Статті в журналах: "Technical education Computer-assisted instruction Case studies"

1

Erbes, Stella, Steven Lesky, and Joshua Myers. "Teachers Exploring Mobile Device Integration: A Case Study of Secondary Teachers’ Responses to iPads in the Classroom." Journal of Information Technology Education: Research 15 (2016): 503–16. http://dx.doi.org/10.28945/3574.

Повний текст джерела

Анотація:

This qualitative study seeks to understand and resolve the difficulties that teachers encounter when integrating mobile devices in classrooms. To address the issue of teacher receptiveness, three undergraduate researchers collaborated with an education professor in spring 2012 to complete a qualitative study with a two-fold purpose: 1) to investigate how two secondary teachers in an independent school responded when adopting a class set of iPads throughout one school cycle (six school days); and 2) to elucidate what a school could do better to support teachers who are piloting mobile device integration. Although previous studies have commonly focused on the impact of 1:1 programs on student achievement, this study focuses on the role of the instructor when designing and delivering instruction with or without iPads. Qualitative data were collected and recorded after a series of observations and interviews with the teachers and the information technology director. All interviews were roughly transcribed and coded systematically so that patterns could be noted. Results found that both instructors commented about their instructional philosophy, instructional objectives, technology support, teacher efficacy, and classroom. At the conclusion of the experiments, the teachers had favorable impressions of the technology, despite initial misgivings and early technical issues.

Стилі APA, Harvard, Vancouver, ISO та ін.

2

Akram, Huma, Sarfraz Aslam, Atif Saleem, and Khalida Parveen. "The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan." Journal of Information Technology Education: Research 20 (2021): 263–82. http://dx.doi.org/10.28945/4784.

Повний текст джерела

Анотація:

Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

Стилі APA, Harvard, Vancouver, ISO та ін.

3

Dogan, Ibrahim, and Omur Akdemir. "Computer assisted instruction in special education three case studies." Journal of Higher Education and Science 5, no. 2 (2015): 165. http://dx.doi.org/10.5961/jhes.2015.119.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

4

Clauss-Ehlers, Caroline S., and Lynn Pasquerella. "Application of campus instructional support: two case studies." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 338–50. http://dx.doi.org/10.1108/ijilt-11-2016-0053.

Повний текст джерела

Анотація:

Purpose The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model’s application to diverse campus settings. Practical implications A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value The manuscript reflects original work based on case studies that reflect the authors’ experiences.

Стилі APA, Harvard, Vancouver, ISO та ін.

5

Schooley, Benjamin, Akanksha Singh, Neşet Hikmet, Robert Brookshire, and Nitin Patel. "Integrated Digital Patient Education at the Bedside for Patients with Chronic Conditions: Observational Study." JMIR mHealth and uHealth 8, no. 12 (December 22, 2020): e22947. http://dx.doi.org/10.2196/22947.

Повний текст джерела

Анотація:

Background Patient education delivered by a health care provider increases patients’ understanding and adherence to medical instructions, which helps to improve patient health. Multiple challenges exist to delivering effective patient education to patients with multiple chronic conditions, including giving the necessary time, range, and types of learning materials, and assessing the level of understanding. To help overcome these challenges, it is important to study new electronic means to assist in patient education, such as the use of mobile devices, interactive media, 3-dimensional images, and multimedia educational content at the bedside. Objective The goal of this study was to address the need for blended learning strategies combining technical and workflow integration of digital patient education systems for patients with chronic conditions within and across the regular process of care. Studies are needed to evaluate the utility and benefits of these technologies for providers and patients alike. Methods A mixed-methods approach was employed including survey administration to 178 patients after they received digital patient education in person with a health care provider, and qualitative interviews with 16 nurse educators who used the mobile digital health education technology to deliver instruction to patients. Patient survey data were analyzed using chi-square statistical tests. Qualitative interviews were analyzed for user acceptance and perceived value themes. Results Patients who were counseled using a blended digital health education approach reported improved understanding of educational content (P=.034) and chronic health conditions (P<.001), were more motivated to care for themselves at home (P<.001), were more likely to say that they felt capable of making health care decisions with their doctors (P<.001) and on their own (P=.001), and were more likely to report their intention to follow their doctor’s instructions (P<.001) than were patients whose education was not computer-based. Nurse educators felt that the digital education system and content enhanced their education efforts and could be easily integrated into the outpatient clinical workflow. Conclusions Patient education for individuals with chronic conditions may be more effective than traditional formats when provided in blended digital formats supervised by a health care provider.

Стилі APA, Harvard, Vancouver, ISO та ін.

6

Sankar, Chetan S., and Howard Clayton. "An Evaluation of Use of Multimedia Case Studies to Improve an Introduction to Information Technology Course." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 25–37. http://dx.doi.org/10.4018/jicte.2010070103.

Повний текст джерела

Анотація:

For college graduates to be successful in today’s global economy there has been an increasing demand for them to possess business knowledge as well as technical knowledge. To meet the demand, curriculum designers have sought to integrate new technologies, applications, data, and business functions into classrooms so that non-information technology (IT) majors can realize the benefits of IT. This paper discusses the results of research conducted on the use of multimedia case studies to address the curriculum designers’ challenge. The authors have found that students, who are taught using multimedia case studies, perceived a comparatively greater improvement in their higher-order cognitive skills, ease of learning, team working skills, attitude toward information technology, and self-efficacy. This suggests a need for further research into adopting such instructional materials for teaching non-IT majors and for developing other innovative instructional materials.

Стилі APA, Harvard, Vancouver, ISO та ін.

7

Kim, Min Kyung, John William McKenna, and Yujeong Park. "The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards." Remedial and Special Education 38, no. 4 (February 1, 2017): 233–45. http://dx.doi.org/10.1177/0741932517693396.

Повний текст джерела

Анотація:

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

Стилі APA, Harvard, Vancouver, ISO та ін.

8

Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 57. http://dx.doi.org/10.18438/b8b62p.

Повний текст джерела

Анотація:

A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484. Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials). Setting - College and university libraries Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods. Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis. The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns. Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence. It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity. The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction. Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.

Стилі APA, Harvard, Vancouver, ISO та ін.

