Journal articles on the topic 'Oral and visual interaction in education'
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LAMY, MARIE-NOËLLE. "Oral conversations online: Redefining oral competence in synchronous environments." ReCALL 16, no. 2 (November 2004): 520–38. http://dx.doi.org/10.1017/s095834400400182x.
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In this article the focus is on methodology for analysing learner-learner oral conversations mediated by computers. With the increasing availability of synchronous voice-based groupware and the additional facilities offered by audio-graphic tools, language learners have opportunities for collaborating on oral tasks, supported by visual and textual stimuli via computer-conferencing. Used synchronously with real-time voice-based work, these tools present learners with the challenge of learning a new type of oral interaction, and researchers with the need for developing methodologies for redefining L2 oral competence in these environments. In this paper we address the latter. We examine approaches from the interactionist branch of Second Language Acquisition research, and we question the ability of this model of language learning to fully account for the processes that take place when learners are interacting with machines while talking to each other. To complement the socio-cognitive insights of that school, we look to interactional linguistics and to social semiotics. Building on findings from these fields, we offer a qualitative discussion of the discourses evidenced in conversational data from two distance-learning projects that use synchronous voice in conjunction with other stimuli, in an intermediate French programme at the UK Open University. We then present detailed conclusions about the methodological challenges involved in analysing the oral competence of students who use these tools.
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Jaén, María Moreno, and Carmen Pérez Basanta. "Developing conversational competence through language awareness and multimodality: the use of DVDs." ReCALL 21, no. 3 (September 2009): 283–301. http://dx.doi.org/10.1017/s0958344009990036.
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AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).
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Gruson, Brigitte, and Françoise Barnes. "What is the impact of video conferencing on the teaching and learning of a foreign language in primary education?" EuroCALL Review 20, no. 1 (March 22, 2012): 75. http://dx.doi.org/10.4995/eurocall.2012.16051.
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Under the French national project “1000 video conferencing systems for primary schools”, a growing number of schools are being equipped of video conferencing systems. The assumption underlying this project is that, by putting students in a position to communicate with distant native speakers, it will enable them to improve their oral and socio-cultural skills. Indeed, by giving young learners the possibility to be in direct visual interaction with native speakers, it seems that video conferencing enhances mutual understanding and develops specific skills both on the students' and the teachers' sides. Yet trying to understand to what extent video conferencing affects teaching and learning strategies is not an easy task. This text focuses on video conferencing sessions taking place between young French and English learners as they play a well-known game “Cluedo”. It presents the first results of a study that relies on a collaborative project in which researchers, teacher-trainers and French and English teachers are involved.
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Padilla-Petry, Paulo, Fernando Hernández-Hernández, and Joan-Anton Sánchez-Valero. "Using Cartographies to Map Time and Space in Teacher Learning in and Outside School." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199290. http://dx.doi.org/10.1177/1609406921992906.
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This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.
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Salian, Anitha, Swathi Sanal Kumar, Srikant Natarajan, Amitha J. Lewis, Nidhi Manaktala, Dilip G. Naik, Karen Boaz, Nandita KP, and Shweta Yellapurkar. "Performance of Dental Students in Understanding and Retention of Oral Pathology Concepts: A Comparative Analysis of Traditional versus Live-Field Teaching Methods." Scientific World Journal 2022 (July 4, 2022): 1–5. http://dx.doi.org/10.1155/2022/3257377.
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Background. Understanding oral aspects of pathology by traditional techniques has always been a paradigm in the field of dental education. Traditional methods of teaching include interaction using black board, projectors, and alternate methods of teaching such as a student-centered approach where live-field demonstrations, audio visual aids, and student interaction are also gaining importance, ultimately promoting active education. The aim of the study was to compare live-field and static-field teaching methods in understanding and retention of the histopathological features in dental students. Methods. This was a cross-sectional analytical study, wherein a uniform cohort of III-year dental students was obtained by randomizing the study subjects. Practical classes were conducted using traditional black board/static pictures and dynamic live-field teaching comprising of microscope connected to an HD screen and projector demonstrating the preferred microscopic field. Alternately, the level of retention of knowledge was measured using customized topic-based tests. The comparison of average scores was done between live-field and static-field teaching groups using the paired t-test. Results. The test scores using the paired t-test were marginally elevated in the conventional mode of teaching; however, it varied with respect to precise topics taken using both the genres of teaching. Conclusion. A balance of both conventional and virtual teaching needs to be achieved to enhance the comprehension in student learning. Nevertheless, in the impending years, advanced research is entailed to see if the virtual mode of teaching could replace the conventional method for the advancement in the study prospects.
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Fathonah, Yayuk, Diyah Fatmasari, and Bedjo Santoso. "Yay’s Dental Education Model as an Effort to Improve Knowledge, Attitudes, and Behavior of Parents of Children with Autism Spectrum Disorder." Jurnal Kesehatan Gigi 9, no. 2 (December 30, 2022): 132–36. http://dx.doi.org/10.31983/jkg.v9i2.9205.
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Children with autism have difficulty in terms of social interaction, communication and language, behaviour, imagination, emotional disturbances, sensory perception and motor aspects. Causes common understanding in children with autism, namely difficulty in brushing teeth. More than 60% of parents reported that their children with autism could not brush their teeth. They only brushed their teeth once per day. Another study revealed that 57% of autistic children did not want to put a toothbrush in their mouth, 37% of children were afraid to brush their teeth, and 55% of children did not like the taste or texture of toothpaste. Nearly 47% of children with autism do not understand the importance of brushing their teeth, and half of these children cannot stay still while brushing their teeth. Yay's Dental Education model is an alternative to developing a dental and oral health education model that can be used at home by involving the role of parents. The educational model consists of the Tell-Show-Feel-Do (TSFD) method, Visual Pedagogy, PECS media and Positive Reinforcement (PR). The method in this research is Research and Development with a Quasy Experiment model with a control group pre and post-test design). Based on the results of statistical tests, stated that this model was effective in increasing the mother's knowledge (p = 0.004), attitudes (p = 0.000) and actions (p = 0.001) about maintaining oral health in children with autism. Mothers' knowledge, attitudes and actions can change habits to apply excellent and correct tooth brushing techniques in children. Guidance and mentoring of mothers to maintain dental and oral hygiene are necessary so that children can get used to brushing their teeth and keep healthy teeth and mouth independently.
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Magal-Royo, Teresa, Jesus Garcia Laborda, Marçal Mora Cantallops, and Salvador Sánchez Alonso. "Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills." International Journal of Emerging Technologies in Learning (iJET) 16, no. 19 (October 12, 2021): 251. http://dx.doi.org/10.3991/ijet.v16i19.26035.
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Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.
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Portnova, Tatiana V. "Folklore and choreography in the dialogue of cultural and national interaction." Perspectives of Science and Education 59, no. 5 (November 1, 2022): 53–65. http://dx.doi.org/10.32744/pse.2022.5.4.
