ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Research Methods for Future Mapping
Author: Malhotra, Sugandh
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Research Methodology,Design,Sustainability,Futures (of Society),Prediction,Innovation,Creative Thinking,Simulation,Models,Comparative Analysis,Industry,Social Influences

Although a strategy for business innovation is to turn a concept into something that's desirable, viable, commercially successful and that which adds value to people's lives but in the fast changing world, we are seeing weakening of relationship between product, user and the environment, thereby causing sustainability issues. A concrete futuristic vision will give overall direction to the efforts; it will also help us channel our energy and resources collectively for a more planned and sustainable future. This paper looks at various future research methods (forecasting techniques) used in the industry and evaluates their relevance and application to designing. The authors identified the importance of factors such as discovery of newer material properties, latest advances in technology realizabil ity, socio-economic trends, cultural paradigms, etc. that have impacted the course of design visualization for the future. Thus, the available forecasting methods fall underthese three paradigms:--Technological, People-social, and Environmental paradigms:--l. Lastly, this paper identifies a need for coherent forecasting mechanism which makes the product designs of future more predictable, viable and thus, promote sustainability at large. [For the full proceedings see ED557181]
Teaching Assembly for Disassembly; An Under-Graduate Module Experience
Author: Alexandri, Eleftheria
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Architectural Education,Undergraduate Students,Learning Modules,Sustainability,Building Design,Teaching Methods,Homeless People,Energy Management,Construction Materials,Wastes,Learning Activities,Tutorial Programs,Urban Areas

This paper is about the experience of teaching Assembly for Disassembly to fourth year architect students within the module of sustainable design. When designing a sustainable building one should take into consideration the fact that the building is going to be demolished in some years; thus the materials should be assembled in such a way so that the building is not just demolished, but disassembled in a practical way, so that its items and materials can be reused or at least be recycled in other buildings or products or be decomposed. Yet, the structure should be safe during its lifetime. With this technology, the building's sustainability spans also to its &quot;grave&quot;. In this paper the methodology for teaching students how to design for the disassembly of buildings is presented. Apart from the respective lectures, the fourth year students have been asked to design a small home for a homeless person, following, apart from bioclimatic design and the zero-CO[subscript 2] building design, an &quot;assembly for disassembly&quot; design. They have also been encouraged to use, apart from conventional building materials, materials that could be collected from municipal waste, provided they have a small environmental footprint. Frequent tutorials are made during this project. Different groups of students have followed different concepts in their design; some students have focused on the assembly for disassembly of a home from municipal waste, others from construction materials, while others, apart from assembly for disassembly, have also taken into consideration the movability of their design as well as its incorporation in the urban tissue. The results and the conclusions are presented in this paper. [For the full proceedings see ED557181.]
WIKI-Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom
Author: Lin, Chun-Yi
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Teaching Methods,Scaffolding (Teaching Technique),Student Participation,Language of Instruction,English (Second Language),Web Sites,Collaborative Writing,Web 2.0 Technologies,Holistic Approach,Content Area Reading,Language Usage,Formative Evaluation,Language Skills,Barriers,Cultural Influences,Self Esteem,College Students,Cooperative Learning

Given the fact that more and more universities stress on using English as medium to teach students with diverse backgrounds, the content and language integrated learning approach (CLIL) is now frequently introduced to faculty to support effective instruction and learning. Inspired by a CLIL workshop I attended, in which the instructor offered an overview of the framework and guidelines, this reflection paper discusses perceived local challenges in Taiwan (e.g., cultural barriers, limited time and resources for planning and assessment). To resolve these challenges, this paper proposes a scaffolding design of using wikis (in light of their collaborative and evolving nature to support participatory, constructive, and self-directed learning) in a local classroom. The findings from an initial implementation will be discussed in the presentation. [For the full proceedings see ED557181.]
Building Better Discipline Strategies for Schools by Fuzzy Logics
Author: Chang, Dian-Fu
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Discipline Policy,Discipline,Best Practices,Change Strategies,Questionnaires,Outcomes of Treatment,Intervention,Correlation,High School Students,Foreign Countries