9

Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.

Повний текст джерела

Анотація:

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachersâ€™ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3â€“17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachersâ€™ comments on PISA math questions and our countryâ€™s studentsâ€™ low achievement levels. Hacettepe Ãœniversitesi EÄŸitim FakÃ¼ltesi Dergisi, 29(1), 19â€“34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138â€“145. Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639â€“2652. doi:10.5897/err2015.2371 Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35â€“43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795 Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachersâ€™ interpretation of student thinking through analysing studentsâ€™work in modelling. Mathematics Education Research Journal, 28(3), 349â€“378. https://doi.org/10.1007/s13394-016-0170-6 Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687â€“689. https://doi.org/10.1109/ICCSE.2012.6295167 Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1â€“18. Ersoy, E., & BaÅŸer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494â€“3498. https://doi.org/10.1016/j.sbspro.2014.01.790 Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447â€“454. https://doi.org/10.12973/eurasia.2014.1107a Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86â€“100. https://doi.org/10.5539/elt.v11n7p86 King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1â€“176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26â€“32. https://doi.org/10.9790/7388-0701052632 Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154â€“160. https://doi.org/10.1080/00405849309543591 McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147â€“160. https://doi.org/10.1080/14703290902843778 Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353â€“369. https://doi.org/10.1007/s11165-006-9029-2 Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190â€“223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf Nguyen, T. (2018). Teachers â€™ Capacity of Instruction for Developing Higher â€“ Order Thinking Skills for Upper Secondary Students â€“ A Case Study in Teaching Mathematics in Vietnam, 10(1), 8â€“19. Puchta, H. (2007). More than little parrots: Developing young learnersâ€™ speaking skills. Www.Herbertpuchta.Com. Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93â€“100. https://doi.org/10.11114/jets.v3i4.769 Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachersâ€™ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215â€“230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90â€“99. https://doi.org/10.1023/A:1009682924511 Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachersâ€™ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1â€“2). https://doi.org/10.1007/s11858-016-0775-y Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550â€“2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41â€“47. Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/ Thompson, T. (2008). Mathematics teachersâ€™ interpretation of higher-order thinking in Bloomâ€™s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96â€“109. https://doi.org/10.1126/science.318.5856.1534 Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303 Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233â€“249. https://doi.org/10.1016/j.tsc.2013.06.002 Zohar, A., & Schwartzer, N. (2005). Assessing teachersâ€™ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595â€“1620. https://doi.org/10.1080/09500690500186592 Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachersâ€™ knowledge in teaching thinking skills. Sains Humanika, 9(1â€“4), 83â€“87. https://doi.org/10.11113/sh.v9n1-4.1129

Стилі APA, Harvard, Vancouver, ISO та ін.

10

Barton, Erin E., James E. Pustejovsky, Daniel M. Maggin, and Brian Reichow. "Technology-Aided Instruction and Intervention for Students With ASD: A Meta-Analysis Using Novel Methods of Estimating Effect Sizes for Single-Case Research." Remedial and Special Education 38, no. 6 (October 6, 2017): 371–86. http://dx.doi.org/10.1177/0741932517729508.

Повний текст джерела

Анотація:

The adoption of methods and strategies validated through rigorous, experimentally oriented research is a core professional value of special education. We conducted a systematic review and meta-analysis examining the experimental literature on Technology-Aided Instruction and Intervention (TAII) using research identified as part of the National Autism Professional Development Project. We applied novel between-case effect size methods to the TAII single-case research base. In addition, we used meta-analytic methodologies to examine the methodological quality of the research, calculate average effect sizes to quantify the level of evidence for TAII, and compare effect sizes across single-case and group-based experimental research. Results identified one category of TAII—computer-assisted instruction—as an evidence-based practice across both single-case and group studies. The remaining two categories of TAII—augmentative and alternative communication and virtual reality—were not identified as evidence-based using What Works Clearinghouse summary ratings.

Стилі APA, Harvard, Vancouver, ISO та ін.

11

Dubrowski, A., V. LeBlanc, W. Gofton, G. Xeroulis, and H. Carnahan. "55. Simulation based training of technical surgical skills: A review of a five-year collaborative research program supported by the RCPSC Medical Education Funds." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 58. http://dx.doi.org/10.25011/cim.v30i4.2816.

Повний текст джерела

Анотація:

During the past five years, with support from the RCPSC, a collaborative group of researchers conducted projects investigating issues related to simulation based training of technical surgical skills. The aim of this presentation is to review the body of work generated, its significance, and outline future research plans. In all studies, participants were medical students and residents from 3 medical schools in Ontario. First, we successfully demonstrated that trainees benefit from simulation-based practice by improving their ability to multitask. This ability not only increases technical proficiency, but also results in an enhanced ability to learn other aspects of surgery. Second, we showed that the adaptation of learning theories helps in optimizing training curricula by matching the fidelity of a simulator to the trainees’ level of expertise. Third, we provided validation of both expert and computer based methods for assessment. We showed that computer based assessments are sufficient for the evaluation of trainees learning fundamental skills, while expert based measures are more effective in the evaluation of performance on complex technical skills. Finally we demonstrated that examination-induced stress has a facilitating effect on trainees’ skills performance. This body of research lends support for the inclusion of a simulation based approach to training technical skills. It also highlights the importance of the choice of assessment methods. Collectively this work highlights the need for further research in the optimization of training methods by the incorporation of learning theory into the existing training curricula. Related to this, further research in our laboratory will investigate the effects of practice schedule and expert feedback, as well as the role of self-regulated practice in the acquisition of technical surgical skills. Xeroulis GJ, Park J, Moulton CA, Reznick RK, Leblanc V, Dubrowski A. Teaching suturing and knot-tying skills to medical students: a randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback. Surgery 2007; 141(4):442-9. Brydges R, Sidhu R, Park J, Dubrowski A. Construct validity of computer-assisted assessment: quantification of movement processes during a vascular anastomosis on a live porcine model. Am J Surg. 2007; 193(4):523-9. Brydges R, Carnahan H, Backstein D, Dubrowski A. Application of motor learning principles to complex surgical tasks: searching for the optimal practice schedule. J Mot Behav. 2007; 39(1):40-8.