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Subject and purpose. In the modern world, the preservation, revival and development of folk culture is becoming relevant. Due to a number of reasons, the original folklore samples are lost, and may not be subject to restoration. Therefore, at present, the problems of fixing and preserving unique folklore data that were created at different times and contained in the creations of famous choreographers remain unresolved. Samples of preserved and studied folklore can serve as a means of developing creative activity, both in dance groups and students studying folk choreography. The purpose of the study is to identify the contact links of folklore and dance culture in the context of national interaction, to identify aspects of the development of folk dance as an ethno–cultural phenomenon, to identify the potential of its use in the poly-artistic education of peoples. Materials and methods. The methodological foundation of the study is based on a discussion analysis, which helps to understand that the originality of choreography manifests in the style, manner of performance, number of participants, pace of movements, composition, genre, and traditions. Russian dances are characteristic of certain choreographic customs, which allows us to consider them not only as folk art but also as a national one. This work employs interdisciplinary and integrated approaches involving cultural studies, folklore studies, art history, and other related sciences. The results of the study. For a long time, dance folklore is one of the important forms of preservation and transfer of the accumulated experience of spiritual culture from one generation to another. Folklore is always modern and distant, it includes a variety of genres, images, poetics, which is due to social and domestic functions, also ways of expression in art. Folklore is an important source for choreography, as it serves as a material that directors resort to – directors during dancing, and theaters are examined for scientific purposes. Choreography uses oral and written folklore, both in semantic and structural aspects. He, refracted through the dance language, acquires the instance of visualization. In some cases, visual folklore becomes a conceptual idea of creating choreographic numbers and whole dance ensembles. In the archaic geometry of the early forms of dance, a communicative function is laid related to the cosmic symbols of the interaction of nature and man. Folklore principles developed in folk choreography mainly rely on the realistic method of expression, which contributed to the complexity of national recognized world schools. In the classical dance, a separate direction of characteristic dance was distinguished, based on national folklore, the mandatory study of which is now included in the educational process of choreographic educational institutions. Thus, the study of folklore in folk dance helps to understand social relations in society between representatives of a certain ethnic group, reveal their spiritual and material culture and present the aesthetic level of the creators. Depending on the ethnic composition of the dance group itself, an acquaintance with a folklore of a certain ethnic group occurs. Modern professional choreographic art, reflecting folklore, complicates and modifies it, can be considered in the context of experimental art practices and potentially used in new stage solutions. Conclusions. The conducted study allows us to conclude that the ideological, developmental, informational, educational, and socioeducational functions are important elements in the system of the art of choreography. Consequently, folklore reflects folk history, and choreographic folklore helps to study folk dances characteristic of the ethnos to which it belongs. Folk dances contain information about the nation, and the dialogue of cultures, i.e., through its representatives, allows us to obtain information about cultural values, relationships, and norms of behavior of people of another ethnic group. Thus, folklore and folk choreography broaden our horizons and integrate the connection of generations, and the communicative properties inherent in them characterize a certain people.
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Shu, Xiaoyang, and Xiaoqing Gu. "An Empirical Study of A Smart Education Model Enabled by the Edu-Metaverse to Enhance Better Learning Outcomes for Students." Systems 11, no. 2 (February 1, 2023): 75. http://dx.doi.org/10.3390/systems11020075.
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The Edu-Metaverse, a vast ensemble of different technologies, has initiated a great and unprecedented change in the field of education. This change has been effected through the following Edu-Metaverse characteristics: embodied and multimodal interaction; immersive teaching scenarios, which can accelerate learning and skill acquisition; and the emergence of AI-enabled agents. In comparison to traditional classroom teaching models, smart education is a collaborative and visual model that adopts the latest AI technologies to reach a learning outcome. However, a problem that should be considered is how a smart education model, enabled by the Edu-Metaverse, can be developed to enhance better learning outcomes for students. Such a model should highlight smart pedagogy in the context of the Edu-Metaverse, together with a smart teaching environment, multimodal teaching resources, and AI-enabled assessment. In this study, we focused on the teaching of college English to 60 students from Zhejiang Open University. We investigated the effectiveness of a smart education model, which was empowered by the Edu-Metaverse, in enhancing better learning outcomes for the students, using a combination of qualitative and quantitative research. After the one-semester-long experiment, questionnaires were sent out to complement the interview findings. It was found that the students who engaged in the smart education model in the Edu-Metaverse yielded higher scores in oral English, vocabulary and grammar, reading comprehension, English-to-Chinese translation, and writing than those who engaged in traditional instruction. Therefore, this study suggests that a smart education model enabled by the Edu-Metaverse, which is characterized by a highly immersive experience, multimodal interaction, and a high degree of freedom for resource sharing and creation can help learners to realize deep learning, develop their capacity for high-order thinking, and help them to become intelligent individuals in an online learning space. In order to facilitate this smart learning, we make the following suggestions for educational institutions: (1) teachers should improve the design of teaching scenarios, (2) teachers should focus on learning assessment that is based on core literacy, and (3) teachers’ knowledge of the architecture of the Edu-Metaverse should be enhanced.
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Edwards, Patricia, Mercedes Rico, Alejandro Curado, Juan Enrique Agudo, María Antonia Pain, and Héctor Sánchez. "The SHAIEX Project: Principles and Practice for Multimedia Foreign Language Learning in Pre-school." EuroCALL Review 13 (March 16, 2008): 15. http://dx.doi.org/10.4995/eurocall.2008.16354.
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<p>Foreign language learning at the pre-school level is a pressing reality in Europe's crosscultural curricula. Along with competency demands, developed by European Union commissions and the various Boards of Education of individual member-states, revolutionary multimedia tools are being implemented in early age bands such as for 3-5 year olds. However, little research has been done thus far for this very young age group of language learners. Without a doubt, careful consideration is to be taken regarding both the psychological and physical capacities in this tender age bracket, far different from those of adolescents and adults. For this reason, the SHAIEX project developed by the GexCALL research group at the University of Extremadura in Spain, attempts to properly address this particular target group by providing innovative<br />adaptation to adequately suit their needs in the foreign language learning and acquisition environment of new technologies. Pedagogical principles are respected in customizing a highly visual and simplistic adaptive design, placing an emphasis on oral/aural language learning skills, highlighting creative cognition for motivational purposes, and, supplying ample psycho-motor interaction for physical control in mastering dexterity with multimedia tools. Plenty of practice is provided in linguistic content as determined by legislative guidelines by means of a three tier system with presentation, interaction, evaluation and reinforcement functional activity blocks. It seems safe to claim that the proper design of multimedia tasks for pre-school children adapted to the youngster's level of knowledge, interests and interaction skills is a<br />potential guarantee that success can be obtained.</p>
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Chan, Clare Suet Ching, and Zaharul Lailiddin Saidon. "Advocating for The Sustainability of Semai Indigenous Music Through The Collaborative Creation of New Traditional Music: A Participatory Action Research (PAR) Methodology." Harmonia: Journal of Arts Research and Education 21, no. 1 (June 7, 2021): 9–22. http://dx.doi.org/10.15294/harmonia.v21i1.28715.
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This article provides a critical reflection on the participatory approach methodology and the collaborative creation approach used in an advocacy project to sustain the musical heritage of the indigenous Semai community in Malaysia. These approaches were examined through the medium of an advocacy project that aimed to stimulate the interest of Semai youth in traditional music through relevance, engagement, and connection with their current musical interest and skills. The intention of the project was to also co-create new traditional music with the Semai youth through live musical interaction, improvisation and jam sessions with the research team. This article explored the research team’s use of the “Participatory Action Research” (PAR) method, which involved planning, action, observation, reflection, and revision during the initial stages of our advocacy project. Our findings suggest a narrative style in discussing advocacy processes because they occur in a lateral than the linear or cyclical format used in current action research models. Findings also reveal that any attempts to advocate change in the community would firstly require an established relationship of trust, respect, and belief in the research team. The research team would have to have had prior involvement, commitment, and dedication to the community before members of the team could influence change among the community. A self-review of the research team’s effort to co-create new traditional music with Semai youth led to the conclusion that co-creation between musicians of different musical training would require a “new” compositional method that negotiates Western musical composition techniques with the oral tradition of creating music.
