ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons Learnt from and Sustainability of Adopting a Personal Learning Environment &amp; Network (Ple&amp;N)
Author: Tsui, Eric
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Educational Environment,Social Networks,Individual Needs,Knowledge Management,Needs Assessment,Educational Technology,Computer Software,Questionnaires,Pretesting,Statistical Analysis,Interviews,Undergraduate Students,College Students,Sustainability,Adoption (Ideas),Motivation,Performance Factors,Stereotypes,Student Educational Objectives,Feedback (Response),Peer Groups,Computer System Design,Foreign Countries

This paper describes the feedback from the configuration and deployment of a Personal Learning Environment &amp; Network (PLE&amp;N) tool to support peer-based social learning for university students and graduates. An extension of an earlier project in which a generic and PLE&amp;N was deployed for all learners, the current PLE&amp;N is a cloud-based learning system that has been customized for groups of learners and support them with active and continuous learning in a blended environment. Major stereotypes of learners were identified based on learners' background, the academic program they enrolled in, and interviews, which together help to identify the learning and career needs of the individuals. Based on the collected information, stereotypes of learners are identified based on common learning and career needs and personal aspirations. Appropriate sets of tools providing support for communications, collaborations, file storage, information alerts etc. are provided to the various types of learners. Trials have been conducted over 3 academic semesters and key factors for enticing participations, contributions and sustained usage of the PLE&amp;N beyond the passing of a semester are also discussed. [This project is funded by an internal Teaching and Learning grant at The Hong Kong Polytechnic University. For the full proceedings see ED557181. ]
A Framework for Gamified Activities Based on Mobile Games Played by Portuguese University Students
Author: Carvalho, Ana Amélia
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Student Surveys,Online Surveys,Computer Games,Questionnaires,Gender Differences,Preferences,Handheld Devices,Learning Theories,Learning Activities,Interaction,Educational Games

This paper starts by reporting the findings of a survey of Portuguese university students concerning their game habits and preferences. An online questionnaire was developed and 1101 answers were collected, 626 were mobile game players. The results from the survey indicate that the games most played by university students are essentially casual and puzzle games, existing differences between female and male students' preferences. Then, learning principles were identified according to Gee (2003) and game mechanics on the students' preferred games. Finally, based on these results we propose a framework for gamified interactive activities to university students, to get them engaged in learning with their mobile devices. [For the complete proceedings, see ED557181.]
A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students
Author: Sakoda, Koichi
Date: 2014-12-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Job Shadowing,Heuristics,Efficiency,Program Administration,Program Effectiveness,Questionnaires,Interviews

This paper describes heuristic knowledge through the job-shadowing project at the International University of Kagoshima, Japan. Job shadowing is one of the conventional in-house trainings given to the executive trainee cadets in North America and proved the effect of training in Leonard's paper for the conventional target such as the executive candidates. However, this project was introduced as a national policy in order to improve the employment rate of university graduates in Japan. This is because the decline of the employment rate of university graduates since the Lehman Shock became one of social problems. The students are provided with employment experience that accompany with the business owners' private secretary all day. From this experience, they are providing the daily business scene of decision-making and learn the business components of induction study through this project. They also gain customs to think issues in a PDCA cycle through this project. The job-shadowing project was started from 2010. The questionnaire has been taken to the student and the company since the project initiation. Each merit and effect were measured through this project. Moreover, students' evaluations were interviewed with the company. The gap of the evaluation measurement about the purpose and effect at the time of project initiation was found. The effect that could not be predicted in the design phase of the project was reported. Moreover, the side effects of the project were found through the research. In this paper, we provide the results of the research, the effect to local community and future assignment as our concluding remarks. [For the complete proceedings, see ED557181.]
The OpenForest Portal as an Open Learning Ecosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context
Author: Liljeström, Anu
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Case Studies,Elementary School Students,Interdisciplinary Approach,Learning Activities,Video Technology,Student Projects,Forestry,Learning Processes