Стилі APA, Harvard, Vancouver, ISO та ін.

12

McGuinness, Claire, and Crystal Fulton. "Digital Literacy in Higher Education: A Case Study of Student Engagement with E-Tutorials Using Blended Learning." Journal of Information Technology Education: Innovations in Practice 18 (2019): 001–28. http://dx.doi.org/10.28945/4190.

Повний текст джерела

Анотація:

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Стилі APA, Harvard, Vancouver, ISO та ін.

13

Warmansyah, Jhoni, Elis Komalasari, Eliza Febriani, Gusmiati, and Amalina. "Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 32–51. http://dx.doi.org/10.21009/jpud.161.03.

Повний текст джерела

Анотація:

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537 Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. De, … Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from romania. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13095311 Carliner, S. (2003). Modeling information for three-dimensional space: Lessons learned from museum exhibit design. Technical Communication, 50(4), 554–570. Cengiz, C. (2015). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422. https://doi.org/10.1080/1359866X.2014.932332 Chou, P., & Ph, D. (2012). Effect of Students ’ Self -Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in Electronic Engineering Department of Education. 2(6), 172–179. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Burton, R., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7 Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851 Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the Profiles and Interplays of Pre-service and In-service Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. International Forum of Educational Technology & Society, 18(1), 158–169. Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708 Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18. https://doi.org/10.3991/ijet.v14i20.11456 Ghozali, I. (2011). Aplikasi multivariate dengan program IBM SPSS 19. Badan Penerbit Universitas Diponegoro. Giles, R. M., & Kent, A. M. (2016). An Investigation of Preservice Teachers ’ Self-Efficacy for Teaching with Technology. 1(1), 32–40. https://doi.org/10.20849/aes.v1i1.19 Gil-flores, J., & Rodríguez-santero, J. (2017). Computers in Human Behavior Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/10.1016/j.chb.2016.11.057 Habibi, A., Yusop, F. D., & Razak, R. A. (2019). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10040-2 Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1–8. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14. Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356–369. https://doi.org/10.37010/duconomics.v1.5470 Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800 Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). Role of ICT in Teaching Biology. International Journal of Research, 1(9), 780–788. Setiaji, B., & Dinata, P. A. C. (2020). Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Analysis of e-learning readiness on physics education students during Covid-19 pandemic. 6(1), 59–70. Siagian, H. S., Ritonga, T., & Lubis, R. (2021). Analisis Kesiapan Belajar Daring Siswa Kelas Vii Pada Masa Pandemi Covid-19 Di Desa Simpang. JURNAL MathEdu (Mathematic Education Journal), 4(2), 194–201. Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (TPACK) Guru di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 1(1), 417–422. Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035 Subhan, M. (2020). Analisis Penerapan Technological Pedagogical Content Knowledge Pada Proses Pembelajaran Kurikulum 2013 di Kelas V. International Journal of Technology Vocational Education and Training, 1(2), 174–179. Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543. https://doi.org/10.31004/obsesi.v4i2.287 Suryawati, E., Firdaus, L. N., & Yosua, H. (2014). Analisis keterampilan technological pedagogical content knowledge (TPCK) guru biologi SMA negeri kota Pekanbaru. Jurnal Biogenesis, 11(1), 67-72. Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 46. https://doi.org/10.20961/inkuiri.v9i1.41381 Tiara, D. R., & Pratiwi, E. (2020). Pentingnya Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring. Jurnal Golden Age, 04(2), 362–368. Trionanda, S. (2021). Analisis kesiapan dan pelaksanaan pembelajaran matematika jarak jauh berdasarkan profil TPACK di SD Katolik Tanjungpinang tahun ajaran 2020 / 2021. In Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 6, 69–76. Tsai, C.-C., & Chai, C. S. (2012). The ‘third’-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.810 Wahyuni, F. T. (2019). Hubungan Antara Technological Pedagogical Content Knowledge (Tpack) Dengan Technology Integration Self Efficacy (Tise) Guru Matematika Di Madrasah Ibtidaiyah. Jurnal Pendidikan Matematika (Kudus), 2(2), 109–122. https://doi.org/10.21043/jpm.v2i2.6358 Wang, L., Ertmer, P. A., & Newby, T. J. (2014). Journal of Research on Technology in Education Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3), 37–41. https://doi.org/10.1080/15391523.2004.10782414 Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2020). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 00(00), 1–11. https://doi.org/10.1080/14703297.2020.1798269 Widarjono, A. (2015). Analisis Multivariat Terapan edisi kedua. UPP STIM YKPN. Wiresti, R. D. (2021). Analisis Dampak Work from Home pada Anak Usia Dini di Masa Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 641653. https://doi.org/10.31004/obsesi.v5i1.563 Yildiz Durak, H. (2019). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 1–27. https://doi.org/10.1080/10494820.2019.1619591 Yudha, F., Aziz, A., & Tohir, M. (2021). Pendampingan Siswa Terdampak Covid-19 Melalui Media Animasi Sebagai Inovasi Pembelajaran Online. JMM (Jurnal Masyarakat Mandiri), 5(3), 964–978. Yurdugül, H., & Demir, Ö. (2017). An investigation of Pre-service Teachers’ Readiness for E-learning at Undergraduate Level Teacher Training Programs: The Case of Hacettepe University. The Case of Hacettepe University.

Стилі APA, Harvard, Vancouver, ISO та ін.

14

Sarı, Dilek, and Hatice Erdem. "The use of high fidelity simulation in nursing education: A literature reviewHemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi." Journal of Human Sciences 14, no. 4 (November 21, 2017): 3690. http://dx.doi.org/10.14687/jhs.v14i4.4882.

