ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating an Open Methodology for Designing Domain-Specific Language Collections
Author: Fitzgerald, Alannah
Date: 2014-08-00
Type: Reports - Research
Subjects: Open Education,Educational Resources,Access to Education,Educational Quality,Educational Research,Second Language Learning,Electronic Libraries,Open Source Technology,Metadata,Natural Language Processing,Artificial Intelligence,Second Language Instruction,Course Content,Open Universities,Computational Linguistics,Language Teachers,English for Academic Purposes,Foreign Countries,Teacher Education

With this research and design paper, we are proposing that Open Educational Resources (OERs) and Open Access (OA) publications give increasing access to high quality online educational and research content for the development of powerful domain-specific language collections that can be further enhanced linguistically with the Flexible Language Acquisition System (FLAX, http://flax. nzdl.org). FLAX uses the Greenstone digital library system, which is a widely used open-source software that enables end users to build collections of documents and metadata directly onto the Web (Witten, Bainbridge, &amp; Nichols, 2010). FLAX offers a powerful suite of interactive text-mining tools, using Natural Language Processing and Artificial Intelligence designs, to enable novice collections builders to link selected language content to large pre-processed linguistic databases. An open methodology trialed at Queen Mary University of London in collaboration with the OER Research Hub at the UK Open University demonstrates how applying open corpus-based designs and technologies can enhance open educational practices among language teachers and subject academics for the preparation and delivery of courses in English for Specific Academic Purposes (ESAP). [For full proceedings, see ED565087.]
SpeakApps 2: Speaking Practice in a Foreign Language through ICT Tools
Author: Appel, Christine
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Educational Technology,Technology Uses in Education,Speech Communication,Oral Language,Language Skills,Higher Education,Secondary Education,Vocational Education,Educational Resources,Foreign Countries

SpeakApps 2 is a project with support of the Lifelong Learning Programme, Accompanying Measures. It follows up on the work and results reached during the KA2 project &quot;SpeakApps: Oral production and interaction in a foreign language through ICT tools&quot;. The overarching aim of SpeakApps 2 is to further enhance Europeans' language learning skills through both self-directed learning and purposeful, teacher-designed materials that can leverage an ever-growing body of Open Educational Resources (OER). SpeakApps 2 targets not only HE educators and teacher trainers, but also those in VET and Secondary Education, and aims to widen the pool of resources for building language teaching skills via scalable trans-European collaborations and innovation using ICT and mobile technologies. SpeakApps 2 now takes further steps to diffuse the results in new countries and to synchronize efforts in European language teaching, in particular using OER. To achieve this, SpeakApps 2 has the objectives of a) integrating five new languages and including new education sectors, and b) developing a scalable digital framework able to bring in more languages, while spreading SpeakApps 2's methodologies and mobile solutions through a series of workshops, targeting the interests of open source communities and other projects for the sharing of resources and future innovations. [For full proceedings, see ED565087.]
Language Learning in Virtual Worlds: Designing for Languaging, the Role of Affordances
Author: Nocchi, Susanna
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Learning,Computer Assisted Instruction,Electronic Learning,Italian,Computer Simulation,College Students,Affordances,Social Theories,Computer Mediated Communication,Data Analysis

This article will utilise data collected during SLItaliano, an Italian language course run in the Virtual World (VW) of Second Life® (SL®) in 2012. The course was offered to third level students of Italian as a Foreign Language (FL) in an Irish college, the Dublin Institute of Technology (DIT). It was designed and coordinated by the researcher and is at the core of a research on FL teaching in VWs. The focus of the paper is on identifying affordances for language learning in VWs, particularly languaging as a communicative practice (Swain, 2006). The concept of affordance is approached from an Activity Theory (AT) standpoint (Kaptelinin &amp; Nardi, 2012) as an &quot;action possibility&quot; present in the environment, which may or may not emerge. In the case of VWs as learning environments, such possibilities are not only provided by the characteristics of the hardware and of the software, but they are also shaped by the users and their history and by the context they find themselves in and may be &quot;sequential and nested in time&quot; (Hammond, 2010, p. 216). The possibility to engage in languaging was one of the affordances that emerged during SLItaliano. Languaging is defined as that practice when language is used in order to work at solving a problem or clarifying an issue (Swain &amp; Lapkin, 2011). The data showed how certain tasks had a higher occurrence of &quot;languaging episodes&quot; and how particular situations prompted the recourse to languaging. The data will also show that when affordances which were expected to emerge failed to be noticed by the participants, the results were sometimes surprising and provided further insight into the potential of VWs for FL teaching. [For full proceedings, see ED565087.]
Getting off the Straight and Narrow: Exploiting Non-Linear, Interactive Narrative Structures in Digital Stories for Language Teaching
Author: Prosser, Andrew
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Story Telling,Documentaries,Teaching Methods,Models,Constructivism (Learning),Active Learning,Educational Benefits,Learning Experience,Advanced Students,English (Second Language),Computer Software,Narration,Instructional Effectiveness,Computer Assisted Instruction,Web Based Instruction,Video Technology,Questionnaires,Interaction

