6,232 research outputs found

    CLIL training guide: creating a CLIL learning community in higher education

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    The ReCLes.pt CLIL Training Guide presents the theoretical and practical basis for the creation of a CLIL Learning Community of foreign language teachers and subject teachers with the topics organized across four chapters. In Chapter 1, the objectives and structuring of the ten hours of sessions and the learning outcomes are presented with an introduction to CLIL design in higher education (HE), forms of interdisciplinary cooperation/collaboration, and a number of models for classroom management. Chapter 2 provides enriching material to help teachers bett er understand the principles of a CLIL Learning Community and CLIL itself, including interactive and student-centered methodologies, a focus on oral interaction and critical dialogue, suggested activities, and the key points for organizing a successful CLIL module. In Chapter 3, on CLIL materials and resources, sections cover the defi nition and examples of scaff olding and activating prior knowledge as well as the selection and adaptation of scaff olding materials, including the use of electronic media and a terminology-based approach. The proposed terminology-based approach focuses on the collection, description, processing, and systematic representation of concepts and their designations. As such, the use of terminology can become a key construct in CLIL teaching, involving the search, production, use, and dissemination of information. International organizations, networks, and multinational professional communities are involved in these steps within the global communication process, providing real motivation for students participating in the CLIL learning process. The final chapter …Livro Financiado por FCT no âmbito do programa ‘Partilha e Divulgação de Experiências em Inovação Didática no Ensino Superior Português’info:eu-repo/semantics/publishedVersio

    A Study of West Virginia Teachers: Using 21st Century Tools to Teach in a 21st Century Context

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    Technology integration is reinforced not only by the National Educational Technology Standards but also the West Virginia Technology Standards, making teachers more accountable to use technology in their daily teaching practice. Because West Virginia has established a partnership with the Partnership for 21st Century Skills, West Virginia teachers are being encouraged to change instruction to meet the needs of 21st century learners. This includes being more student-centered by integrating instructional technologies to more actively engage students. By determining the frequency of integration of 21st century technology tools to create a 21st century context for learning and the factors that influence them, West Virginia has valuable information for promoting systemic change. This study found that West Virginia teachers frequently use few 21st century technology tools, seldom use 21st century technology tools to create a 21st century context for learning, and identified supports and barriers that enable or prohibit their use of technology. In addition, the teachers provided examples of technology activities in which they frequently engage their students. The results provide the foundation on which to build professional development that will lead transformational change in technology integration in West Virginia schools

    Achieving Evaluation Influence Through Elaboration Likelihood Model-informed Evaluation Product Designs

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    The ultimate purpose of evaluation is social betterment, which is achieved through evaluation influence. Progress has been made in defining the mechanisms of evaluation influence (Mark & Henry, 2004); however, little research has explored how the design of evaluation products trigger these mechanisms. Sister fields such as persuasion psychology can provide guidance to fill this gap. The Elaboration Likelihood Model, a dual-processing model of persuasion, provides insights into how persuasive information is processed and how this processing impacts attitude formation and behavioral intention (Petty & Cacioppo, 1986). By translating the principles of the Elaboration Likelihood Model, this research explores how various data presentation conventions -- minimalist, embellished, and interactive -- impact evaluation influence. In the first phase of this research, minimalist and embellished data visualization conventions did not result in differences in participant experience of the visualization nor different interpretation or attitudinal outcomes; however, motivation to elaborate significantly impacted both participant experiences and outcomes. Additionally, engagement with the data visualization played a role in how participants processed the evaluation findings, with highly engaged individuals basing their evaluand-specific attitudes on the strength of the evaluation findings. The second phase of this research demonstrated no significant differences in attitude strength and donation behaviors between minimalist and embellished data visualization. Instead, donation behaviors were driven by attitudes formed after reading the evaluation findings and motivation to elaborate. The final experiment found that interactive data presentations promoted elaboration and the formation of attitudes based on the strength of the evaluation findings. Additionally, significant differences in attitude persistence and behavioral intent were found based on the strength of evaluation findings; behavioral intent was additionally impacted by motivation to elaborate and engagement with the data presentation. Finally, donation behaviors were driven by motivation to elaborate, engagement with the data presentation, and evaluand-specific attitudes formed after reading the evaluation findings. The results of this research demonstrate that the design of evaluation products and audience characteristics such as motivation to elaborate can be factors impacting evaluation influence. Based on these findings, evaluation practitioners can promote evaluation influence by seeking out opportunities to design products that increase audience involvement to support elaboration processes. The current research also identifies both risks to and opportunities for increased evaluation influence based on the audiences\u27 level of motivation to elaborate, which provide guidance to evaluation practitioners seeking to maximize their evaluation\u27s impact. More broadly, this research advances new directions for research on evaluation influence by providing empirical evidence for influence pathways, for data visualization research by demonstrating the importance of motivation to elaborate to visualization experience and outcomes, and for research on the application of Elaboration Likelihood Model principles within the context of evaluation

    A Study of Interaction, Visual Canvas, and Immersion in AR Design: A DSR Approach