Повний текст джерела

Анотація:

Nursing is an applied profession which requires the combination of theoretical content and practical skills in a meaningful way. Nursing education must help students internalize information, skills, attitudes, professional values and ethical standards concerning the discipline and make them a part of their behavior. Nursing education necessitates an education system which covers all cognitive, affective and psychomotor areas of learning at a level of adequacy that could get students to assume the specified roles. As well as technical skills, such skills as providing a holistic and empathic health care and communication and team cooperation must be included by this system. The main objective of nursing education is to train nurses who can combine theory and practice, think critically in the learning process and have acquired effective problem solving skills. In the educational settings of our day, different teaching technologies are employed at each stage of instruction. Many instructional methods and strategies are tried out for the improvement of information and skills in nursing education. A great majority of educational methods and strategies consists of computer aided education, simulation and distance education approaches. One of the methods employed in order for students to improve their competence in health care management and to gain perfection. It is not always possible for students to gain appropriate clinical experience because they spend less time in the clinic due to such reasons as the limited areas of clinical practice in the complex structure of health care system, shorter stays of patients in hospitals and problems concerning the education system. However, despite all these negative factors, nurses are expected to possess the ability to perform nursing skills perfectly when encountered challenging situations. Considering such restrictions, simulation based learning plays a pivotal role for nursing students studying in the constantly changing health care system to get properly prepared.Simulation practices are considered as a significant step towards offering safe care to patients in health care services by providing a learning environment in which environmental risks are minimized. In recent years, patient stimulators that have high fidelity have attracted gradually increasing interest as en educational tool in nursing education. This review was planned with the aim of examining the results of studies carried out on the use of high fidelity simulation in nursing education. Study population consisted of 53 published studies which were reached as a result of the review of the data bases, “Pubmed” and “Science Direct” using the keywords “simulation”, “nursing”, “education”, “students” and “high fidelity” in April-May 2017. In the review, articles which were published in English and had their full texts were chosen for examinations. 23 studies meeting the criteria of the present research comprised the study sample. More than half the studies (15) included in the review cover the comparison of high fidelity simulation with another learning method. High fidelity simulation is also seen to be compared with standardized patients, traditional learning methods and moderate and low fidelity simulation. In the examination of the results of these studies most methods showed no superiority to others, but it was found that knowledge, skills and performance scores increased in the education offered using high fidelity simulation. In conclusion, in the education carried out with high fidelity simulation, increases can be observed in students’ clinical thinking and decision making, confidence, motivation and motor skills. Therefore, the use of simulation in the education of nursing students is accepted as the golden standard.Extended English abstract is in the end of PDF (TURKISH) file.ÖzetHemşirelik, kuramsal içeriğin, pratik beceri ile anlamlı bir biçimde birleşmesini gerektiren uygulamalı bir meslektir. Hemşirelik eğitimi; öğrencilere belirtilen rolleri kazandıracak yeterlilikte bilişsel, duyusal ve psikomotor öğrenme alanlarını kapsayan bir eğitim sistemini gerektirmektedir. Bu sistemde teknik becerilerin yanı sıra; bütüncül ve empatik bakım verme, iletişim ve ekip işbirliği gibi beceriler de yer almalıdır. Hemşirelik eğitiminde temel amaç; teori ile uygulamayı birleştirebilen, öğrenme sürecinde eleştirel düşünebilen ve etkin problem çözme becerisi kazanmış hemşireler yetiştirmektir. Günümüzde eğitim ortamlarında, öğretim sürecinin her aşamasında farklı öğretim teknolojileri kullanılmaktadır. Eğitim yöntem ve stratejilerinin önemli bir grubunu, bilgisayar destekli eğitim, simülasyon ve uzaktan eğitim yaklaşımları oluşturmaktadır. Öğrencilerin hasta bakım yönetiminde yeterliliğini geliştirmesi ve yetkinlik kazanması için benimsenen yöntemlerinden birisi de simülasyondur. Sağlık bakım sisteminin karmaşık yapısı içinde klinik uygulama alanlarının sınırlı olması, hastaların hastanede kalış sürelerinin kısalması ve eğitim sistemi kaynaklı nedenlerle klinikte daha az zaman geçirmeleri sonucunda öğrencilerin uygun klinik deneyim kazanabilmeleri her zaman mümkün olamamaktadır. Ancak tüm bu olumsuz faktörlere rağmen hemşirelerden zor durumlar karşısında hemşirelik becerilerini eksiksiz sergileyebilecek yeteneğe sahip olmaları beklenmektedir. Söz konusu sınırlamalar göz önüne alındığında, simülasyon temelli öğrenme, sürekli değişen sağlık bakım sistemi içinde eğitim gören hemşirelik öğrencilerinin yeterli hazırlanmasında anahtar rol oynamaktadır.Son yıllarda gerçekliğe yakınlığı yüksek hasta simülatörleri hemşirelik eğitiminde bir eğitim aracı olarak giderek artan bir ilgiyle kullanılmaktadır. Bu derleme hemşirelik eğitiminde yüksek gerçeklikli simülasyon kullanımına yönelik yapılan çalışmaların sonuçlarını incelemek amacıyla planlanmıştır. Çalışmanın evrenini Nisan-Mayıs 2017 tarihlerinde “simülation”, “nursing”, “education”, “students”, “high fidelity” anahtar kelimeleriyle, “Pubmed” ve “Science Direct” veri tabanları taranarak yayınlanmış olan 53 çalışma oluşturmuştur. İncelemede, yayın dili İngilizce olan ve tam metni bulunan makaleler seçilmiştir. Araştırma kriterlerini karşılayan 23 çalışma derlemenin örneklemini oluşturmuştur. Derlemeye dahil edilen araştırmaların yarısından fazlası (15) yüksek gerçeklikli simülasyon ile bir diğer öğrenme yönteminin karşılatırılmasından oluşmaktadır. Yüksek gerçeklikli simülasyonun; standardize hasta, geleneksel öğrenme yöntemleri, orta ve düşük gerçeklikli simülasyon ile karşılaştırıldığı görülmektedir. Bu çalışmaların sonuçları incelendiğinde çoğunun birbirine karşı bir üstünlüğü bulunmamış fakat yüksek gerçeklikli simülasyon ile yapılan eğitimde bilgi, beceri ve performans puanlarında artma olduğu saptanmıştır. Sonuç olarak yüksek gerçeklikli simülasyon ile yapılan eğitimde; öğrencilerin klinik düşünme ve karar verme, özgüven, motivasyon ve motor becerilerinde artma görülmektedir. Bu nedenle, hemşirelik öğrencilerinin eğitiminde simülasyon kullanımı altın standart olarak kabul edilmektedir.