Digital storytelling is already used extensively in language education. Web documentaries, particularly in terms of design and narrative structure, provide an extension of the digital storytelling concept, specifically in terms of increased interactivity. Using a model of interactive, non-linear storytelling, originally derived from computer game design, this presentation aims to illustrate how digital stories may be developed into more interactive experiences for learners. This paper will show an example of teacher-created digital story, which allows learners to choose and follow their own individualized paths through the story. Interactivity often means a more engaging, personalized experience for the user, but in terms of educational, instructional design, it also means such stories may become more adaptable to the specific needs, interests and abilities of the individual language learner. Ultimately, interactive narrative models can be used to create, it could be argued, more constructivist, active learning environments. Alongside, the potential benefits of such narrative designs in educational contexts, however, possible drawbacks in their use need to be addressed. Specifically, to what degree interactivity is actually exploited by a user, and to what degree interactive stories may actually increase the cognitive load a learner experiences, ultimately having a negative impact on their learning. [For full proceedings, see ED565087.]
Task Design for Intercultural Telecollaboration in Secondary Schools: Insights from the EU project TILA
Author: Hoffstaedter, Petra
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Computer Centers,Case Studies,Telecommunications,Cooperative Learning,Learning Activities,Foreign Countries,Secondary School Students,Oral Language,Synchronous Communication,French,German,Handheld Devices,Homework,Assignments,Blended Learning,Intercultural Communication,Teaching Methods,Program Descriptions

Our contribution focuses on synchronous oral telecollaboration in secondary schools. With reference to the EU project TILA, aspects of task design and implementation are discussed against the backdrop of issues of technological quality in connection with class organisation in computer labs. Case study evidence is provided in favour of the integration of telecollaborative out-of-class activities. [For full proceedings, see ED565087.]
Integrating CALL in ESOL Classrooms: Understanding Teachers' Perspectives and Meeting Students' Needs
Author: Nia, Sara Farshad
Date: 2014-08-00
Type: Reports - Research
Subjects: Computer Assisted Instruction,Secondary School Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Teaching Methods,Technology Integration,Teacher Attitudes,Educational Policy,Professional Identity,Teacher Education,Faculty Development,Student Needs,Phenomenology,Semi Structured Interviews

In line with the needs of the 21st century learners and dramatic improvements in schools' technological infrastructures, it is expected that the integration of digital tools into language learning courses would take a quicker pace and a smoother path. However, current research indicates that although this might be the case for foreign language learning courses, the situation differs for English Speakers of Other Languages (ESOL) classes in New Zealand schools. Despite the availability of various technologies, there is not much tendency for the integration of Computer Assisted Language Learning (CALL) tools into ESOL classrooms. Hence, this ongoing study explores the factors that contribute to the foregoing situation from ESOL teachers' perspectives in a New Zealand context. A series of in-depth interviews were conducted with a group of secondary school ESOL teachers. The initial thematic analysis of the data suggested that any meaningful integration of IT into ESOL environments requires active involvement of teachers, students, and policy makers. Such factors as teachers' professional identity, teacher education and professional development programs, school and ministry policies, and students' demography and their needs impacted ESOL teachers' choice in IT adoption. The findings of this study have significant implications for teachers, teacher educators, and policy makers alike as a more specialized focus on such challenging situations should be taken into consideration when educating ESOL teachers on the integration of CALL.[For full proceedings, see ED565087.]
Comparing Veterinary Student and Faculty Perceptions of Academic Misconduct
Author: Royal, Kenneth D.
Date: 2016-01-00
Type: Reports - Research
Subjects: College Faculty,Veterinary Medical Education,Student Attitudes,College Students,Student Behavior,Comparative Analysis,Cheating,Ethics,Assignments,Rating Scales,Teacher Attitudes,Statistical Analysis,Online Surveys,Gender Differences,Plagiarism

