ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;What Is This Place?&quot; -- Using Screencasts to Guide International Students around the Virtual Learning Environment
Author: Salmon, Michael
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Foreign Students,Barriers,Design,Intervention,Video Technology,Tutorial Programs,Foreign Countries,Integrated Learning Systems,Language Proficiency,Second Language Learning,College Students

When using Virtual Learning Environments (VLEs) on university modules, international students unfamiliar with such platforms face navigational as well as linguistic barriers. Short, intensive language courses may not spend time on VLE orientation and rationale, with the result that students do not receive clear guidance on exactly how to move around the site, and why. This paper presents a narrative account of a teaching and site design intervention which used screencast videos to show students narrated examples of page navigation. These screencasts could be accessed multiple times and were not limited to an induction phase of the course. Take-up of these screencasts was high, and reported problems with VLE navigation reduced. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Telecollaboration in the Foundation Year Classroom: The &apos;Global Student Collective&apos;
Author: Watson, Lucy
Date: 2019-07-10
Type: Reports - Research
Subjects: International Cooperation,Foreign Countries,Teaching Methods,Cooperative Learning,Computer Mediated Communication,Cultural Awareness,Transfer of Training,Teamwork,Time Management,Technological Literacy,Oral Language,Writing Skills,Global Approach,Program Descriptions,College Students,High School Students,Intercultural Communication,Student Attitudes,Social Media,Graduate Students,Undergraduate Students,Governance,Political Science,Biomedicine,Social Systems,World Affairs,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students)

The 'Global Student Collective' is a telecollaboration project on the International Foundation Year (IFY) programme at the University of Southampton. IFY students were connected with volunteers in Brazil, India, Hungary, and Italy online in order to find out more about their countries. The project required the students to exercise multiple transferable skills, including teamwork, time management, and intercultural awareness. They also developed vital oral, written, and digital skills. The researcher used an Exploratory Practice (EP) approach utilising existing pedagogical activities for data collection. This paper identifies the challenges the project presented and presents preliminary findings from the research data in order to assist practitioners interested in telecollaboration to design their own projects. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
BMELTET -- Blending MOOCs into English Language Teacher Education with Telecollaboration
Author: Orsini-Jones, Marina
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Online Courses,Second Language Instruction,English (Second Language),Blended Learning,Preservice Teacher Education,Undergraduate Students,Graduate Students,Foreign Countries,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Holistic Approach,Technology Integration,Student Attitudes,Communities of Practice

This paper reports on how the FutureLearn Massive Open Online Course (MOOC) &quot;Becoming a Better Teacher&quot; was blended into English Language Teaching (ELT) university programmes in conjunction with telecollaboration. It discusses how the addition of a MOOC blend can enhance a telecollaborative exchange by adding to it increased opportunities for social collaborative interaction on a global scale. Blending MOOCs into English Teacher Education with Telecollaboration (BMELTET) fosters the students' reflection on online and blended learning and teaching to support their future teaching practice. The paper illustrates how participating students -- undergraduate ELT students from Spain and postgraduate ELT students studying in the UK -- participated in both synchronous and asynchronous exchanges on the MOOC content. The discussion will focus on how a holistic approach to the integration of technology into language teacher education programmes with a blend of formal and informal platforms can support students in reflecting on their beliefs. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
The Lights and Shadows of Intercultural Exchange Projects for 21st-Century Skills Development: Analysis and Comparison of Two Online Case Studies
Author: Fondo, Marta
Date: 2019-07-10
Type: Reports - Research
Subjects: Intercultural Programs,Student Exchange Programs,International Educational Exchange,21st Century Skills,Skill Development,Online Courses,Undergraduate Students,Business Administration Education,Student Attitudes,Intercultural Communication,Computer Mediated Communication,Telecommunications,Intercollegiate Cooperation,Foreign Countries