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    Augmented reality (AR) as an innovative technology has changed the way people use technology for interaction and communication. While researchers have studied the application of AR, research on AR as a communication medium remains scant. In this study, we investigate the effect of AR factors (namely, interaction, visual canvas/cues, and immersion) on AR-mediated communication. We apply design science research (DSR) guidelines to design, develop, and evaluate an AR artifact. We derive the design elements based on interactivity, media naturalness, and immersion theories and develop the AR artifact as a mobile app in an iterative manner. We evaluate the design product through the informed arguments and scenarios method, and the design process by assessing its conformance to DSR principles. We show that AR factors\u27 design elements—interaction (user controls, contextual tasks, and ergonomics), visual canvas/cues (realistic 3D models, visual and audio cues, and aesthetics), and immersion (diverse components)—play a critical role in AR-mediated communication. Furthermore, high-quality product visuals and interactive user controls give users a good AR experience. From a practice perspective, AR app designers may incorporate the design process we used in our study and generate AR experiences that fully exploit AR media’s communication affordance. We contribute to knowledge by using DSR guidelines for designing and developing AR as a communication medium

    Adult Nursing Students’ Perceptions of Social Presence in Facilitator-Created Subject- Specific Videos in an Online Nursing Course

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    The literature established that online instruction consists of cognitive, teaching, and social presence. Studies on the element of social presence linked text-based delivery of instruction with learners’ feelings of isolation and disengagement. This research findings prompted this facilitator creation of five-to-seven-minute companion videos that aligned and complemented weekly text-based learning modules to ascertain students’ perceptions of these videos as a medium for channeling social presence. Post-video viewing surveys yielded responses to pragmatic and emotional questions. Pragmatic questions were aimed at the visual impact of professor’s delivery of information. Emotional questions gauged the students’ feelings of connectivity with the facilitator. Triangulated interpretations of student responses showed that students perceived that the videos enhanced social presence by decreasing feelings of isolation in their online course. Key results included the feeling of a real classroom and appreciation of the visuality of the videos. The viewed videos supported affective associations, learner cohesion, interaction intensity, instructor involvement, and active learning. The videos helped draw the students from their inner secluded online environment to the outside world. The research includes recommendation of the use of a larger sample size; online facilitator theatrical training, college budget to include production of video funds for further quality video productions, and video cataloging of facilitator-created subject- specific videos

    The implementation of neuro-linguistic programming (nlp) techniques in primary graders’ oral performance in english from the instituto kennedy in Pereira

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    Este proyecto tiene como objetivo mostrar los efectos de la implementación de cinco técnicas de Programación Neurolingüística: anchoring, mirroring, visualization, mind mapping and positive verbal reinforcement para impactar en la habilidad del habla en inglés de 37 estudiantes de grado quinto de un colegio de la ciudad de Pereira. Los practicantes expusieron a los estudiantes a estas técnicas durante 11 clases con el fin de recolectar y analizar información relacionada con crecimiento profesional de los profesores, respuestas y producción lingüística de los estudiantes a través de instrumentos como producciones de los estudiantes, observaciones y diarios de campo. Por lo tanto los profesores diseñaron y reflexionaron sobre las lecciones. Consecuentemente, los resultados obtenidos de la implementación de este proyecto indicaron que la mayoría de las técnicas aplicadas afectaron positivamente el desempeño de los estudiantes en actividades del habla ya que produjeron el vocabulario y las estructuras esperadas en estas actividades. Además, se comprobó que estas técnicas despertaron la motivación en los estudiantes en la habilidad del habla debido a la activa participación que ellos estuvieron durante las actividades. Todo esto en conjunto, tuvo un impacto positivo en el aprendizaje de inglés

    Using Computer Simulations as a Pre-Training Activity in a Hands-On Lab to Help Community College Students Improve Their Understanding of Physics

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    The purpose of this study was to investigate the effectiveness of using computer simulations as a pre-training activity to a hands-on lab to improve students’ understanding of induction topics in physics. The computer simulation activity was compared to an overview presentation. Conceptual understanding and spatial ability were measured. A two-group descriptive repeated measures design was implemented with a convenience sample of 35 community college physics students in the Bay Area. Participants were randomly assigned to a simulation group (n = 17) or a presentation group (n = 18). A 30-item spatial ability assessment was given to all participants one week before the day of the experiment. On the day of the experiment, the simulation group completed a 30-minute induction simulation activity while the presentation group received a 30-minute overview presentation. Both groups then completed a 90-minute hands-on lab. Before completing the simulation activity or receiving the overview presentation, an 18-item conceptual understanding test was given to all participants. The same test was given as a posttest after participants completed the simulation activity or received the overview presentation, and again as a second posttest after participants completed the hands-on lab. Overall results suggest that the overview presentation was more effective in improving students understanding of induction topics in comparison to completing the simulation activity. However, both groups showed noticeable conceptual understanding gains. The simulations had a medium effect (d = 0.68) and the overview presentation had a large effect (d = 1.07) on conceptual understanding. Results also suggest that high spatial ability participants benefited more from the simulations while the low spatial ability participants benefited more from the overview presentation. Both male and females benefited similarly from the overview presentation. However, male participants seemed to have benefited more from the simulations. Although the overview presentation was more effective in improving students understanding of induction topics, the 30-minute computer simulation activity still made a difference in student learning. This result can be seen as a positive finding suggesting that 30-minutes of working with simulations could help students improve their understanding of physics concepts even if they had not used the simulations before
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