The P scales: level descriptors P1 to P8

"These are the level descriptors for pupils working below level 1 of the national curriculum... To support teachers in making judgements about pupils’ attainment below level 1 of the national curriculum" - Back cover. This booklet is part of the DVD and print booklet package 'Using the P scales: assessing, moderating and reporting pupil attainment at levels P1 to P8' (QCA/09/4060

Development and user experience evaluation of language learning mobile applications

https://www.ester.ee/record=b5258014*es

Crossovers: Digitalization and literature in foreign language education

Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning “available designs” (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis & Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom

GAMES AS EFFECTIVE LANGUAGE CLASSROOM STRATEGIES: A PERSPECTIVE FROM ENGLISH MAJOR STUDENTS

This research investigates the students' perspectives on using educational games in a language classroom in the conduct of Remedial Instruction among English students in the School of Education (SOE) during the first semester of AY 2018-2019 at Emilio Aguinaldo College. It summarizes games as useful tools in language classrooms. The investigation utilizes a small-scale research documentary analysis wherein former studies were compared, analyze and reflected on. To validate the qualitative questionnaire, a random interview was conducted to find out if games are relevant, suitable, and effective in grammar, vocabulary, speaking, and among other language skills. It resulted to students suggestions of some useful classroom games. The outcomes further show that educational games could be applied mostly in spelling, vocabulary, grammar, writing, and reading, listening and speaking. However, not all games are applicable to all types of college students. It is additionally perceived that there could be numerous educational games that may increase collaboration and creativity among learners. They pointed out that they tend be beneficial or well-adjusted with the support of other available teaching methods. Generally, respondents show positive attitude towards using games in language classrooms. It is recommended that teachers should consider factors such as students’ different learning styles with sensitivity, creativity and flexibility to sustain higher engagement.  Article visualizations

+SPACES: Serious Games for Role-Playing Government Policies

The paper explores how role-play simulations can be used to support policy discussion and refinement in virtual worlds. Although the work described is set primarily within the context of policy formulation for government, the lessons learnt are applicable to online learning and collaboration within virtual environments. The paper describes how the +Spaces project is using both 2D and 3D virtual spaces to engage with citizens to explore issues relevant to new government policies. It also focuses on the most challenging part of the project, which is to provide environments that can simulate some of the complexities of real life. Some examples of different approaches to simulation in virtual spaces are provided and the issues associated with them are further examined. We conclude that the use of role-play simulations seem to offer the most benefits in terms of providing a generalizable framework for citizens to engage with real issues arising from future policy decisions. Role-plays have also been shown to be a useful tool for engaging learners in the complexities of real-world issues, often generating insights which would not be possible using more conventional techniques

Asian Roboticism: Connecting Mechanized Labor to the Automation of Work

Abstract This article reconsiders the present-day automation of work and its transformation of who we are as humans. What has been missing from this important conversation are the social meanings surrounding Asian roboticism or how Asians have already been rendered as “robotic” subjects and labor. Through this racial gendered trope, I assess whether industrial automation will lessen, complicate, or exacerbate this modern archetype. By looking at corporate organizational practices and public media discourse, I believe that Asian roboticism will not simply vanish, but potentially continue to affect the ways such subjects are rendered as exploitable alienated robots without human rights or status