This study analyses the results of two parallel two-month online exchange projects launched during the spring semester of 2018. The first project was a bilingual one-to-one English/Spanish exchange project for undergraduate business students. The second one was a monolingual one-to-many intercultural practice in English between native and non-native undergraduate business/economics students. Whereas both projects followed a similar structure, they differed in many aspects. Our mixed-methods approach focusses on student profile, project and task design, implementation, and coordination, in relation to students' participation, performance, and their evaluation of the project. The objective is to identify what led to positive (lights) and negative (shadows) outcomes and to provide a collection of project design recommendations to telecollaboration practitioners. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Using Online Volunteer Translation Communities for Language Learning in Formal Education
Author: Comas-Quinn, Anna
Date: 2019-07-10
Type: Reports - Evaluative
Subjects: Translation,Second Languages,Second Language Learning,Second Language Instruction,Teaching Methods,Communities of Practice,Volunteers,Information Literacy,Technological Literacy,Student Projects,Action Research,Ethics,Computer Mediated Communication,Technology Integration,Skill Development,Speeches,College Graduates,Open Universities,Foreign Countries,Masters Programs,Graduate Students

This paper reviews three attempts to incorporate technology-enabled online volunteer translation communities into language teaching in formal education. Through taking part in these communities, participants can develop many important skills, including digital, participatory, and information literacy, alongside improving their language skills and acquiring knowledge of translation and subtitling. Despite the challenges, an open pedagogy that connects learners with communities outside the classroom offers valuable opportunities to engage learners in meaningful tasks that add value to society, and relates well to a project-based, situated, and experiential pedagogy. Through an action research process, several activity designs for using TED Translators in language and translation education were implemented, evaluated, and refined to offer learners and teachers effective ways of engaging with this rich resource. An overview of the opportunities and challenges is presented, including ethical considerations of using open online communities in formal language education. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
MISSION BERLIN -- A Mobile Gamified Exploration of a New Educational Landscape
Author: Pardoel, Bart
Date: 2019-07-10
Type: Reports - Research
Subjects: Computer Games,Second Language Learning,Second Language Instruction,German,Foreign Countries,Secondary School Students,Telecommunications,Handheld Devices,Management Systems,Computer Software,Student Role,Teaching Methods,Computer Assisted Instruction

Although the use of games and game elements other than pure entertainment has been studied in several academic fields, studies on completely gamified courses for foreign language learning in secondary schools are still scarce. This exploratory research paper contributes to a better understanding of the affordances of mobile gamification in Foreign Language (FL)/L2 education, specifically in the context of a Dutch secondary school. A technology-assisted mobile gamified language course for A1 German as an FL (GFL), called MISSION BERLIN, was developed, implemented, and evaluated. The students assumed the role of secret agents on a six-week mission to Germany's capital, using the official Moodle app on their own devices. A total number of 45,003 students' interactions (clicks) with the Moodle software were recorded and analysed, including the total number of individual interactions and the times when the clicks were made. In addition, the way how students collected the coins was analysed, making it possible to identify students' playing patterns and to explore different student actions. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Construyendo en la Fuerza: Approaches to Learning and School Readiness Gains in Latino Children Served by Head Start
Author: Bustamante, Andres S.
Date: 2018-00-00
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Hispanic American Students,School Readiness,Low Income Students,Federal Programs,Outcomes of Education,Predictor Variables,Learning Strategies,Achievement Tests,Mathematics Skills,Literacy,Executive Function