Стилі APA, Harvard, Vancouver, ISO та ін.

15

Belyakova, I. E., М. А. Kecherukova, and Yu S. Murzina. "Students’ creativity and well-being during the forced distance learning period: The correlation between variables." Education and science journal 24, no. 8 (September 28, 2022): 138–69. http://dx.doi.org/10.17853/1994-5639-2022-8-138-169.

Повний текст джерела

Анотація:

Introduction. The article is devoted to the study of the relationship of students’ creativity and their emotional well-being during the period of forced distance learning. It was found that students with a higher creative potential easier coped with periods of social restrictions, felt less anxiety, were better satisfied with the distance learning process, while experiencing a lack of face-to-face communication with the instructor.Aim. The aim of the current research was to identify the relationship between students’ creativity and their emotional well-being during the period of forced self-isolation in 2020–2021.Methodology and research methods. The research was carried out within the framework of health care pedagogy. The methodological basis of the study included pedagogical principles of promotion, maintenance and restoration of emotional health; development of knowledge, skills and abilities to maintain emotional health especially during online studies. Creativity was measured with the Torrance test of creative thinking; emotional state – with a well-being questionnaire created by the authors on the Google Forms platform. The study population was represented by 387 1–4-year bachelors studying the humanities (Philology, Linguistics, History, Sociology and Pedagogy) and technical sciences (Petroleum Engineering, Computer Science) at the Tyumen Industrial University, Tyumen State University and South Ural State Humanitarian and Pedagogical University.Results. Statistical analysis confirmed the hypothesis about the relationship of students’ creativity and their emotional well-being during the quarantine period. Students with higher scores on the Originality scale experienced less anxiety and stress during the quarantine period (r = –0.36*). A negative relationship was found between the variables “Originality” and “Comfort in using PPE” (r = –0.38*), “Development” and “Satisfaction with communication with the instructor” (r = –0.41**), “Fluency” and “Comfort of using PPE” (r = –0.49**). The ways of stress relief used by students during the period of self-isolation were identified and described. It was found that more than half of the students intuitively chose creative activities (61.3%) to improve their well-being.Scientific novelty. The scientific novelty lies in an attempt to present students’ creativity as a resource that requires special activation during the period of forced self-isolation within the general framework of health care pedagogy.Practical significance. Eleven forms and methods of creative interaction with students are suggested. Research findings aim at forming health preserving skills in students, especially during distance learning, by stimulating their creative resources.

Стилі APA, Harvard, Vancouver, ISO та ін.

16

Putri, Ayu Aprilia, and Suparno. "Recognize Geometry Shapes through Computer Learning in Early Math Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 43–57. http://dx.doi.org/10.21009/jpud.141.04.

Повний текст джерела

Анотація:

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). Perkembangan Media Informasi dan Teknologi Terhadap Anak di Era Globalisasi. International Conferences in Indonesian Studies : “Etnicity and Globalization.” Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arsyad, N., Rahman, A., & Ahmar, A. S. (2017). Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus. Global Journal of Engineering Education, 19(2), 143–147. https://doi.org/10.26858/gjeev19i2y2017p143147 Asiye, I., Ahmet, E., & Abdullah, A. (2018). Developing a Test for Geometry and Spatial Perceptions of 5-6 Year-Old. Kastamonu Education Journal, 26(1). Aslan, D., & Yasare, A. (2007). Three to Six Years OldChildren’s Recognition of Geometric Shapes. International Journal of Early Years Education, 15 :1, 83–104. Ben-Yehoshua, D., Yaski, O., & Eilam, D. (2011). Spatial behavior: the impact of global and local geometry. Animal Cognition Journal, 13(3), 341–350. https://doi.org/10.1007/s10071- 010-0368-z Charlesworth, R., & Lind, K. K. (2010). Math and Sciend for Young Children. Canada: Wadsworth/Cengage Learning. Chen, J.-Q., & Chang, C. (2006). using computers in early childhood classrooms teachers’ attitudes,skills and practices. Early Childhood Research. Clements, D. H., & Samara. (2003). Strip mining for gold: Research and policy in educational technology—a response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7–69. Cohen, L., & Manion, L. (1994). Research Methods in Education (fourth edi). London: Routledge. Conorldi, C., Mammarela, I. C., & Fine, G. G. (2016). Nonverbal Learning Disability (J. P. Guilford, Ed.). New York. Corey, S. M. (1953). Action Research to Improve School Practice. New York: Teachers College, Columbia University. Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75– 98. https://doi.org/10.1080/15391523.2010.10782562 Delima, R., Arianti, N. K., & Pramudyawardani, B. (2015). Identifikasi Kebutuhan Pengguna Untuk Aplikasi Permainan Edukasi Bagi Anak Usia 4 sampai 6 Tahun. Jurnal Teknik Informatika Dan Sistem Informasi, 1(1). Depdiknas. (2007). Permainan Berhitung Permulaan Di Taman Kanak-kanak. In Pedoman Pembelajaran. Jakarta: Depdiknas. Djadir, Minggi, I., Ja’faruddin., Zaki, A., & Sidjara, S. (2017). Sumber Belajar PLPG 2017: Bangun Datar. In Modul PLPG. Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan.Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education (3-8 years). Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances, (0322356), 47–69. Edwards, S. (2009). Early Childhood Education and Care: a sociocultural Approach. New South Wales: Pademelon Press. Feliyanah, Norman, S., & Yulidesni. (2014). Meningkatkan Kemampuan Matematika dengan Menggunakan Teknik Mengurutkan dan Membandingkan. Universitas Bengkulu. Gardner, H. (2011). Frame of Mind ; The theory of Multiple Intelegences. New York: Basic Book. Gimbert, B., & Cristol, D. (2004). Teaching Curriculum with Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(1). Gulay, H. (2011a). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252. Gulay, H. (2011b). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252–257. Gunawan, I., & Palupi, A. R. (2012). Taksonomi Bloom-Revisi Ranah Kognitif; Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Penilaian. Jurnal Pendidikan Dasar Dan Pembelajaran, 2 No.2, 100–108. Inan, H. Z., & Dogan-Temur, O. (2010). Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: A phenomenographic research. ZDM - International Journal on Mathematics Education, 42(5), 457–468. https://doi.org/10.1007/s11858-010- 0241-1 Jackman, H. I., Beaver, N. H., & Wyatt, S. S. (2014). Early Childhood Curriculum: A child’s connection to the world. (sixth edit). Canada: Cengage Learning. Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning of Mathematic (Eleventh E; Belmot, Ed.). CA: Thomson Wadsworth. Mackintosh, B. B., & McCoy, D. C. (2019). Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development, 30(5), 655–677. https://doi.org/10.1080/10409289.2019.1576156 Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2011). Results in Science. Mirawati. (2017). Matematika Kreatif; Pembelajaran Matematika bagi Anak Usia Dini Melalui Kegiatan yang Menyenangkan dan Bermakna. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3. Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97–116. National Research Council. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity (C. T. Cross, T. Woods, & H. Schweingruber, Eds.). Washinton D.C: The National Academies Press. Norton, A., & Nurnberger-Haag, J. (2018). Bridging frameworks for understanding numerical cognition. Journal of Numerical Cognition, 4(1), 1–8. https://doi.org/10.5964/jnc.v4i1.160 Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Paquette, K. R., Fello, S. E., & Jalongo, M. R. (2007). The talking drawings strategy: Using primary children’s Illustrations and oral language to improve comprehension of expository text. Early Childhood Education Journal, 35(1), 65–73. https://doi.org/10.1007/s10643- 007-0184-5 Putra, L. D., & Ishartiwi. (2015). Pengembangan Multimedia Pembelajaram Interaktif Mengenal Angka dan Huruf untuk Anak Usia Dini. Jurnal Inovasi Teknologi Pendidikan, 2(2). Rich, B., & Thomas, C. (2009). Geometry: Includes Plane, Analytic, and Transformational Geometries. . (4th Editio). New York: McGraw-Hill. Rochanah, L. (2016). Pemanfaatan Media Berbasis Komputer Untuk Meningkatkan Kemampuan Huruf pada Anak Usia Dini (Urgensi Media Berbasis Komputer pada Peningkatan Kemampuan Mengenal Huruf ). Jurnal Program Studi PGRA, Volume 2 N, 1–8. Runtukahu, T., & Kandou, S. (2014). Pembelajaran matematika dasar bagi anak berkesulitan belajar. Yogyakarta: Ar-ruzz Media. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Sarama, J., & Clements, D. H. (2006). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112– 134. Schoenfeld, A. H., & Stipek, D. (2011). Math Matters. Barkeley, California.Shilpa, S., & Sunita, M. (2013). A Study About Role of Multimedia in Early Childhood Education. International Journal of Humanities and Social Science Invention, 2(6). Siswono, T. Y. E. (2012). Belajar dan Mengajar Matematika Anak Usia Dini. Universitas Negeri Surabaya.Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Sudaryanti. (2006). Pengenalan Matematika Anak Usia Dini. Yogyakarta: FIP UNY. Sufa, F. F., & Setiawan, H. Y. (2017). Analisis Kebutuhan Anak Usia 4-6 Tahun Pada Pembelajaran Berbasis Komputer Pada Anak Usia Dini. Research Fair Unisri, 1(1). Suharjana, A. (2008). Pengenalan Bangun Ruang dan Sifat-sifatnya di SD. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika. Sujiono, Y . N. (2014). Batasan dan Dasar T eori Pengembangan Kognitif. In Hakikat Pengembangan Kognitif (p. 12). Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal Math Talk in the Home and Math Skills in Preschool Children. Early Education and Development, 27(6), 841–857. https://doi.org/10.1080/10409289.2016.1148480 Suwarna. (2010). Pengembangan Multimedia Pembelajaran untuk Pembinaan Kreativitas Melukis di Taman Kanak-kanak. Jurnal Universitas Negeri Yogyakarta. Suziedelyte, A. (2012). Can video games affect children’s cognitive and non-cognitive skills? UNSW Australian School of Business Research Paper. https://doi.org/10.2139/ssrn.2140983 Tarigan, D. (2006). Pembelajaran Matematika Realistik. Jakarta: Departeman Pendidikan Nasional, Direktorat Jendral Pendidikan Tunggi, Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan Ketenaga Perguruan Tinggi. Tatang, S. (2012). Ilmu Pendidikan. Bandung: Pustaka Setia.Trawick, M. (2007). Enemy Line ; Warfare, Childhood, and Play in Batticaloa. London: University of California Press. Trifunović, A., Čičević, S., Lazarević, D., Mitrović1, S., & Dragovi, M. (2018). Comparing Tablets (Touchscreen Devices and PCs in Preschool Children Education: Testing Spatial Relationship Using Geometric Syimbols Traffic Signs. IETI Transections on Economics and Safety, 2(1), 35–41. https://doi.org/10.6722/TES.201808_2(1).0004 Vitianingsih, A. V. (2016). Game Edukasi Sebagai Media Pembelajaran Pendidikan Anak Usia Dini. Jurnal INFORM, 1 No. 1. Wang, F., & Kinzie, M. B. (2010). Applying Technology to Inquiry- Based Learning in Early Childhood Education. Early Childhood Education Journal. Weil, M., Calhoun, E., & Joyce, B. (2011). Models of Teaching. New York.: New York. Zack, N. (2014). Philosophy of Science and Race. New York: Routledge. Zare, Sarikhani, Salarii, & Mansouri. (2016). The Impact Of E-learning on University Student’s Academic Achievement and Creativity. Journal of Technical Education and Training (JTET), 8(11).

Стилі APA, Harvard, Vancouver, ISO та ін.

17

Rogers, Michelle, Janice Masud-Paul, and Rania El Desoki. "Understanding the use of health information technology for maternal and child health practitioner training in low and middle income countries." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 743–46. http://dx.doi.org/10.1177/1071181319631521.