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Borova. "USAGE OF MULTIMEDIA PRESENTATIONS IN PREPARATION OF THE FUTURE PRESCHOOL TEACHERS FOR CHILDREN'S SPEECH DEVELOPMENT." Scientific bulletin of KRHPA, no. 12 (2020): 83–92. http://dx.doi.org/10.37835/2410-2075-2020-12-9.
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Reformation of the higher education system in Ukraine requires innovative changes in the priorities of educational policy, improvement of its content, information and technological support of the educational process. So the task to determine such methods of interaction between teachers and future teachers of preschool education institutions in order to stimulate their successful professional development arises. One of the tasks of modernizing higher pedagogical education is to develop students' information and communication competence. The problem of professional training of future teachers has been described in researches of the following scientists: V. Benera, O. Bogich, I. Bogdanova, A. Bogush, G. Bielienka, N. Gavrysh, T. Zharovtseva, L. Zdanevych, I. Kniazheva, T. Ponimanska, M. Roganova, T. Tanko, N. Lysenko, N. Malinovska and others. Issues of using multimedia presentations in the training of future specialists were studied by the following scientists: Y. Avsiukevych, V. Bykov, M. Zholdak, I. Zakharova, V. Klochko, A. Kolomiyets, Y. Mashbyts, I. Pidlasyi, O. Spivakovskyi, A. Khutorskyi and others. Multimedia presentation is a didactic tool that allows to transmit information in a visual and schematic form for improvement its perception and increasing its value. The effectiveness of using multimedia presentations is achieved when the following didactic conditions are met: – a harmonious combination of oral presentation of the material during a lecture session and knowledge acquired by students during practical and laboratory classes with the information of a multimedia presentation; – ensuring maximum implementation of multimedia presentation functions, in particular, stimulating thinking, memory and attention of the higher education students; – interactive orientation of multimedia presentation; – the rational ratio of the time allocated to lecturer to familiarize students with the content of topic of the lecture session and the time allocated for a multimedia presentation; – ensuring the perception of information using the maximum number of analyzers; – availability of information for perception and analysis by higher education students; – rational dosing of the volume of information presented using a multimedia presentation. Comparative analysis of the final exam scores of students in the control and experimental groups of the higher education students confirmed our hypothesis that multimedia presentations are the effective means of increasing the level of knowledge of students, forming their information and communication competence Key words: Keywords: older preschool children, multimedia presentation, language development of children, pre-school teacher.
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Lebaka, Morakeng Edward Kenneth. "Modes of Teaching and Learning of Indigenous Music Using Methods and Techniques Predicated on Traditional Music Education Practice: The Case of Bapedi Music Tradition." European Journal of Education 2, no. 1 (April 30, 2019): 62. http://dx.doi.org/10.26417/ejed-2019.v2i1-55.
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This paper takes a look at music education in Bapedi society in Sekhukhune district, Limpopo Province in South Africa as the transmission of musico-cultural manifestations from one generation to the other. The aim is to investigate the modes of transmission of indigenous Bapedi music. Music teaching and learning in Bapedi society is an integral part of cultural and religious life, and is rich in historical and philosophical issues. Traditional music knowledge system produces a better result to the teaching and learning of indigenous music in Bapedi culture. The research question of interest that emerges is: What are the modes of transmission for indigenous Bapedi music during the teaching and learning process? The primary source for data collection was oral interviews and observations. Secondary sources include theses, books and Journal articles. Performances were recorded in the form of audio-visual recordings and photographs. The results have shown that in Bapedi society, learning music through participation has been a constant practice. The transmission process involves participation, fostering of communal sense, concentration on the present moment and the use of musico-cultural formulae and cues for interactional purposes. It was concluded that in Bapedi society, creative music making and music identity are the obverse sides of the same coin, in that the former provides an arena in which the latter can be explored.
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Burgete Ayala, Marina. "The Conquest of the New World: The Conflict of Civilizations - The conflict of Rationalities." Russian Journal of Philosophical Sciences, no. 6 (October 10, 2018): 63–72. http://dx.doi.org/10.30727/0235-1188-2018-6-63-72.
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The article examines the conquest of the New World in the focus of interaction of different types of thinking in the clash and conflict of two civilizations, which develop in different ways and which are at different levels of social and economic development. The result of this clash was the destruction of the material, spiritual and intellectual traditions of indigenous cultures that existed on the American continent. The conquest of America is one of the most revealing examples of the clash of civilizations, analyzing which, with particular clarity, one can observe contradictions between different types of world perception. The answer to questions about what kind of knowledge Nahua-speaking people possessed, what role knowledge played in their society, who was the creator, carrier and translator of knowledge about the world, reveals one of the main reasons that led to a rapid and irretrievable destruction of culture of “metaphors and numbers.” The author reveals the role of Catholic monks in preserving the spiritual, scientific and philosophical heritage of the Mexican culture, thanks to which we have the opportunity to touch the thought of the Nahua people, existing not in the form of traditional texts but in the form of an oral tradition, which accompanied visual images of graphic semantic writing. It shows how important the system of education and upbringing in the society of pre-Columbian Mexico was, how it solved the tasks of preparing young people for the performance of social functions. The destruction, as a result of the con- quest, of the system that regulated the daily life of each person and determined the ultimate destiny of the people in the shortest possible time led to the death of the entire civilization.
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Полонников, Александр Андреевич, Дмитрий Юрьевич Король, and Наталья Дмитриевна Корчалова. "TRANSMISSION OF CULTURAL MEDIATORS AND EDUCATIONAL ORDER." ΠΡΑΞΗMΑ. Journal of Visual Semiotics, no. 3(25) (September 18, 2020): 118–35. http://dx.doi.org/10.23951/2312-7899-2020-3-118-135.