A study was conducted to assess veterinary students' and faculty perceptions of a variety of academic and classroom behaviors, and the degree to which these are acceptable or not. Two instruments were developed for this purpose: 1) The Exams and Assignments Scale (EAS), consisted of 23 items measuring the extent to which a variety of examination and assignment-related actions and behaviors constituted misconduct, and 2) The Classroom Behavior Scale (CBS), consisted of 8 items and measured the extent to which a variety of classroom behaviors were acceptable professional behaviors. Student responses were pooled for analysis and compared to faculty perceptions. This comparison resulted in statistically significant differences on 11 of the 23 EAS indicators. In all cases, faculty felt the described actions were more severe offenses than students with most of these discrepancies centering on situations regarding examinations and clinical skills. Both groups felt that offenses pertaining to cheating in exam settings were the most severe infractions, and the least severe issues pertained to laboratories/assignments and other out of class behaviors. On the CBS scale, there were statistically significant differences on 3 of the 8 measures, with faculty reporting the behaviors as less acceptable. The most concerning behaviors involved actions that could potentially impact people other than the offender, while the most acceptable behaviors seemed to only impact the person committing them.
The Perils of Prescribed Grade Distributions: What Every Medical Educator Should Know
Author: Royal, Kenneth D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Grading,Medical Education,Grade Inflation,Medical School Faculty,Educational Environment,Medical Students,Academic Standards,Evaluation Criteria,Evaluation Methods,Educational Change,Achievement Rating,Academic Achievement,High Stakes Tests

A common practice in medical education is to create a prescribed distribution of grades, or ratings, so that only a certain percentage of students receive the highest marks. This approach typically is employed to curb grade inflation and as a means to help faculty distinguish outstanding performers. Despite the well-intentioned reasoning for using prescribed grade distributions, a number of associated problems and probable consequences may result from this practice. Thus, the purpose of this article is to discuss the assumptions underlying this potentially unwise practice, the defensibility of this evaluation practice in the high-stakes arena of medical education, and the unintended consequences that such practices and policies may have on a student body and the larger educational environment.
An Application of Digital Portfolio with the Peer, Self and Instructor Assessments in Art Education
Author: Dikici, Ayhan
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Education,Portfolios (Background Materials),Electronic Publishing,Peer Evaluation,Self Evaluation (Individuals),Student Evaluation,Portfolio Assessment,Art Products,Student Attitudes,Scoring Rubrics,Correlation,Interviews,College Seniors,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Mixed Methods Research,Grounded Theory

Problem Statement: In art education, one of the most difficult tasks is to evaluate the artistic works of students. Portfolio assessment is a method of assessment that is commonly used in artistic education. The major research question investigated in the study is: &quot;What are the advantages and disadvantages of digital portfolio in an art classroom?&quot; Purpose of the Study: The first aim of this study is to investigate digital portfolio assessment in higher art education with the combination of self, peer and instructor ratings. The second aim is to determine opinions and perspectives of the students on the self and on peer and instructor assessment. Research Method: This research contains data collected from 34 students. The students were 14 males and 20 females. Age levels of the students ranged from 21 to 28. The students were asked to prepare their portfolio in the computer environment. The students were given 4 weeks to prepare the digital portfolios. The digital portfolios were evaluated as to the rubric which was previously prepared and adopted by the students and researcher. The students first evaluated their own portfolios and then those of their peers. Finally, the researcher evaluated all of the portfolios. Results and Discussion: Regarding the evaluation of the results, the lowest correlation values were found between the instructor and the peer, and the highest correlation values were found between self and the peer. In the interviews with the students, the students judged the peer assessment to be less trustworthy than instructor assessment. The hesitation of the students about self assessment and the peer assessment might be caused by Turkish culture, because an instructor as a superior authority figure is always considered the most trustworthy person by the Turkish students. Recommendations: In terms of educational applications, digital portfolio as an assessment tool should be improved and widely applied in classroom settings where the subjects especially deal with artistic art works. In art teacher training programs, the importance of triadic assessment should be seriously taken into account. This would be vitally important to teach how viable criteria can be set up for the assessments.
Evaluating Diversity Metrics: A Critique of the Equity Index Method
Author: Royal, Kenneth D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Equal Education,Student Diversity,Academic Achievement,Computation,Mathematical Formulas,At Risk Students,Minority Group Students,Graduation