Latino children are the fastest growing minority group in the United States and in order to best serve this population we need research to inform educators on specific cultural strengths that can be fostered and developed. Despite the known academic achievement gap between Latino children and their non-Latino peers, ecocultural strength based research efforts have identified domain general skills like social emotional skills and executive functioning as unique strengths of Latino children. This study used the FACES 2009 dataset to explore approaches to learning as another possible set of domain general skills that may be a strength for Latino children from low-income families. On average, Latino children had higher scores in approaches to learning in the fall and spring of the Head Start year. Additionally, being Latino significantly predicted gains across the Head Start year in approaches to learning ([beta] = 0.153, p = 0.024) (i.e., predicting spring score, controlling for fall), accounting for a constellation of relevant covariates. Conversely, being Latino negatively predicted academic school readiness in the fall ([beta] = -0.175, p = 0.021), yet positively predicted gains in academic school readiness across the year ([beta] = 0.129, p = 0.017), all controlling for the same covariates. However, once approaches to learning is added to the model it became a significant predictor of gains in academic readiness ([beta] = 0.132, p &lt; 0.001), and being Latino no longer was ([beta] = 0.084, p = 0.152). This pattern of results suggests that approaches to learning is a strength that Latino children bring to the early childhood classroom that mediates their gains in academic school readiness. Results lend support for including approaches to learning as an intentional focus in a strength based approach to educating Latino children that leverages their competencies to empower them in the classroom. [This is the in press version of an article published in &quot;Early Childhood Research Quarterly.&quot;]
Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship
Author: Turula, Anna, Ed.
Date: 2019-07-02
Type: Books
Subjects: Computer Uses in Education,Inclusion,Telecommunications,International Educational Exchange,Educational Cooperation,Interdisciplinary Approach,Gardening,Foreign Countries,Language Teachers,Second Language Learning,Teamwork,Mandarin Chinese,Vocabulary,Higher Education,Citizenship,Global Approach,College Students,Elementary Secondary Education,Intercultural Programs,Sustainable Development,Business Administration Education,Economics Education,Religious Education,Islam,Games,Education Work Relationship,Research Methodology

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.
Multilingual Immersive Communication Technology: Repurposing Virtual Reality for Italian Teaching
Author: Brick, Billy
Date: 2019-07-10
Type: Reports - Research
Subjects: Multilingualism,Italian,Second Language Learning,Second Language Instruction,Computer Simulation,Pilot Projects,Vignettes,Health Sciences,Home Visits,Teaching Methods,Emotional Response,Health Personnel,Undergraduate Students,Computer Games,Open Universities,Allied Health Occupations Education

This paper will report on a pilot Virtual Reality (VR) project which repurposes an existing scenario-based VR asset for health sciences. The original scenario aims to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-Player Character (NPC). This provides a safe, non-threatening environment for students to hone the necessary skills they will need once they begin their professional careers. The NPC's simulated emotional state and reactions are changed based on the student's choice of responses. The original scenario was written in English but the opportunity to convert it into an Italian language learning resource by changing the audio files was identified and implemented. The scenario involves learners to be recurrently selecting from a number of possible responses in order to help the virtual character with his grievances regarding his father's care package. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Approaches to Learning and Science Education in Head Start: Examining Bidirectionality
Author: Bustamante, Andres S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Federal Programs,Low Income Students,Young Children,Achievement Gains,Science Achievement,Learning Readiness,Preschool Children,Urban Areas,Minority Group Students,Cognitive Style,Learning Strategies,Student Behavior,Preschool Education

Recent national focus on early childhood science education highlights the need for research on early science, particularly with children from low-income families, as science is the lowest performing school readiness domain in that population. Given this achievement gap, the Office of Head Start has emphasized the development of children's domain-general skills, such as approaches to learning, because they help children succeed in the classroom regardless of academic content area. Recent research suggests a unique relationship between early science and approaches to learning, in that approaches to learning predicts gains in science readiness more so than math or language readiness. This study further explored this relationship by examining the potential bidirectionality between science and approaches to learning.Results obtained from hierarchical linear modeling suggest a significant bidirectional relationship, such that residualized change approaches to learning across the school year predicted gains in science across the year, and residualized change in science across the year predicted gains in approaches to learning across the year. These results suggest that development of children's approaches to learning relates to gains science knowledge, and that gains in children's science knowledge relates to the positive development of approaches to learning across the school year. This study provides support for future research examining the potential of science interventions to serve as a context for developing approaches to learning skills that will in turn help children engage in quality science learning. Such research would leverage the bidirectional relationships between these two constructs and could be a step in the national attempt to narrow the science and school readiness achievement gaps.
Psychometric Validation and Reorganization of the Desired Results Developmental Profile
Author: Nguyen, Tutrang
Date: 2019-00-00
Type: Reports - Research
Subjects: School Readiness,Measures (Individuals),Preschool Children,Test Validity,Test Bias,Factor Structure,Psychometrics,Low Income Students,Bilingual Students,Preschool Teachers,Child Development