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Внимание авторов статьи сосредоточено на проблеме изменений в образовании, понимаемом как вариант социальной реальности. Последняя строится в ходе реализации индивидами совокупности символических актов, устанавливающих конкретные социальные значения, в результате чего социальная реальность функционирует как сложно опосредованная и всегда проблематичная. Проектируемые авторами изменения в образовании сообразуются с переопределением реальности образования, корреспондирующим с трансформацией его семиотико-символической среды. Основным конститутивным элементом этой среды выступают коммуникативные посредники: устные высказывания, письменные тексты, визуальные образы. Особенность современной образовательной ситуации определяется авторами в терминах визуального вызова культуры. Образы становятся способом регуляции отношений между визуальным и социальным пространствами, средством социальной легитимации и консолидации, социального контроля и власти. Они обеспечивают симультанную сцепленность культурных сообщений, но при этом остаются не обнаружимыми в своей посреднической и конструктивной функциях. В то время как культурные отношения все более визуализируются, образовательные практики остаются вербо- и текстоцентрированными. В отношениях участников образовательных ситуаций это находит выражение в доминировании легитимных (метанарративных) образцов, трансмиссийной модели образовательного знания, упорядоченных, стремящихся к однозначности, ясности и завершенности форм мышления и пр. Смена формы посредничества в организации образовательного взаимодействия, переход от вербоцентрированного порядка к окуляроцентрированному предлагается рассматривать как шаг развития современного образования. Он с необходимостью должен затронуть социальные отношения (образовательную коммуникацию) и способы связи слова (речи) и образа (зрения). В первом случае речь должна идти об организации образовательной коммуникации на принципах парадоксальности, паралогичности и несоизмеримости с ориентацией на практикование различий в трактовках мира, стилей высказывания, дискурсивного позиционирования. Во втором случае образовательной задачей становится либерализация зрения, появляющаяся в ходе перцептивной работы, эмансипированной от первичных процедур интерпретации и осмысления видимого, опирающаяся на действие образа как контекста высказывания. В конечном итоге это дает возможность для дифференциации и диверсификации миров человеческого присутствия. The authors of the article focus on the issue of changes in education. The subject matter is based on treating education as a specific producer of sociocultural reality structures formed as an effect of semiogenesis interactively implanted by individuals. The researchers are mainly concerned with educational reality as a locum of sociostructural actualgenesis, which is symbolically mediated in a complex way and is always problematic. The point is that the forms of the current education, due to the reproduction conditions in place, have been put into the reification processes. This means that changes in education oriented at the reorganization of educational reality are in line with semiotic-symbolic transformation, in the first place. The latter’s main constitutive element is communication mediators, such as oral utterances, written texts, and visual images whose status in this research is considered in terms of instability. The authors determine a specific feature of the current educational situation as a challenge of visual culture that claims to be visually dominant in the procedures of cultural semiosis, building group and individual identities, as well as establishing social order and regime of social control and principles of power execution. The performance of image compared to that of the word is considered as a more direct one, striving for the realization of mechanisms of cultural messages’ simultaneous cohesion. The authors suppose that while cultural relations are being increasingly visualized, educational practices remain verbal- and text-centered. With regard to the participants of educational situations, this is expressed in the dominance of legitimate (metanarrative) ways of message organization and a transmission model of educational knowledge that are structured and tend to be unambiguous, clear, and complete in terms of form of thought, etc. The authors suggest considering the change of the mediation form in the organization of educational interaction as a necessary step of its development. At the initial stage, this is about a transition from a verbal-centered communication order to an ocular-centered one. For this to take place, it is necessary to initiate changes in speech practices of education (communication) and ways of referential linking between the word (speech) and the image (vision). In the former case, this is about re-orienting educational communication from implicit and explicit objectives of accomplishing behavior synchronization and establishing a consensus of meanings to cultivating in interaction forms producing differences: paradoxicality, paralogicality, and incommensurability, which can be achieved due to practicing differences in discursive positioning. In the second case, an educational objective is vision liberalization that occurs in the course of receptive work emancipated from an apriori interpretation of what is apparent, based on a metaphoric order of the utterance organization. Both these occurrences result in the distancing and self-distancing experiences, as well as in an opportunity to look at oneself not as a natural position that is automatically shared by the other interaction participants, but as a specific and relative discursive formation, a position in the processes of educational semiosis. In the final analysis, this enables to create sustainable effects of differentiation and diversification of the worlds of the human continuum.
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Janelsins, Michelle Christine, Charles E. Heckler, Luke Joseph Peppone, Supriya Gupta Mohile, Karen Michelle Mustian, Tim Ahles, Oxana Palesh, et al. "Longitudinal assessment of cancer-related cognitive impairment (CRCI) up to six-months post-chemotherapy with multiple cognitive testing methods in 943 breast cancer (BC) patients and controls." Journal of Clinical Oncology 35, no. 15_suppl (May 20, 2017): 10014. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.10014.
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10014 Background: Large nationwide studies are needed to assess CRCI. Methods: NCORPs recruited BC patients and age-matched non-cancer controls. Computerized ((CANTAB Delayed Match to Sample (DMS), Rapid Visual Processing (RVP), Verbal Recognition Memory (VRM)), paper-based ((Controlled Oral Word Association (COWA), and Trail Making Test (TMT)) , and phone-based (category fluency, word recall, backward counting and digits backward) cognitive assessments of memory, attention, and executive function at pre-chemotherapy, post-chemotherapy, and 6 months follow-up (or time-equivalent for controls) were completed. Longitudinal mixed model (LMM)s included group, time, time*group, and adjusted for age, education, reading, anxiety, and depression. Results: 580 BC patients (mean age = 54) and 363 controls (mean age = 53) were assessed. In all LMMs, there was a significant group*time interaction depicting lower scores in patients compared to controls (p < 0.005) except for TMT (p = 0.09). For longitudinal change on the DMS memory test (primary aim), we observed no significant difference between groups from pre- to post-chemotherapy but did observe a significant difference from pre-chemotherapy to follow-up (p = 0.017) where patients significantly declined (p = 0.005) and controls did not change. We observed similar results for RVP. For VRM, there was a significant pre- to post-chemotherapy group difference (p = 0.003). For COWA, patients significantly declined and controls significantly improved reflecting a significant between group difference (p < 0.001) from pre- to post-chemotherapy. For TMT, both groups significantly improved with patients improving less than controls reflected by a significant between group difference (p = 0.04) that remained a trend at follow-up (p = 0.06). On all phone tests, there was a significant between group effect from both pre- to post-chemotherapy and at follow-up with patients doing less well than controls (all p < 0.001). Conclusions: This nationwide study shows CRCI in BC patients persists in multiple cognitive domains up to 6 months post-chemotherapy compared to controls. Clinical trial information: NCT01382082.
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Maslova, M. V. "Intonational and sound interpretation of dialogic fragments in N. V. Gogol’s poem "Dead Souls" in the Russian language lessons." Russian language at school 83, no. 1 (January 21, 2022): 14–25. http://dx.doi.org/10.30515/0131-6141-2022-83-1-14-25.
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The paper exposes a contradiction between the subject-specific (listening and reading) educational outcomes required in the Federal State Educational Standard of basic compulsory education and the actual data concerning the development of teenagers’ receptive skills. The author suggests adopting an integrated approach to teaching the two above-mentioned types of speech activity. Learners are instructed in listening and reading in an interconnected manner using the method of intonational and sound text interpretation. The study relies on literature analysis, the content analysis of scientific concepts, the methods of concretization and reading activity modelling in conjunction with an abstraction technique. Intonational and sound interpretation is construed as a teaching method and a type of creative reading. Additionally, the paper brings to light the differences between reading aloud and role-reading on the one hand and intonational and sound interpretation on the other. The differentiating features of the proposed activity are its dialogic nature; the attitude to text as to an object open to modifications; the focus on addressing the acoustic-semantic issues related to textual transfer from visual to auditory modality; applicability in Russian lessons in the 8th–9th forms. The paper describes a processual model of a reader’s activity. The intonational and sound text interpretation includes the stages of orientation, performance, reflection, and evaluation. The performance stage consists in working with the author’s speech plane as well as the character’s speech plane and the reading activity itself. The paper presents a detailed methodology of working with N. V. Gogol’s poem "Dead Souls"; moreover, other works which can be subject to an intonational and sound interpretation in Russian lessons in the 8th–9th forms are mentioned. The research resulted in an enumeration of the conditions necessary to efficiently organise intonational and sound text interpretation. These include the choice of a sound-oriented work for reading; group work; practicing in spoken form without recording the results of the conversion from written speech to oral speech in writing; the audio recording of the product of intonational and sound interpretation of a dialogic fragment. The author concludes that the chosen method facilitates the development of learners’ skill to comprehend what they read; motivates them to orient themselves in the work while converting an excerpt from the visual into the auditory modality; gives an idea of the polyphony of a literary text. Moreover, it promotes the psychophysiological mechanisms that are involved in the auditory activity and reading (memory, attention, acoustic control, the converting mechanism, probabilistic forecasting); enriches readers’ apperceptive basis (background knowledge), stimulates readers’ interaction in a work group.
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Siczek, Megan. "International Student Agency in the Face of a Global Health Crisis." Journal of International Students 10, no. 4 (November 15, 2020): vii—ix. http://dx.doi.org/10.32674/jis.v10i4.2424.