This study aims to realize better discipline strategies for applying in high schools. We invited 400 teachers to participate the survey and collected their perceptions on the discipline strategies in terms of the acceptance of strategies and their effectiveness in schools. Based on the idea of fuzzy statistics, this study transformed the fuzzy interval data by way of fuzzy means, fuzzy centroids, and fuzzy distances to select better discipline strategies. The result reveals, in positive discipline domain, the high acceptable and effective strategies are &quot;praise student in oral frequently&quot;, following &quot;integrated life events in classroom management&quot;, &quot;grant awards, small merit, and work incentives&quot;, and &quot;leading students to participate volunteering activities&quot;; In general discipline domain, the high acceptable and effective strategies are &quot;notify parents to associate to solve&quot;, then &quot;adjusting students' seating&quot;; In special discipline domain, there is no high acceptable and effective strategies available. The selected discipline strategies might be used to improve the current issues in high schools. [For the complete proceedings, see ED557181.]
Using Project-Based Learning and Google Docs to Support Diversity
Author: Leh, Amy
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Student Projects,Teaching Methods,Educational Technology,Technology Uses in Education,Internet,Graduate Study,Foreign Students,Critical Thinking,Observation,Surveys,Teacher Attitudes,Journal Writing,Program Evaluation,Shared Resources and Services,Information Storage,Cooperative Learning,Qualitative Research,Statistical Analysis,Student Behavior,Likert Scales,College Faculty,College Students,Curriculum Design

A graduate course, ETEC543 (&quot;Technology and Learning I&quot;), was revised to better serve increasing new student population, international students, in an academic program. Project-based learning, Google Docs, and instructional strategies fostering diversity and critical thinking were incorporated into the course redesign. Observations, surveys, and instructor's reflective journaling were used to collect data for the project evaluation. The results indicated that the course redesign was beneficial for student learning and reduced distance between native speakers and students born in foreign countries. [For the full proceedings see ED557181.]
Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation
Author: Miwa, Kazuhisa
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Help Seeking,Student Behavior,Cues,Goal Orientation,Cognitive Processes,Difficulty Level,Intelligent Tutoring Systems,Technology Uses in Education,Problem Solving,Web Based Instruction,Educational Games,Computer Simulation

Tutoring systems provide students with various types of on-demand and context-sensitive hints. Students are required to consciously adapt their help-seeking behavior, proactively seek help in some situations, and solve problems independently without supports in other situations. We define the latter behavior as stoic behavior in hint seeking. In this paper, we propose the &quot;Stoic Behavior Hypothesis,&quot; which posits that withholding hints achieves large learning outcomes. We consider this hypothesis from four perspectives: assistance dilemma, cognitive disuse atrophy, cognitive load theory, and goal achievement theory. In the latter part, we propose an experimental environment for investigating the stoic behavior hypothesis. [This research was partially supported by Hayao Nakayama Foundation for Science &amp; Technology and Culture. For the complete proceedings, see ED557181.]
Alternative Assessment Methods Based on Categorizations, Supporting Technologies, and a Model for Betterment
Author: Ben-Jacob, Marion G.
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Alternative Assessment,Evaluation Methods,Classification,Formative Evaluation,Summative Evaluation,Self Evaluation (Individuals),Mathematical Models,Technology Uses in Education,Course Evaluation,Student Evaluation

This paper explores alternative assessment methods from the perspective of categorizations. It addresses the technologies that support assessment. It discusses initial, formative, and summative assessment, as well as objective and subjective assessment, and formal and informal assessment. It approaches each category of assessment from the perspective of its goals. It describes the capabilities of the popular technologies that facilitate assessment. It then maps out a strategy for improved self-assessment that is based on the concepts of mathematical modeling and reverse mathematics. [For the complete proceedings, see ED557181.]
The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example
Author: Tsai, Chia-Ling
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Electronic Learning,Class Activities,Educational Technology,Student Attitudes,Satisfaction,Adoption (Ideas),Learning Motivation,Questionnaires,Instructional Design