This paper discusses the OpenForest portal and its related multidisciplinary learning project. The OpenForest portal is an open learning environment and ecosystem, in which students can participate in co-developing and co-creating practices. The aim of the OpenForest ecosystem is to create an extensive interactive network of diverse learning resources. In this case study, primary school students (ages 9 to 12, N = 15) participated in a cross-curricular learning project, in which they produced video artifacts and published them on the portal. The goal of the study was to determine the types of learning practices and artifacts that would emerge from this learning project. The OpenForest portal served as an emerging learning ecosystem, for designing an artifact that represented bread made from pine-bark flour as a multidisciplinary, open, and complex phenomenon. Based on our findings, we argue that the questions that students jointly co-developed at the beginning of the learning project generated a shared learning task. The final artifacts, arising from a multitude of perspectives, provided complementary pictures of this shared phenomenon. Analysis of the studentgenerated data and video artifacts indicates that the students reflected design and learning processes that explained the study and nature of experts' work. We found that primary school students are capable of collecting large amounts of data and that their construction of the informative and fun video artifacts from these data represent a strong understanding of the phenomenon. [For the complete proceedings, see ED557181.]
Chinese Fantasy Novel: Empirical Study on New Word Teaching for Non-Native Learners
Author: Meng, Bok Check
Date: 2014-12-00
Type: Reports - Research
Subjects: Chinese,Fantasy,Novels,Second Language Learning,Word Lists,Word Study Skills,Vocabulary Development,Mandarin Chinese,Epistemology,College Students,Questionnaires,Instructional Materials,Teaching Methods,Educational Practices,Gender Differences,Instructional Material Evaluation,Instructional Effectiveness,Foreign Countries

Giving additional learning materials such as Chinese fantasy novel to non-native learners can be strenuous. This study seeks to render empirical support on the usefulness of the use of new words in Chinese fantasy novel to enhance vocabulary learning among the non-native learners of Chinese. In general, the students agreed that they like to learn new words of Chinese fantasy novel with the mean of 4.01. The students agreed that learning new words from Chinese fantasy novel can help them to improve their Mandarin level with a mean of 3.95. Students were also positive on the helpfulness of the use of these Chinese new words in supporting their Mandarin learning. Students agreed that the Chinese new word learning materials were able to support their Mandarin learning with a mean of 3.979. Thus, this will give a hand in ensuring non-native learners might gain positive outcomes in the instruction process. Instructors who are interested in teaching new words from Chinese fantasy novel in specific to support additional learning might be able to get insights from this article. [This paper is derived from parts of our RAGS (Research Acculturation Grant Scheme) research project. It is funded by Universiti Teknologi MARA, (UiTM), Shah Alam, Malaysia, Research Management Institute (RMI). For the complete proceedings, see ED557181.]
Designing Participatory Learning
Author: Vartiainen, Henriikka
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Student Participation,Learner Engagement,Technology Uses in Education,Skill Development,Design,Networks,Communities of Practice,Educational Resources,Educational Technology,Teaching Methods,Cooperative Planning,Interaction,Holistic Approach

The beginning of the twenty-first century has been described as a time of development for social innovations through which people use, share, and create knowledge in ways that differ fundamentally from those of previous eras. The topical and widely accepted focus of education should be toward twenty-first-century skills. However, there is no consensus regarding in which kind of environment these skills can be practiced and neither is there consensus on how to organize the instruction for learning these skills. To enhance our students' chances of becoming active agents in their own lives and learning in settings far beyond classrooms, a design-oriented learning system is proposed as a context for practicing twenty-first-century skills. A learning system is understood as a system that extends the network of resources, communities, and tools. Respectively, a design-oriented pedagogy has been developed for organizing the ways that diverse people, resources, and tools interact with each other, and for developing the best opportunities for learning from the system. The presented research-based design perspectives may help educators in different institutions to facilitate connected learning across spaces and communities. [Additional support was provided by the Blended Learning-Technology-Enhanced Teaching and Learning Environments Project (UEF, project no. S11822). For the complete proceedings, see ED557181.]
System-Events Toolbox--Activating Urban Places for Social Cohesion through Designing a System of Events That Relies on Local Resources
Author: Fassi, Davide
Date: 2014-12-00
Type: Reports - Research
Subjects: Action Research,School Community Relationship,Foreign Countries,Public Colleges,Urban Areas,Shared Resources and Services,Neighborhoods,Cooperative Planning,Design,Volunteers,Program Effectiveness,Feedback (Response),Campuses,Space Utilization