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Much of the literature on international students in U.S. higher education—as well as the perception of many within our institutional communities—focuses on the challenges these globally mobile students may experience. Challenges related to acculturation, English language proficiency, academic adjustment, and cross-cultural interactions are prevalent in research (Smith & Khawaja, 2011). However, research has also demonstrated international students’ ability to succeed academically in spite of some of these challenges as a result of their motivation, effort, and persistence (Andrade, 2006). This maps with my own research finding that international students negotiate their sociaocademic experiences in the mainstream U.S. college curriculum with self-awareness and a sense of agency that allows them to shape their own learning experiences (Siczek, 2018).
This is the story of how a group of English for Academic Purposes (EAP) students at a private university in Washington, DC, demonstrated resilience and agency in the face of a global health pandemic.
In spring 2020, when the COVID-19 pandemic began to affect the United States, these students were enrolled in my on-campus undergraduate course called “Oral Academic Communication for International Students.” The main content of the course draws on students’ global experiences and linguistic assets while preparing them to meet the communicative expectations of the U.S. undergraduate curriculum. It is usually a highly interactive and productive class that covers a variety of oral academic genres, with students gaining authority and voice as the semester progresses.
We were halfway through the semester when students at our university were told that they were expected to go home for spring break and await an announcement about whether they should return to campus. Of course, going home was not an easy option for a group of students from Austria, China, Germany, Pakistan, South Korea, and Taiwan. As the end of spring break neared, students were told that the rest of the semester would be taught online. International students could head home or petition the university for continued accommodation on campus. Students and their families were forced to make quick decisions, balancing the competing priorities of health and academics. By the final weeks of the semester, only three students in my class remained in the United States: One was in her third campus housing location in less than a month; one had moved to a local hotel, where she would stay to finish the semester; and one moved into a rented room in an AirBnB house in the suburbs of Washington, DC. The rest of my students endured long journeys to their home countries, often spending weeks in hotel- or facility-based quarantine before being allowed to return to their family homes. Throughout this disruption, online learning continued.
How did students manage the course despite this disruption and dislocation? They showed up; they engaged; they connected with and cared for one another; they learned. I was amazed and inspired by their response. The students who could joined synchronous sessions online during our usual class time, entering the “room” fully prepared and contributing actively to class activities and discussions. Those who could not join watched recorded versions of each class session and posted multimodal alternate assignments in which they engaged with the learning material as well as the ideas their classmates had discussed during the synchronous class.
While we were online during the second half of the semester, students virtually facilitated discussions on self-selected TED Talks covering global and cross-cultural themes, designed and shared internationally oriented infographics that applied best practices for visual communication, practiced vocal techniques for oral presentations, and designed and delivered individual presentations proposing an initiative to advance internationalization on campus. These persuasive presentations were grounded in scholarly literature on the internationalization of higher education and situated in the local context of the university and its needs. Students proposed initiatives such as an international research hub on campus, the enhancement of the university’s foreign language requirement to promote global competence, a new curricular requirement focusing on global diversity and inclusion, a peer-pairing program for domestic and international students, and even a global health crisis headquarters so that the university could address pandemics like COVID-19 with a higher level of preparedness and coordination. Their presentations were uniquely informed by the global perspectives they had developed based on their own transnational migration experiences and were delivered with remarkable professionalism despite conditions being far different from the intended classroom-based presentation.
During our 6 weeks of online learning, my contact with students was high, and I had a new window into their lives outside of the classroom and the extent to which they invested in their educations. I was witness to the resilience these students displayed as they negotiated this unsettling global crisis. I posit that these international students were primed to adapt—and even thrive—during this global crisis because they themselves had crossed cultural, linguistic, geographical, and even epistemological boundaries to pursue higher education in the United States. Thus, my call to action as I wrap up this 10th anniversary essay for the Journal of International Students is that we continue to engage in qualitative inquiry into the lived experience of globally mobile students in our institutional settings, targeting research that illuminates their global interconnectedness and the agency they display as they navigate new and uncertain socioacademic terrain.
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Winters, R. Michael, Brianna J. Tomlinson, Bruce N. Walker, and Emily B. Moore. "Sonic Interaction Design for Science Education." Ergonomics in Design: The Quarterly of Human Factors Applications 27, no. 1 (November 2, 2018): 5–10. http://dx.doi.org/10.1177/1064804618797399.
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The PhET project is a collection of over 130 interactive simulations (or “sims”) designed to teach physics concepts to students from elementary to university levels. The sims rely heavily on visual representation, making them inaccessible to students with disabilities, including those with visual impairments. We present the theory, methods, and process behind our audio design and provide example mapping strategies from two of the simulations. We compare physical, abstract, and musical mapping strategies, noting the strengths of each. We conclude with design recommendations that have arisen in our work, and for which we think would benefit the field at large.
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Jayakumar, Kishore L. "Incorporating Visual Aids Into Oral Case Presentations." Academic Medicine 92, no. 10 (October 2017): 1366–67. http://dx.doi.org/10.1097/acm.0000000000001882.
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Chang, Ni, and Susan Cress. "Conversations about Visual Arts: Facilitating Oral Language." Early Childhood Education Journal 42, no. 6 (October 26, 2013): 415–22. http://dx.doi.org/10.1007/s10643-013-0617-2.
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Filipi, Anna. "Interaction in an Italian oral test." Spoken Interaction Studies in Australia 11 (January 1, 1994): 119–36. http://dx.doi.org/10.1075/aralss.11.06fil.
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Abstract This paper presents findings based on a study of talk that occurred in a sample of 21 interactions during the 1992 Victorian Certificate of Education (VCE) Italian Oral Common Assessment Task. The purpose of the study reported here is to examine the interactions between assessors and students through a study of two features of sequence organisation – namely post sequences and insertion sequences. Five recurring types are described: student initiated repair via the clarification check, confirmation request and request for rephrasing; assessor initiated repair; sequences leading to emotional reaction; word supply; and the aside.
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Gonzalez-Edfelt, Nidia. "Oral Interaction and Collaboration at the Computer:." Computers in the Schools 7, no. 1-2 (November 16, 1990): 53–90. http://dx.doi.org/10.1300/j025v07n01_03.
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Szpotowicz, Magdalena. "Researching Oral Production Skills of Young Learners." Center for Educational Policy Studies Journal 2, no. 3 (September 30, 2012): 141–66. http://dx.doi.org/10.26529/cepsj.377.
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This chapter focuses on the development of young learners’ ability to communicate in a foreign language. An empirical study was carried out to determine whether, after four years of learning English as a compulsory school subject, children are ready to engage in oral interaction in a semicontrolled task and produce answers and questions in English. A convenience sample of ten-year-old children was selected from 180 participants in ELLiE2 in Poland. Six learners from one class of each of seven schools were selected on the basis of teachers’ reports to ensure equal proportions of learners with low, medium and high ability. Schools were chosen to represent different socio-economic milieux. The results of the Year Four oral test (an interactive task) showed that almost all the participating childrencould respond to questions but only half were able to ask questions. Considering generally positive attitudes to speaking activities, the results suggest that ten-year-old children are already developing their interactive skills and could benefit from more interaction-focused classroom activities. Further experimental classroom-based studies are necessary to gain better insight into potential oral achievements in this age group. The results are discussed in the context of national curriculum requirements, drawing on the Common European Framework of Reference level descriptors.
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Ståhl, Matilda, and Hannah Kaihovirta. "Exploring visual communication and competencies through interaction with images in social media." Learning, Culture and Social Interaction 21 (June 2019): 250–66. http://dx.doi.org/10.1016/j.lcsi.2019.03.003.
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Guney, Zafer. "Considerations for human–computer interaction: user interface design variables and visual learning in IDT." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 731–41. http://dx.doi.org/10.18844/cjes.v14i4.4481.