This study reports an independent investigation of the psychometric properties of Desired Results Developmental Profile (DRDP), a teacher-rated measure of school readiness for preschool-aged children. In a sample of 2,031 low-income, 3- to 5-year-old children attending Head Start, we tested three measurement models: a higher order one-factor model, a seven-factor model, and a five-factor model. To explore the appropriateness of the DRDP for use with diverse populations of young children, we used multiple group and differential item functioning (DIF) analyses to determine whether the DRDP works differently for dual language learners (DLL) and non-DLLs. The proposed five-factor structure fits the data best, with greater face and statistical validity. Using this conceptually driven factor structure, the multiple group analyses were robust for DLL and non-DLL preschool students. More than half of the items on the DRDP displayed little DIF. Items measuring emergent language and literacy exhibited DIF favoring non-DLL children. [This is the online version of an article published in &quot;Journal of Psychoeducational Assessment.&quot;]
Ministry of Education 2017/18-2019/20 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Educational Change,Educational Finance,Educational Facilities Improvement,School Construction

The Ministry of Educations's goals are to help government achieve the following three commitments to British Columbians: (1) Make life more affordable. British Columbians are counting on government to make their lives easier by containing costs and service fees; (2) Deliver the services that people count on. Government services touch the lives of British Columbians every day, and there is so much more that the Ministry can -- and must -- do to provide these services where and when people need them. Additionally, in many cases, critical programs and services are delivered by Crown Corporations, and the Ministry will work with Board Chairs to improve levels of service to citizens; and (3) Build a strong, sustainable, innovative economy that works for everyone. The government believes that all ministries and public sector organizations have a role to play in supporting broad-based economic growth, developing poverty reduction strategies, and helping create good-paying jobs in every region of the province. This year's Service Plan includes: (1) Minister Accountability Statement; (2) Purpose of the Ministry; (3) Goals, Objectives, Strategies and Performance Measures; and (4) Resource Summary (Resource Summary Table Public Schools and Major Capital Projects).
Ministry of Education 2019/20-2021/22 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Educational Change,Educational Finance,Educational Facilities Improvement,School Construction,Academic Achievement,Outcomes of Education,Canada Natives,Wellness,School Safety,Seismology,Student School Relationship,Achievement Gap,Student Satisfaction

This service plan outlines how the Ministry of Education (British Columbia) will support the government's priorities, including selected action items identified in the Minister's Mandate Letter. Over the previous fiscal year, the Ministry of Education made progress on these priorities by: (1) completing the funding model review to inform the development of a stable and sustainable funding model for the K-12 education system; (2) implementing a $5M per year capital fund for playground equipment; (3) doubling the pace of seismic mitigation school capital project approvals; (4) completing the development of the new Grades 10-12 curriculum; (5) implementing Grade 10 curriculum in the 2018/19 school year, and preparing the Grade 11-12 curriculum for implementation in the 2019-20 school year; (6) focusing on vulnerable students by hosting a two-day School Community Mental Health conference, that brought together, for the first time ever, more than 300 educators and community partners focused on making life better for students struggling with mental health challenges; (7) focusing on inclusive, and welcoming schools; (8) supporting the Ministry of Children and Family Development in advancing the Childcare BC plan, an investment of $1-billion investment in child care over the next three years; and (9) Investing over $1.5 million to help address teacher recruitment and retention issues. This year's Service Plan includes: (1) Minister Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction; (4) Performance Planning; and (5) Resource Summary.