This paper takes the undergraduate course &quot;The Introduction of Educational Technology&quot; as an example, and carries out the practice based on the application of Learn Mode. In Taiwan, there were plenty of attempts for the implementation of mobile learning on both elementary and high schools; yet, it has not been extended to the higher education level. As the partnership of the Faith Hope &amp; Love Foundation, HTC Corporation, we made use of the Learn Mode application and conducted the first practice of mobile learning in university. In this study, a design-based research model and the instructional design of the Learn Mode class activities were both pre-developed before the formal implementation. The questionnaires were empirically tested against data collected from 71 undergraduate students. We surveyed the relationship between user satisfaction (via classroom management, software, hardware) and acceptance (via Technology Acceptance Model) for mobile learning, figuring out the enhancement of motivation of learning as well. Through designing and developing class activities with the functions of Learn Mode application, we provide some mobile learning references and suggestions for other higher education institutions and universities. [This work is partially supported by the grant from the Faith Hope &amp; Love Foundation, HTC Corporation, and the grants from the Educational Technology Department of Tamkang University, Tamsui, New Taipei City, Taiwan. For the complete proceedings, see ED557181.]
An Exploratory Study on the Role of L1 Chinese and L2 English in the Cross-Linguistic Influence in L3 French
Author: Cai, Hansong
Date: 2015-07-00
Type: Journal Articles
Subjects: Language Role,Second Language Learning,Native Language,Chinese,Contrastive Linguistics,Code Switching (Language),Transfer of Training,French,Multilingualism,Morphemes,Language Proficiency,Grammar,Correlation,English (Second Language),Verbs,Interference (Language),Majors (Students),Knowledge Level,Undergraduate Students,Protocol Analysis,Language Research,Language Tests,Foreign Countries,Interviews

This research investigates cross-linguistic influence in the comprehension of L3 French past tense. A close examination was made on the L1 (Chinese) and L2 (English) transfer patterns among 20 English majors in their early acquisition of L3 French passé compose (PC). Data were collected through introspective think-aloud protocol in a comprehension task and a retrospective interview immediately afterwards. In addition, a grammar test on English past and perfect tenses was conducted as a comparison with their knowledge in the French PC. A significant positive correlation was found between positive transfer in tense and aspect from English and the scores of test on English past and perfect tenses, but no relationship was detected between transfer in tense and aspect and general L2 proficiency. Even though a general positive picture of influence from L2 English to L3 French comprehension was observed, a smaller percentage of negative transfer in tense and aspect also received extensive discussion, which provided concrete evidence and implications for the necessity of including L2-L3 contrastive knowledge or translanguaging in L3 instruction as also advocated in recent literature.
Three Concentric Circles: Young Chinese English Learners' Perceptions of Purposeful Audiences
Author: Liu, Jack Jinghui
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,High School Students,Student Attitudes,Audiences,Questionnaires,Writing (Composition),Public Schools,Native Speakers,Student Surveys,Grade 11,Influences

English learners have more access to communicate with different purposeful audiences across the Three Concentric Circles of English (Kachu, 1985): the Inner Circle, the Outer Circle and the Expanding Circle. However, young language learners' purposeful audience as a focus of communication has not been emphasized as much as other linguistic features in English language learning and teaching methodology. This study examines young Chinese English learners' perceptions of purposeful audiences in the context of English native speakers and non-native speakers. Data for the study were collected through a questionnaire that was sent to students (N = 120) at a public senior high school in China. The study found that Chinese English learners' perceptions of purposeful audiences were influenced by public English education, private language training school, and English language media. This article concludes with some recommendations for young EFL learners across a variety of native languages in their English education development.
Pragmatics: The State of the Art: An Online Interview with Keith Allan
Author: Allan, Keith
Date: 2015-07-00
Type: Journal Articles
Subjects: Pragmatics,Interviews,State of the Art Reviews,Definitions,Discourse Analysis,Semantics,Philosophy,Languages,Applied Linguistics,Text Structure,Linguistic Theory

This interview was conducted with Professor Keith Allan with the aim of providing a brief but informative summary of the state of the art of pragmatics. In providing answers to the interview questions, Professor Allan begins with a definition of pragmatics as it is practiced today, i.e., the study of the meanings of utterances with attention to the context in which the utterances are made. He further notices that discourse analysis, pragmatics, semantics, semiotics, and the philosophy of language are related disciplines, but unlike some other scholar, he does not distinguish &quot;texts&quot; from &quot;discourses&quot; in that he sees texts to be the interesting products of discourse. Later, in the course of the interview, he accepts the interviewers' chronological approach to pragmatics, but suggests that any historian of pragmatics would have his or her own version. Further, in his response to a question concerning Mey's Pragmatic Act Theory (PAT), Professor Allan quotes from Mey (2001) to presents a view of pragmemes and practs. He further suggests that there is no bound on the number of possible hypotheses (theories) of language structure and usage, and that all theories are worthy of consideration provided that rational grounds can be advanced for the assessment of different hypotheses. The future direction of pragmatics, in Professor Allan's view, will rely on corpora in that corpora provide bodies of naturally occurring texts which can be used to test any theoretical claims in pragmatics.
Problems in Making Significant Changes in Teaching Practice through Action Research
Author: Bognar, Branko
Date: 2011-00-00
Type: Speeches/Meeting Papers
Subjects: Action Research,Educational Change,Change Agents,Communities of Practice,Teacher Role,Elementary School Teachers,Faculty Development,Teacher Researchers,Foreign Countries