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The purpose of this study is to discuss approaches for developing human–computer interaction (HCI) in educational technology (ET) based on definitions of visual design, learning variables and user-interface design principles in the field of instructional design and technology (IDT). We will do in several stages, first, we will review historical definitions of HCI and its developments in education and considerations for defining visual literacy for learning with instructional design (ID) models. Then, we will review each definition of visual principles for user interface design (UID) or user experience design (UED) and learning from screens. HCI and its roles with the perceptional approach will be discussed as previous definitions in the type of theories such as cognitive load, activity and paying particular attention to primary concepts included in each definition based on the ID model approach. We will also present some of the historical criticisms of the definitions, which provided designing and developing user interfaces. The process should indicate or address possible performance design approaches in ID steps for developing learning and teaching in learning environments as well as developing UID or UED in ET. This also indicates approaches in philosophy of ET and its theory, definition and applications of new technologies as well as UID or UED perspectives and visual design variables. In this study, we review the visual design techniques from past to present that multimedia project design teams should follow the strategies and rules for designing learning environments in industry, business and military based on philosophy of ET and HCI design with ID models by using the newest technologies. The process compares both understanding global UID or UED requirements and visual strategies and considerations for research and product design by ID models. The steps include recognising terminology in ET practice concept, psychological, technological and pedagogical foundations in ID as well as ET approaches and using visual rules for conducting multimedia projects in last decays. At the end of the study, conceptions of ET, ID models and HCI will be discussing to indicate design standards for multimedia projects in the field of IDT. We will also present the relationships between ET and designing problems for creating instructional materials in education. All steps in visual design, UID, UED and HCI design based on philosophical approaches and evaluations in the field are given at the end of the study. Keywords: User interface design, visual designs, human–computer interaction (HCI), user experience design, educational technology, IDT
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Fitriana, Desy Nur, and T. Brenda Chandrawati. "The design of Visual Support Educational Games Dental and Oral Health." SISFORMA 2, no. 2 (February 10, 2017): 35. http://dx.doi.org/10.24167/sisforma.v2i2.841.
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Game is one of the e-learning are quite popular among children, because in our educational games not only play games but also we can learn something new. Knowledge of oral health education is packaged in an educational game in the visual depiction good with children will better understand the purpose of delivering education that can be applied in everyday life. And in this paper will discuss game design visualization in dental and oral health education so that children can be in demand in the form of a game gadget or smartphone.
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Li, Yifeng. "Visual Education of Music Course for College Students Based on Human-Computer Interaction." International Journal of Emerging Technologies in Learning (iJET) 15, no. 02 (January 29, 2020): 175. http://dx.doi.org/10.3991/ijet.v15i02.12535.
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Visual education is an emerging education method in many Chinese colleges. However, the visual education in Chinese colleges has not attached enough importance to the hands-on ability and comprehension ability of college students. To solve the problems, this paper designs and applies a visual education method for music courses in colleges based on the human-computer interaction system. Special attention was paid to the formulation of the human-computer interaction system, which is essential for visualization of music information. Based on the master-slave mode, the human-computer interaction system introduces the cloud control into the visual education of music. The proposed method was verified through the application in a university of Nanjing, China. The results show that our method greatly boosts the acquisition of music information by college students and effectively arouses their interests in music. The research results lay the basis for wider application of visual technology in education.
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Abrams, S. M. L., D. M. Pierce, A. Johnston, A. Hedges, R. A. Franklin, and P. Turner. "Pharmacokinetic Interaction Between Indoramin and Ethanol." Human Toxicology 8, no. 3 (May 1989): 237–41. http://dx.doi.org/10.1177/096032718900800306.
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1 The effect of ethanol consumption (0.5 g/kg) on the pharmacokinetics of the alpha adrenoceptor antagonist indoramin, administered orally (50 mg) or intravenously (0.175 mg/kg) has been investigated in young volunteers. Sedation was also assessed using a visual analogue scale. 2 After oral indoramin administration, ethanol caused increases of 58% (P <0.01) in CPmax , and 25% (P <0.05) in AUC. There was no effect of alcohol on elimination half-life. The combination of ethanol and indoramin was more sedative than indoramin alone. 3 Ethanol did not alter the pharmacokinetics of an intravenous dose of indoramin. However indoramin caused a small but statistically significant increase (26%) in blood ethanol concentrations during the first 1.25 h after dosing. Both indoramin and ethanol caused sedation. 4 The increased bioavailability of oral indoramin in the presence of ethanol may reflect some enhanced absorption, but it is also consistent with inhibition of first-pass metabolism of a flow-limited drug. The clinical implications are discussed.
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McDonough, Kim, Pavel Trofimovich, Libing Lu, and Dato Abashidze. "Visual cues during interaction: Are recasts different from noncorrective repetition?" Second Language Research 36, no. 3 (March 23, 2020): 359–70. http://dx.doi.org/10.1177/0267658320914962.
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Visual cues may help second language (L2) speakers perceive interactional feedback and reformulate their nontarget forms, particularly when paired with recasts, as recasts can be difficult to perceive as corrective. This study explores whether recasts have a visual signature and whether raters can perceive a recast’s corrective function. Transcripts of conversations between a bilingual French–English interlocutor and L2 English university students ( n = 24) were analysed for recasts and noncorrective repetitions with rising and declarative intonation. Videos of those excerpts ( k = 96) were then analysed for the interlocutor’s provision of visual cues during the recast and repetition turns, including eye gaze duration, nods, blinks, and other facial expressions (frowns, eyebrow raises). The videos were rated by 96 undergraduate university students who were randomly assigned to three viewing conditions: clear voice/clear face, clear voice/blurred face, or distorted voice/clear face. Using a 100-millimeter scale with two anchor points (0% = he’s making a comment, and 100% = he’s correcting an error), they rated the corrective function of the interlocutors’ responses while their eye gaze was tracked. Raters reliably distinguished recasts from repetitions through their ratings (although they were generally low), but not through their eye gaze behaviors.
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Van Ginkel, Stan, Ramona Laurentzen, Martin Mulder, Asko Mononen, Janika Kyttä, and Mika J. Kortelainen. "Assessing oral presentation performance." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 474–86. http://dx.doi.org/10.1108/jarhe-02-2016-0012.
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Purpose The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group. Design/methodology/approach This study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38). Findings The result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery. Practical implications Implications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes. Originality/value This instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation.
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Melchor-Couto, Sabela. "Virtual world anonymity and foreign language oral interaction." ReCALL 30, no. 2 (January 25, 2018): 232–49. http://dx.doi.org/10.1017/s0958344017000398.
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AbstractIn recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.
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Azkarai, Agurtzane, and María del Pilar García Mayo. "Task-modality and L1 use in EFL oral interaction." Language Teaching Research 19, no. 5 (July 21, 2014): 550–71. http://dx.doi.org/10.1177/1362168814541717.
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Curtiss, Deborah. "DECONSTRUCTING VISUAL STATEMENTS TO IMPROVE WRITTEN AND ORAL EXPRESSION." Reading Psychology 9, no. 4 (October 1988): 483–94. http://dx.doi.org/10.1080/0270271880090413.
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Zhang, Jiwen. "Feasibility Analysis of Visual Interaction Mode in Digital Art Design Teaching." International Journal of Emerging Technologies in Learning (iJET) 17, no. 11 (June 7, 2022): 160–73. http://dx.doi.org/10.3991/ijet.v17i11.32033.