This paper is a reflection on the use of public spaces in towns and the development of a system-events toolbox to activate them towards social cohesion. It is the result of a 1 year action research developed together with POLIMI DESIS Lab of the Department of Design to develop design solutions to open up the public spaces of the campus to the neighbourhood. The results have been tested in an event format called &quot;il Sabato della Bovisa&quot; held at the &quot;Durando Campus&quot; of the Politecnico di Milano. It presents a series of initiatives to understand, observe, and to benefit from members of a public university triggering a process of knowledge exchange between residents and students in a climate of conviviality. [For the full proceedings see ED557181]
The Study of Adopting Problem Based Learning in Normal Scale Class Course Design
Author: Hsu, Chia-ling
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Based Learning,Instructional Design,Preservice Teachers,Technology Uses in Education,Educational Technology,Information Retrieval,Information Technology,Higher Education,Curriculum Design,Educational Assessment,Measures (Individuals),Feedback (Response),College Students

This study adopts the Problem Based Learning (PBL) for pre-service teachers in teacher education program. The reasons to adopt PBL are the class scale is not a small class, the contents are too many to teach, and the technologies are ready to be used in classroom. This study used an intermediary, movie, for scenario to student to define the problems and to search for information in order to report their findings. Since this is not a required course, more than ten people took this course. Therefore, adopting PBL, the groups using, in the normal scale class in higher education is another modification. The purposes of this study are to evaluate this adopting PBL processing and to find the chance to improve the PBL course design. The methodology of this study is the text mining with KeyGraph technology. Thirty seven pre-service teachers' feedbacks are analyzed. The feedbacks were from those students who finished three cycles of the PBL processing. Two of the cycles of the PBL processing are the students learning educational special topics by themselves. The last cycle of PBL processing is to train the pre-service teachers how to run the PBL course in the future. The results indicate that the important factor is &quot;discussion&quot; and rare and important factor is &quot;movie&quot; (intermediary) for adopting PBL course. [For the complete proceedings, see ED557181.]
Digital Storytelling across Cultures: Connecting Chinese &amp; Australian Schools
Author: Pegrum, Mark
Date: 2014-12-00
Type: Reports - Research
Subjects: Story Telling,Cross Cultural Studies,Electronic Learning,Cultural Education,Feedback (Response),Story Grammar,International Educational Exchange,Motivation,School Culture,Educational Technology,Teaching Methods,Multicultural Education,Program Implementation,Observation,Interaction,Interviews,Expectation,Group Dynamics,Technology Uses in Education,Middle School Students,Mandarin Chinese,English (Second Language)

This paper reflects on a 2013-2014 Australia-China Council project in which school students in Australia and China produced and shared digital stories about their everyday lives and local cultures, with students being invited to give feedback on the language and content of the stories produced by their overseas peers. The main lessons learned during the project involved the need to seek common ground between the expectations of the Chinese and Australian partners. These pertained to five main categories: motivation, educational culture, organisation, technology, and pedagogy. Despite the challenges, students engaged in some valuable language and cultural learning, teachers developed some insights into the learning possibilities at the intersection of pedagogy and technology, and the researchers are beginning to develop a list of key recommendations to consider when setting up such cross-cultural, technology-supported projects. [This research was funded by a grant from the Australian Government Dept. of Foreign Affairs and Trades, Australia China Council (ACC). For the complete proceedings, see ED557181.]
Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China
Author: Cho, Eun Ji
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Rural Areas,Sustainable Development,Ethnography,Strategic Planning,Cultural Background,Rural Development,Resources,Economic Development,Interviews,Observation

China has been undergoing a rapid development over the past decades, and rural areas are facing a number of challenges in the process of the change. The &quot;New Channel&quot; project, initiated to promote sustainable development and protect natural and cultural heritage in Tongdao county in China from a rapid urbanization and economic development, employed an ethnographic study and a strategic design approach to explore the local context and to identify opportunities for sustainable development. In particular, Hengling village, a small village consisting of 307 households in Tongdao county, was studied by a group of design researchers for ten days. Findings from an ethnographic study and a strategy planned to promote sustainable development in Hengling village are presented. [For the complete proceedings, see ED557181.]
Pragmatics and Semiotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition
Author: Lu, Lucia Y.
Date: 2014-12-00
Type: Reports - Research
Subjects: Second Language Learning,Films,Aesthetics,Pragmatics,Semiotics,Literacy,English (Second Language),Urban Schools,English Language Learners,Elementary School Students,Academic Discourse