There is a growing literature about conducting an action research that could help achieving significant changes in teachers' practices. Although an action research can contribute obtaining improvements, this process is not straight-line and without obstacles. The text elaborates three problems the author faced with while dealing with the action research in his practice. Firstly, he realized that teachers can hardly become the agents of change without the assistance of others. Actually, teachers who got used to working in a traditional school find it hard to make the first step towards professional emancipation without an experienced leader--be it school pedagogues, advisors, experienced teachers, or even university professors. However, their role is not only to teach teachers how to make changes, but also to be actively involved, as practitioners, in the process of change and in their own learning. Second presumption was that the learning communities can encourage teachers to change. However, the author realized that despite the positive influence the learning community can provide imaginary safe haven to those who are not ready for assuming an active role in the process, hoping that there will always be someone else who will take the initiative. In addition, the sequential process of change, which started with the professional development in learning communities, then continued by introducing changes through action research, and finished with the presentations of good-practice examples and publishing the research results, appeared to be insufficient for accomplishing significant changes. Instead, it is much better to start immediately with making changes through action research, and during the process to intensify the education and critical friendship. In this case, learning communities have much more impact. Finally, author inferred that it is not easy for the teachers to assume the role of a critical friend or an action researcher. The process of casting off the old roles and assuming the new ones takes time and patience and has to overcome the resistance within others, but primarily within ourselves. However, it would be wrong to expect that teachers develop all the necessary competences first and then begin with their research. On the contrary, the action research is an excellent opportunity for learning in different ways. In spite of the problems experienced, the new roles for teachers as critical friends and action researchers could be fruitful in making significant changes. This requires the active involvement of different social factors. Although assuming those new professional roles is not easily achievable, it is worth trying.
Foundation of Curriculum in Ethiopia: Historical, Philosophical, Psychological and Sociological Perspectives
Author: Argaw, Aweke Shishigu
Date: 2015-05-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Curriculum Development,Educational History,Rote Learning,Memorization,Political Influences,Educational Sociology,Economic Factors,Epistemology,Postmodernism,Educational Quality,Educational Psychology,Religious Factors,Church Role,Alphabets,Behaviorism,Cognitive Psychology,Constructivism (Learning),Educational Change

Foundations are the forces that influence the minds of curriculum developers, which affect the content and structure of the curriculum. These forces are beliefs and orientations as well as conceptions of learning and the needs of society. Foundation of curriculum is rooted with the foundation of education. Historically, modern curriculum and education in Ethiopia is associated with traditional church education, mainly the Orthodox Church. The Ethiopian Orthodox Church curriculum is not well organized and written as a document and the duration of the program is not explicitly given; it depends only on the achievement of the individual and his motivation. The notion of education in Ethiopia is started in sixth century, the entrance of Christianity. The church continues to dominate the education system in Ethiopia until modern education was introduced in 1908. Many social problems forced the Emperor to think of modern education and hence he launched it with many resistances from the church. For many years the philosophy of church education influences modern education, the attitude of secretiveness that is keeping knowledge secret from others and rote memorization. However, the contents and purpose of education depends on the political ideology of the Emperors. Human beings require social interaction. This concept of social being leads to the view of living together. In Ethiopian culture there is no experience sharing rather there is secretes an individual cannot share his/her knowledge to others, because of not to be harmed by others. However development which implies quality education is the result of our interaction, our debates and shared vision. Contemporary educationalists argue that education must serve the purpose of social life that brings people together (social reconstructionism). The very important foundation for modern education in Ethiopia is sociology. Emperor Menelik II who introduce modern education is because of the sociological crisis the country felt at large. Of this economic issue takes largest account. The church school epistemology which is emphasizing on rote learning and memorization, affects the pedagogy of modern education in Ethiopia. Hence reform is required in the education system, from rote memorization to conceptual understanding, from modernism to post modernism.