Background: Evaluating diversity, inclusivity, and equity remains both a prevalent topic in education and a difficult challenge for most evaluators. Traditional metrics used to evaluate these constructs include questionnaires, focus groups, and anonymous comment solicitations. While each of these approaches offer value, they also possess a number of limitations (e.g., self-reported nature, holistic perspective, social desirability bias, varying degrees of respondent sensitivity, representative responses, etc.). Researchers at the University of Southern California have successfully utilized the Equity Index Method (EIM) as a potential approach for measuring diversity and reporting diversity-related outcomes. Purpose: Provide a critique of the EIM and discusses how the EIM could be improved and extended to other evaluation contexts and settings. Setting: Not Applicable. Intervention: Not Applicable. Research Design: Not Applicable. Data Collection and Analysis: Not Applicable. Findings: Despite the potential for problems with interpretations based on small samples and subgroups and some concerns about semantics involving the term &quot;equity&quot;, we believe the EIM possesses a number of strengths that many evaluators will find useful. We encourage other evaluators to consider this method and explore its utility in a variety of contexts.
The Efficacy of the Internet-Based Blackboard Platform in Developmental Writing Classes
Author: Shudooh, Yusuf M.
Date: 2016-03-15
Type: Reports - Research
Subjects: Developmental Studies Programs,Remedial Instruction,Writing Instruction,Computer Assisted Instruction,Educational Technology,Student Attitudes,College Students,Interviews,Electronic Mail,Interaction,Content Analysis,College Faculty,Multivariate Analysis,Integrated Learning Systems,Discussion (Teaching Technique),Computer Mediated Communication,Computer Software,Mixed Methods Research,Cooperative Learning,Teaching Methods,Case Studies

The application of computer-assisted platforms in writing classes is a relatively new paradigm in education. The adoption of computers-assisted writing classes is gaining ground in many western and non western universities. Numerous issues can be addressed when conducting computer-assisted classes (CAC). However, a few studies conducted to assess students' reactions, attitudes and development in such courses. A qualitative/quantitative study is designed at a US Midwestern university to highlight details about students' development in a computer-assisted introductory writing course. Both qualitative and quantitative data are collected over a time span of an academic semester. Data sources include interviews, e-mail messages, student interactions, discussions and acts of writing during the semester. Content analysis is applied to find out the type of electronic interactions that took place between the students and the instructor and the students themselves. As for quantitative data, a Repeated Measure Multivariate Analysis with ANOVA is applied to find out the statistical differences between the group levels of this study. Eleven students were enrolled in this study. To attain a deeper understanding of the students' learning experience, the study looks at how students interact with and respond to the instructional material delivered through the &quot;Blackboard&quot; platform, the learning materials or feedback provided online, the nature of interactions, and the students' cognitive development throughout the course. The findings indicate that computer-assisted learning helps students become more self-confident and independent learners. Moreover, students' individual differences and learning styles affected their performance in the course. Some of the findings aligned with other research studies. These include but not limited to: (a) students' transition to the web-based learning (b) course and time flexibility are very positive aspects.
Exploring the Meaning of Reading among Highly Motivated Children
Author: Carney, Kelli Ann
Date: 2015-03-00
Type: Reports - Research
Subjects: Case Studies,Reading Motivation,Grade 5,Student Motivation,Rural Schools,Qualitative Research,Reading Habits,Self Concept,Family Influence,Peer Influence,Teacher Influence,Technology,Measures (Individuals),Journal Writing,Diaries,Semi Structured Interviews,Elementary School Students

The purpose of this interpretive case study was to explore the reading perceptions and attitudes of children who exhibit high levels of motivation to read. In order to determine children who were highly motivated to read, the Motivation to Read Profile, from Gambrell, Palmer, Codling and Mazzoni (1996) was administered to 19 initial participants enrolled in the fifth grade at a small, rural school in the Midwest. Scores of the participants resulted in seven students meeting the criteria of exhibiting high levels of motivation to read, forming the seven participants of the case study. Qualitative methodology was employed with data collected from individual interviews, a written Reading Log, and a written Reading Journal. Data were analyzed using the four steps of qualitative analysis from Bloomberg and Volpe (2008). Results led to five major findings. These findings focused on reading activities within the extent that participants' read, factors that influence their self-perception as readers, family or relationship influences that impact their self-perception as readers, and the purpose of the participants' reading with the extent that they enjoy reading. These four findings contributed to the fifth and final finding to help answer the overarching research question What is the meaning of reading to children who are highly motivated to read. Major themes emerged: reading activities and the purposes of each, readers' self-perceptions, and the outside influences on reading, including influences of family, friends, teachers, and technology. Interpretations of data provide insights into the children's affective domain of reading, showing they value reading and make connections with the books they read and the characters they read about. The level of reading enjoyment varies and is determined by their various purposes for reading, including reading to reach personal goals and explore interests. Both intrinsic and extrinsic motivation play roles in their self perceptions of reading, leading to important implications for researchers, families, and educators. Researchers need to listen to the voices of children to provide insight into their affective domain. Educators need to foster experiences with both nonfiction and fiction materials to promote intrinsic motivation and encourage the use of and promote the importance of school libraries. Families need to provide positive early reading experiences and provide psychological and fiscal support.