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The visual presentation of teaching contents facilitates students to master the relevant knowledge and skills of digital art design (DAD). The existing studies focus on the construction of traditional classroom teaching and interaction strategies, but rarely tackle the visual interaction (VI) technology of synchronous online classroom. This paper analyzes the feasibility of VI mode in DAD teaching. Firstly, the authors detailed the realization steps for teacher-student VI in the DAD teaching process control platform, and constructed the topology of VI system in DAD teaching. After a data analysis on VI flow, the authors parsed the VI flow data, and encoded the teacher-student VI involved in DAD teaching. Based on the improved neural network, a model was established to predict the degree of realization for course goals of DAD teaching. Through experiments, the teacher-student VI in DAD teaching was described statistically, and the relevant analysis results were obtained, which verify the effectiveness of our prediction model.
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Farsani, Danyal, Adriana Breda, and Gemma Sala-Sebastià. "Non-Verbal Interaction and Students’ Visual Engagement in Mathematics and English classes." Acta Scientiae 24, no. 5 (September 2, 2022): 1–26. http://dx.doi.org/10.17648/acta.scientiae.6721.
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Background: The interactions in the classroom are of particular interest to the teaching and learning processes. Objectives: This study examines nonverbal interaction in mathematics classrooms, and how different modes of nonverbal behaviour, contributed to the engagement in lessons. Design: A quantitative study. Setting and Participants: 30 randomly selected students wore mini camera-mounted eyeglasses in their mathematics and English lessons. Approximately 45 hours of video recording were made from these cameras (from a first-person’s perspective) to analyse and compare the nonverbal interaction in mathematics and English lessons. Data collection and analysis: In Google Images, we objectively searched and statistically analysed frames in which the class teachers appeared within the students’ visual field. Results: The results show that how students are visually engaged with the teacher depends on a set of proxemics. Differences were found related to visual attention both regarding the subject matter and the different proxemics of the student in relation to the teacher, pointing out that students are more visually involved with the teachers’ instructions when at a proxemic of 1.20 to 3.70 meters. Furthermore, we report differences between boys and girls and how they are visually engaged in their mathematics classrooms. Conclusions: Finally, we report how teachers pointing gestures can serve as a tool to recapture student’s visual attention in mathematics classrooms.
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Sexton Topper, Patrina, and José A. Bauermeister. "Relationship Timelines, Dyadic Interviews, and Visual Representations: Implementation of an Adapted Visual Qualitative Technique." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110167. http://dx.doi.org/10.1177/16094069211016708.
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Increasingly popular in qualitative and mixed-methods research design, visual timelines help organize participants’ life histories with an emphasis on temporality and the context in which important life events and experiences take place. Often, research using timelines focuses on individual participants. Yet, we know that life events, experiences, and decisions that individuals highlight in life history and narrative forms of research are relational in nature. Dyadic interviews allow for participant interaction, exploration of relationality, and the potential for increased breadth and depth in data collection. Recently, LGBTQ+ researchers have begun to evaluate dyadic approaches to timeline research. This paper describes a dyadic approach to timeline development designed to be combined with dyadic narrative interviews. We explain the data elicitation process, utility and value derived from the approach, and detail the development of post hoc linear, graphic timelines. This complementary approach leverages the strengths of dyadic narrative interviews and visual qualitative data synthesis and analysis to explore shared lives in context, highlighting their value as applied in research focused on a sample of sexual minority female couples (a community in which particular types of health disparities have been documented) from across the United States engaged in a series of clinically intensive shared decisions.
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de la Fuente, María José. "NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY." Studies in Second Language Acquisition 24, no. 1 (March 2002): 81–112. http://dx.doi.org/10.1017/s0272263102001043.
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This experimental study investigates the differential effects of three conditions (nonnegotiated premodified input, negotiation without “pushed output” [Swain, 1985], and negotiation plus pushed output) on L2 learners' vocabulary comprehension and acquisition (receptive and productive). Analyses of variance performed on the data indicated that: (a) negotiated interaction had a positive effect on the comprehension of L2 words; (b) only negotiated interaction that incorporated pushed output appeared to have promoted both receptive and productive acquisition of words as well as an increase in productive word retention; and (c) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition. The findings of this study provide empirical evidence for the important role of negotiation in facilitating the comprehension and acquisition of L2 vocabulary, which suggests that output plays a key role within the negotiation process for productive lexical acquisition.
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Gross, Kelly M. "Social interaction development in inclusive art rooms1,2." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 129–42. http://dx.doi.org/10.1386/eta_00021_1.
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Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed students to effectively interact with peers and led to student engagement. The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships.
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Khanal, Sunita, Rosina Bhattarai, Sujita Shrestha, and G. Nagaraja Rao. "Effectiveness of Oral Health Education on Oral Hygiene Knowledge, Practices of Lower Secondary School Children in Kathmandu District." Journal of College of Medical Sciences-Nepal 16, no. 4 (December 31, 2020): 215–21. http://dx.doi.org/10.3126/jcmsn.v16i4.30256.
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Background: An important goal of health system is health promotion and disease prevention. In order to enable people to develop personal skills in managing their own oral health, there is a recognized need to deliver oral health information to people during clinical encounters. To ensure positive, long term dental health and hygiene, good oral hygiene practices are necessary from young age. The present study was conducted to assess the effectiveness of oral health education on oral hygiene knowledge, practices of lower secondary school children in Kathmandu district.
Methods: A quasi -experimental study was conducted among lower secondary school children of Kathmandu district. Altogether 400 students participated in the study. Structured questionnaire was used for data collection purpose which contained 15 knowledge questions and 10 practice questions. The data was analysed by using SPSS version 20 software. Multiple linear regression analysis was used at ≤0.05 level of significance.
Results: Altogether 400 students participated in all three visits of the study. The participants were divided into two experimental groups i.e. audio-visual and chart and model groups. The knowledge level increased in both the experimental groups after subsequent health education. Audio-visual method was found to be more effective in improving knowledge (p≤0.001) and practice.
Conclusions: The oral health education was found to be effective in increasing oral health related knowledge and practices of students.
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Martać, Valentina, Vesna Vučinić, Marija Anđelković, and Zorica Vladisavljević. "Characteristics of interaction between parents and children with visual impairment at preschool age." Specijalna edukacija i rehabilitacija 19, no. 4 (2020): 213–26. http://dx.doi.org/10.5937/specedreh19-29874.
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Parenting is a dynamic process infuenced by the behavior of both children and parents. Behavior of children with visual impairment is characterized by the absence of language which involves smiling and looking, calming down when focusing on voice, unusual posture, stereotyped behavior, blank face, which can all interfere with parentchild interaction. Objective. The aim of this paper was to determine the characteristics of interaction between mothers and children with visual impairment and multiple disabilities. Methods. The research included a total of thirteen mother-child pairs. Five children had a visual impairment, while eight had both a visual impairment and another comorbid condition. The children were between 10 and 68 months of age (M = 31.62, SD = 19.08). The characteristics of interaction between mothers and children with visual impairment and multiple disabilities were assessed by analyzing videos, while Parenting Interactions with Children - Checklist of Observations Linked to Outcomes - PICCOLO was used to record the observed behaviors. Results. Interaction between parents and children with visual impairment and multiple disabilities was satisfactory in three domains: Affection, Responsiveness, and Encouragement. Conclusion. The biggest problem for parents was fnding a way to teach their child some activities or to provide information about the environment.
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Klopota, Yevhenii, Olha Klopota, and Vytautas Gudonis. "Socio-psychological Training for Readiness for Interaction in Professional Activity of Employers and Specialists with Blindness." Pedagogika 134, no. 2 (October 18, 2019): 224–36. http://dx.doi.org/10.15823/p.2019.134.14.
