with peers resulted in informative expressions. These findings suggest that emergence and transmission of communication systems is unlikely to be driven by children, and point to the importance of cognitive maturity and pragmatic expertise of learners as well as feedback-based scaffolding of communicative effectiveness by experts during language evolution

    The impact of a game-based approach to Bourdieu on learners training to teach in post-compulsory education at an English University

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    The delivery of theory alongside practice in teacher education is inherently challenging and prone to failure, leaving trainees ill-prepared to problematise the social and cultural realities that shape their classrooms. Finding new and productive ways for trainees to engage with theoretical concepts is, therefore, an important educational and social outcome. This paper explores the use of a game-based approach to the teaching of Bourdieu's notions of field and habitus to two small groups, training with a University in the North of England to become teachers in post-compulsory education. Critical and learning theories are used to explain and justify the design decisions and strategies employed and critical participatory action research is used to evaluate the impact of the game. The paper reports encouraging findings and recommends extension and wider use of such strategies in the teaching of theory to resistant groups

    The Effect of Bubble Cards on Word Stress Errors and Retention of EFL Learners: A Comparison of Turkish and Farsi Native Speakers

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    The present study recommends an influential teaching English sentence stress technique based on Bubble Cards for instructing sentence stress sufficiently. Males and females have been chosen randomly and homogeneously as Turkish and Farsi groups. A production-test was made from 40 sentences to force the participants read aloud the sentences obviously and their sounds were recorded for evaluating. The test has been implemented as pre-, post-, and delay pot-test. For evaluating its reliability in advance, it was piloted on a small group of participants. The aim of the second delayed test was to subject whether Bubble Cards had more influence on the learners’ sentence stress retentions and mightsave their sentence stress memorizing for a longer period of time. The satisfactory outcomes of the study approvedthe encouragement of Bubble Cards for studding sentence stress and retention of Farsi group better than the Turkish grou

    Wittgenstein and Communication Technology : A conversation between Richard Harper and Constantine Sandis

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    Special Issue: PROCEEDINGS OF THE BRITISH WITTGENSTEIN SOCIETY 10TH ANNIVERSARY CONFERENCE: WITTGENSTEIN IN THE 21ST CENTURY © 2018 John Wiley & Sons LtdThis paper documents a conversation between a philosopher and a human computer interaction researcher whose research has been enormously influenced by Wittgenstein. In particular, the in vivo use of categories in the design of communications and AI technologies are discussed, and how this meaning needs to evolve to allow creative design to flourish. The paper will be of interest to anyone concerned with philosophical tools in everyday action.Non peer reviewe

    A Preliminary Study of Integrating Flipped Classroom strategy for Classical Chinese Learning

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    [[abstract]]This is a multiphase study which aims to investigate how to provide learners with an method to acquire classical Chinese through integrating mobile technology with the flipped classroom approach. Currently, in the first phase of study, the researcher adopts informant design through questionnaire survey to understand students' and instructors' perceptions of using mobile learning devices for classical Chinese learning, and afterwards the researcher constructs the system based on the pilot results. The pilot questionnaire results, structure of the developed mobile learning system and the practical application of the developed system for classical Chinese teaching and learning are described in the paper.[[notice]]補正完
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