The author as teacher educator and her students as teacher candidates conceptualized pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communication in various social and cultural contexts, semiotics is the study of signs, and aesthetics is the artistic stance that learners take for response to literary works. The purposes of this study are multi-functional: to develop the multisensory acquisition of five literacy skills in thinking, listening, speaking, writing and reading in a pleasant and natural authentic discourse setting. Both students from diversity and mainstream cultures acquire natural language for social functions. Based on research, most students of diversity need two years to develop the social language, while they need five years to obtain the academic language. But this audio-visual approach in terms of movies expedites the second language acquisition for social function towards academic success. [For the full proceedings see ED557181.]
Work-Integrated Learning with Work-Integrated Learners
Author: Gellerstedt, Martin
Date: 2014-12-00
Type: Reports - Research
Subjects: Online Courses,Case Studies,Statistics,Technology Uses in Education,Nontraditional Students,Student Interests,Curriculum Design,Integrated Learning Systems,Surveys,Student Characteristics,Student Attitudes,Cognitive Style,Foreign Countries

The digital era gives many new opportunities for higher education. Especially online education makes it possible to reach new groups of students like, for instance, full time working professionals. This case study investigates an online course in applied statistics constructed to attract &quot;non-traditional students&quot; such as full-time working professionals. The course was constructed using the Work Integrated Learning (WIL) approach as well as guidelines for statistics courses (GAISE) and online courses. The main goal of the article is to investigate if the course attracted the participants that were intended, and to summarize the pedagogical experiences from the course. Among the findings are that the course succeeded in attracting &quot;non-traditional students&quot;, it is also found that the concept of WIL and GAISE helps increase the participant's interest in, and perceived usability of, statistics. Furthermore, the concept of WIL can be enhanced, both for the traditional and &quot;non-traditional&quot; students, by inviting the &quot;non-traditional students&quot;to share statistical problems from their workplace. This opens up for the pedagogical concept of using the participants in the course as a resource for WIL and hence building a course with the students rather than for the students. [For the complete proceedings, see ED557181.]
Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework
Author: Leow, Choy Khim
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Electronic Learning,Learner Controlled Instruction,Language Acquisition,Learning Theories,Speech Communication,Communication Skills,Short Term Memory,Coding,Multimedia Materials,Multimedia Instruction,Epistemology,Models,Computer Mediated Communication,Chinese,Educational Technology,Instructional Design,Teaching Methods,Educational Practices

The Mobile Assisted Language Learning concept has offered infinite language learning opportunities since its inception 20 years ago. Second Language Acquisition however embraces a considerably different body of knowledge from first language learning. While technological advances have optimized the psycholinguistic environment for language learning, this study narrows the discussion into developing a conceptual framework for Mobile Assisted Second Language Learning (MASLL). It is a logical and analytical concept developed from empirical theories and principles for Second Language mobile learning environments. Second Language Acquisition Theories, Model of Working Memory and Dual Coding Theory are the underlying learning theories for second language acquisition; Cognitive Theory of Multimedia Learning and FRAME Model on the other hand guide the design principles for mobile learning environments. Interest in MASLL derived from the preliminary investigation which highlighted low performance in oral communicative skills among learners of Chinese as a foreign language due to the lack of interactive environments. As such, a mobile chat room which follows this framework is briefly discussed to better inform the concept of MASLL. [For the complete proceedings, see ED557181.]
Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction
Author: Wang, Lih-Ching Chen
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Teaching Methods,Language Teachers,Preservice Teacher Education,Video Technology,Teacher Competencies,Technology Uses in Education,Mandarin Chinese,Elementary Secondary Education

Foreign language instruction is a complex and challenging task made even more so by situations in which the learner's native language is radically different from the foreign language being mastered. Nowhere is this more evident than in the case of native English speakers seeking to learn Mandarin Chinese. The rapid increase in the availability and sophistication of video editing has made it possible for classroom teachers to create their own instructional video materials to assist their students' learning process. The presentation will explain the advantages of doing so, and will describe the activities of one program that trains pre-service Chinese language teachers to create their own instructional video materials as part of their teaching licensure program, as well as discussing the reactions of the teachers to these activities. Samples of student-created video materials will be shared. [For the complete proceedings, see ED557181.]