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The article contains the results of an experimental analysis of the peculiarities and prospects of the interaction of specialists with blindness with their potential employers. Young people with blindness and chiefs of different organizations and institutions (potential employers) took part in the experimental analysis of the readiness for interaction in professional activities. We have received positive dynamics in influencing the emotional component of self-identity of people with profound visual impairment; tendency on a behavior, focused on solving the problem; increasing the level of self-control and independence of other people‘s estimation. On the other hand, the most of potential employers have proven themselves in full capability of people with visual impairment, who can provide a productive professional career.
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Moser, Lawrence. "Language in Education." Aboriginal Child at School 17, no. 1 (March 1989): 28–40. http://dx.doi.org/10.1017/s031058220000660x.
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Language is a way of communicating between people by the use of symbols, signs, writing and oral speech. Language is used in different ways in different communities, countries and cultures throughout the world. Lindfors (1980, p.43) suggests that language consists of three major components: Semantic, Syntatic and Phonological.Language is seen as being acquired by human beings through their own interaction with the environment that surrounds them. Human beings are able to build an overview of their language through personal experience, and also a cognitive structure developed from their world view.
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Juzwik, Mary M., Martin Nystrand, Sean Kelly, and Michael B. Sherry. "Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion." American Educational Research Journal 45, no. 4 (December 2008): 1111–54. http://dx.doi.org/10.3102/0002831208321444.
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Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussion and narrative co-occur, what sorts of oral narratives do narrators tell in discussions? and (e) If discussion and narrative co-occur, how can we characterize the overlap in terms of interaction? In the frequent conversational narrative discussions, where oral narrative and discussion discourse overlapped, teacher and students used various kinds of oral narrative genres to prime, sustain, ratify, and amplify discussion.
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Jiang, Michael Yi-Chao, Morris Siu-Yung Jong, Wilfred Wing-Fat Lau, Ching-Sing Chai, and Na Wu. "Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom." Australasian Journal of Educational Technology 37, no. 2 (May 10, 2021): 110–31. http://dx.doi.org/10.14742/ajet.6798.
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The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all students’ in-class task performance was recorded, based on which the metrics of oral complexity were coded and computed. A two-way between- and within-subjects repeated measures design was conducted to examine the effects of the group factor, the time factor and the group × time interaction effects. The results showed that the EG students performed statistically better than their counterparts in the CG on lexical complexity and syntactic complexity. Moreover, significant improvement in phrasal complexity was witnessed over time in both groups. Significant group × time interaction effects were witnessed on overall complexity or subordination complexity. The gradients of the EG trajectories of the two metrics were greater than those of the CG. However, on phrasal complexity, the interaction effect was not significant.
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Wang, Li-Chih. "The Relationships Among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children With and Without Dyslexia." Learning Disability Quarterly 43, no. 3 (December 9, 2019): 167–78. http://dx.doi.org/10.1177/0731948719892075.
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The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia ( N = 47) and chronological-age-matched controls ( N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency, Chinese character reading, and nonverbal IQ were assessed. There were significant correlations among visual and auditory temporal processing, rapid naming, and oral reading fluency. The patterns of the relationships among these measures differed between the children with and without dyslexia. The path analyses revealed that visual temporal processing had significant direct and indirect effects (through rapid naming) on oral reading fluency; only the children with dyslexia showed a significant direct effect of auditory temporal processing. These findings have research and educational implications for enhancing the reading abilities of Chinese children with dyslexia.
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Tomljenović, Zlata, and Sanja Tatalović Vorkapić. "Constructivism in Visual Arts Classes." Center for Educational Policy Studies Journal 10, no. 4 (December 22, 2020): 13–32. http://dx.doi.org/10.26529/cepsj.913.
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One of the basic features of the modern educational system is manifested in the reversal of the transmissive (traditional) approach to learning and teaching to the transformational (modern) approach. The transmissive approach to learning and teaching is that one in which students adopt ready-made constructs of organised knowledge through passive acceptance of the facts mediated by the teacher. In contrast, in the transformational approach, the teacher encourages the student’s active participation through exploratory, problem-based learning, during which students gain much more of their potential than in traditionally conceived classes. Changing the obsolete pedagogical paradigm began with the development of contemporary (cognitivist and constructivist) pedagogical theories. According to the constructivist theories of learning, individuals develop their knowledge of the world based on their own experiences and reflection of these experiences. Learning is the result of cognitive constructs based on individual experience and (pre)knowledge gained during the social interaction determined by the culture in which individuals live. Interpretative activity in the constructing of understanding is particularly emphasised in visual arts education. In this paper, the main determinants of constructivism and constructivist theories in the context of the educational process are elaborated. The main principles of constructivist-based teaching of visual arts are interpreted related to other contemporary teaching strategies and approaches such as active learning, learning through problem-solving, and interactive approach to learning and teaching of visual arts. The teacher’s role is also discussed, whose approach, awareness of the student’s pre-knowledge, and capacity for meaningful communication with students, greatly influence the success of the students’ adoption, understanding and interpretation of visual arts contents. The present paper aims to highlight certain elements of the constructivist teaching theories because their understanding and application in the teaching process can help achieve better learning outcomes, specifically students’ better ability to use visual arts knowledge in everyday life.
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Kulkarni, Gajanan V. "Long-Term Effectiveness of Parent Education Using the “Baby Oral Health” Model on the Improvement of Oral Health of Young Children." International Journal of Dentistry 2013 (2013): 1–5. http://dx.doi.org/10.1155/2013/137048.
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Purpose.To determine the long-term effectiveness of comprehensive education given to parents and caregivers with respect to the incidence of preventable oral diseases, utilization of dental services, and retention of knowledge related to oral health.Methods.Group presentations on oral health were conducted for caregivers of infants (n=161) using an interactive audio-visual aid. Followup occurred at 18 months. A comparison group (n=181) was enrolled from the same community groups. Chi-square and Fisher’s exact tests were used to analyze findings.Results.There was a difference in caries incidence, knowledge levels of caregivers, and utilization of dental services (P<0.05) when comparing the SGB to the SGFU.Conclusions.One-time exposure to parent education using a comprehensive interactive audio-visual aid has an effect on reducing caries incidence and increasing dental utilization. While most knowledge is retained by parents, there is some attrition in the information retained over an 18-month time period. This emphasizes the importance of repeated reinforcement of the same concepts over a shorter time span.
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Hilppö, Jaakko, Lasse Lipponen, Kristiina Kumpulainen, and Antti Rajala. "Visual tools as mediational means: A methodological investigation." Journal of Early Childhood Research 15, no. 4 (January 13, 2016): 359–73. http://dx.doi.org/10.1177/1476718x15617795.
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In this study, we investigated how Finnish children used photographs and drawings to discuss their preschool day experiences in focus groups. Building on sociocultural perspectives on mediated action, we specifically focused on how these visual tools were used as mediational means in sharing experiences. The results of our embodied interaction analysis highlight the relevance of visual tools for the participants and the task at hand in the moment-to-moment, micro-level flow of interaction and its material environment. More specifically, our analysis illuminates different ways in which the visual tools were relevant for participating children and adults when sharing and talking about their experiences. In all, our study advances present-day understanding regarding how sociocultural and embodied interaction frameworks can guide visual research with children.
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Mason, Lee L., Christopher J. Rivera, Trina D. Spencer, Breda V. O'Keeffe, Douglas B. Petersen, and Timothy A. Slocum. "A PRELIMINARY INVESTIGATION OF VISUAL GOAL MARKERS TO PROMPT FLUENT ORAL READING." Psychology in the Schools 53, no. 1 (December 10, 2015): 58–72. http://dx.doi.org/10.1002/pits.21888.
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