Повний текст джерела

Анотація:

Objectives: To assess the evidence of information communication technology (ICT) use in the training of maternal and child health (MCH) workers, discuss methodological issues present in the identified studies, and identify future work areas. Introduction: The explosive growth of cellphone usage in low and middle-income countries (LMIC) has made mobile technology an increasingly attractive form of information communication technology (ICT) to be used to meet healthcare needs that go unmet, rising due to the paucity of trained clinical workers (O’Donovan, Bersin, & O’Donovan, 2015). The portability and relative low cost of cellphones have made them ubiquitous and efficient to use. For example, subscriptions in Africa have risen from 12.4 per hundred inhabitants in 2005 to per hundred inhabitants in 2015 (ITU, 2017). ICT is an umbrella term that encompasses the hardware, software and networks that provide its users with data and information resources. As far as healthcare is concerned, these resources include access to varied tools and services such as electronic health records, point-of-care databases, decision support systems, clinical guidelines or training modules for continuing education (Machingura et al., 2014). This technology has made healthcare more efficient in affluent countries where funding and infrastructure to build, support and maintain ICT is readily available. However, ICT development is critical to LMIC’s which have the greatest barriers to effective and efficient healthcare systems and fewer resources to overcome challenges. The aims of this paper are to (1) summarize the literature on ICT use in the training of MCH workers, (2) discuss methodological issues present in the identified studies, and (3) identify future work areas. Our specific research questions are: Which ICT tools have been used in developing countries for training the MCH workforce? How successful are the tools for instructing health care workers? A major impediment to health care improvements in underdeveloped countries is the low ratio of health professionals to patients. A developed workforce is critical for sustaining healthcare infrastructure. Because there is an insufficient number of professional practitioners, many MCH health needs are met by community workers with limited or no formal training (Chipps et al., 2015). Since the level of services range from general check-ups to life-saving interventions, training must address a variety of educational requirements. (Agarwal et al., 2015). In addition to primary professional education, health workers require training for re-licensure and continuous professional development (CPD). Training, particularly in remote areas, requires travel, time away from work as well as funding for food and lodging (Chipps et al., 2015). This exacerbates uneven healthcare coverage with the majority of MCH health care workers concentrated in urban centers, leaving rural residents with inadequate services (Middleberg et al., 2013; Modi et al., 2015). ICT reduces costs by enabling personnel to remain in their communities while providing digital access to educational content, mentors, guidelines and decision support systems (Saronga et al., 2015). It is commonly recognized that underdeveloped countries have occasional brown-outs in their urban centers and the power grid may not reach rural or remote areas. Even if seed money is acquired for start-up costs, funding for technology maintenance and technical manpower beyond the pilot stage can be tentative (Achampong, 2012). Secondly, while cell phone use across LMICs has exploded in recent years, its use for advancing training has not grown in comparison. A limited number of reports have been published, reporting the use of ICT for communication (Andreatta et al., 2011), tracking health worker behavior (Awoonor-Williams et al., 2013), attitudes towards using ICT (Sukums et al., 2014; Zakane et al., 2014), and the impact of the design of ICT (Valez et. al., 2014). This paucity of studies understanding the impact of ICT on measurable training outcomes leaves a troubling gap in the literature if progress is to be made in addressing the training needs. Finally, government entities, educators and administrators may be reluctant to adopt ICT into health training for practical, fiscal and political reasons. Because health personnel may not have exposure to technology in their daily lives, staff may require basic computer training on operating systems, file management, word processing and databases in conjunction with ICT projects (Sukums, 2014). In addition to a lack of knowledge about computers in general, use of ICT also comes with associated monetary costs. Both of these issues are also exacerbated by resulting government policy changes. We endeavored to fill this gap by completing a literature review to bring the disparate work together, but to our surprise, it did not really exist. This paper reports on (1) what studies have been conducted on the use of ICT in training; (2) what common methods are used and how they are evaluated and (3) what outcomes have been reported. Methods: Medline (OVID), CINAHL and Web of Science were searched for relevant articles published between January 1, 2007 and February 28, 2017. Studies were included if they included training and education in low and middle-income countries using ICT for maternal child health workers. Results: 111 unique articles from electronic searches with seven additional articles discovered through hand-searching reference lists were identified. After review, 15 articles aligned with the necessities to analyze the current environment of the ICT tools. The study designs in the reviewed articles were usually pre- and post-evaluations (n=7). There were also a small number of single cross-sectional studies (n=3) measuring the use of the tool. Two studies also evaluated the use of electronic clinical decision support systems (CDSS) applications or algorithms. The remainder of the studies (n=3) used ICT to provide resources for meeting information needs, as well as repositories of protocols and best practice documents. The outcomes reported ranged from access to medical resources (n=3), accuracy in clinical documentation (n=2), need for remedial computer training (n=2) and an increase in clinical knowledge and proper use of protocols (n=4) Discussion and conclusion: The current evidence-base does not show a clear indication that there were particular initiatives using ICT for the training of health workers. While the majority of projects identified were shown to improve outcomes, there were limited results reported. This lack of documented evidence hinders decisions about the content and methods that should be used to support training. We are missing an opportunity for advancement. The World Health Organization identified community health worker training as a lever to move the improvement of health care in low and middle-income countries (LMICs). An understanding of barriers and facilitators to using ICTs to meet this need, provides key directions for policy makers and non-governmental organizations as they apply limited resources to these issues.

Стилі APA, Harvard, Vancouver, ISO та ін.

18

Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.

Повний текст джерела

Анотація:

The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early Years, 34(1), 94–108. https://doi.org/10.1080/09575146.2013.792789 Barenthien, J., Oppermann, E., Steffensky, M., & Anders, Y. (2019). Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal. https://doi.org/DOI: 10.1080/1350293X.2019.1651937, https://doi.org/10.1080/1350293X.2019.1651937 Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Chen, R. S., & Tu, C. C. (2018). Parents’ attitudes toward the perceived usefulness of Internet-related instruction in preschools. Social Psychology of Education, 21(2), 477–495. https://doi.org/10.1007/s11218-017-9424-8 Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359 Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98. https://doi.org/10.1080/15391523.2010.10782562 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Davis, J. M. (2014). environmental education and the future. (May). https://doi.org/10.1023/A Dhieni, N., Hartati, S., & Wulan, S. (2019). Evaluation of Content Curriculum in Kindergarten. Jurnal Pendidikan Usia Dini. https://doi.org/https://doi.org/10.21009/10.21009/JPUD.131.06 Dong, C., & Newman, L. (2016). Ready, steady … pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224–237. https://doi.org/10.1080/09669760.2016.1144048 Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). ‘It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819–831. https://doi.org/10.1080/03004430.2016.1238824 Hadzigianni, M., & Margetts, K. (2014). Parents’ Beliefs and Evaluations of Young Children’s Computer Use. Australasian Journal of Early Childhood. https://doi.org/doi/pdf/10.1177/183693911403900415 Huda, M., Hehsan, A., Jasmi, K. A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital information age. International Electronic Journal of Elementary Education, 9(3), 693–708. Ihmeideh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60–79. https://doi.org/10.1080/02568540903439409 Jack, C., & Higgins, S. (2018). What is educational technology and how is it being used to support teaching and learning in the early years ? International Journal of Early Years Education, 0(0), 1–16. https://doi.org/10.1080/09669760.2018.1504754 Janisse, H. C., Li, X., Bhavnagri, N. P., Esposito, C., & Stanton, B. (2018). A Longitudinal Study of the Effect of Computers on the Cognitive Development of Low-Income African American Preschool Children. Early Education and Development, 29(2), 229–244. https://doi.org/10.1080/10409289.2017.1399000 Karjalainen.S., A., Pu, E. H., & Maija, A. (2019). Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood. https://doi.org/10.1007/s13158-019-00244-5 Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. Journal of Computer Assisted Learning. McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L., & Bellows, L. L. (2018). Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.e1. https://doi.org/10.1016/j.jneb.2017.03.006 McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409–425. https://doi.org/10.1080/09669760.2015.1078727 Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Early Childhood Educaiton: Yesterday, Today, and Tomorrow. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

Стилі APA, Harvard, Vancouver, ISO та ін.

19

Farmer, Kristine, Jeff Allen, Malak Khader, Tara Zimmerman, and Peter Johnstone. "Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study." International Journal for Educational and Vocational Studies 3, no. 1 (March 30, 2021): 1. http://dx.doi.org/10.29103/ijevs.v3i1.3550.

Повний текст джерела

Анотація:

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12, 152-155. doi: 10.1016/j.iheduc.2009.08.002 Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim , R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243-1289. doi: 10.3102/0034654309333844 Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249-262. http://www.radiologictechnology.org/ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Taylor & Francis Group. Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10. Retrieved from https://esirc.emporia.edu/bitstream/handle/123456789/380/205.2.pdf?sequence=1 Dutcher, C. W., Epps, K. K., & Cleaveland, M. C. (2015). Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPres_Final.pdf Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Internal consistency estimates of reliability. Upper Saddle River, NJ: Pearson Prentice Hall. Harrell, I. L. (2008). Increasing the Success of Online Students. Inquiry, 13(1), 36-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ833911.pdf Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37, 73-88. doi: 10.1080/02602938.2010.496532 Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23, 581-591. doi:10.1080/106689299264594 Institute of Legal Executives (ILEX). https://www.cilexcareers.org.uk/ Johnson, J. & Taggart, G. (1996). Computer assisted instruction in paralegal education: Does it help? Journal of Paralegal Education and Practice, 12, 1-21. Johnstone, Q. & Flood, J. (1982). Paralegals in English and American law offices. Windsor YB Access to Justice 2, 152. Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and course value. Journal of Asynchronous Learning Networks, 16(1), 49-58. doi:http://dx.doi.org/10.24059/olj.v16i1.227 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610. http://journals.sagepub.com/home/epm Liu, S., Gomez, J., Khan, B., & Yen, C. J. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47(4), 465-489. doi:10.1016/j.compedu.2004.10.014 Retrieved from https://pdfs.semanticscholar.org/fc9c/13f0187d3967217aa82cc96c188427e29ec9.pdf Martins, L. L., & Kellermanns, F. W. (2004). A model of business school students' acceptance of a web-based course management system. Academy of Management Learning & Education, 3(1), 7-26. doi: 10.5465/AMLE.2004.12436815 Mayes, J. T. (2001). Quality in an e-University. Assessment & Evaluation in Higher Education, 26, 465-473. doi:10.1080/02602930120082032 McCabe, S. (2007). A brief history of the paralegal profession. Michigan Bar Journal, 86(7), 18-21. Retrieved from https://www.michbar.org/file/barjournal/article/documents/pdf4article1177.pdf McMillan, J. H. (2008). Educational Research: Fundamentals for the customer. Boston, MA: Pearson Education, Inc. Myers, C. B., Bennett, D., Brown, G., & Henderson, T. (2004). Emerging online learning environments and student learning: An analysis of faculty perceptions. Educational Technology & Society, 7(1), 78-86. Retrieved from http://www.ifets.info/journals/7_1/9.pdf Myers, K. (2002). Distance education: A primer. Journal of Paralegal Education & Practice, 18, 57-64. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27-35. doi:10.1016/j.iheduc.2013.08.001 Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Boston, MA: Allyn & Bacon. Rich, A. J., & Dereshiwsky, M. I. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching and Learning, 8(9), 19. https://www.cluteinstitute.com/ojs/index.php/TLC/ Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. Marketing Education Review, 20, 29-34. doi:10.2753/MER1052-8008200105 Stoel, L., & Hye Lee, K. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13(5), 364-374. http://www.emeraldinsight.com/loi/intr Taggart, G., & Bodle, J. H. (2003). Example of assessment of student outcomes data from on-line paralegal courses: Lessons learned. Journal of Paralegal Education & Practice, 19, 29-36. Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students' perceptions of online learning: A comparative study. Journal of Information Systems Education, 20, 29-40. http://jise.org/ Tung, C.K. (2007). Perceptions of students and instructors of online and web-enhanced course effectiveness in community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database (Publication No. AAT 3284232). Vodanovich, S. J. & Piotrowski, C., & (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

Стилі APA, Harvard, Vancouver, ISO та ін.

20

Miyake, Naomi, Fumi Seto, Makoto Mizukawa, Shinya Kotosaka, and Tomomasa Sato. "Special Issue on Education of Robotics & Mechatronics “Focusing on the Learning Process and Producing an Education Literature”." Journal of Robotics and Mechatronics 23, no. 5 (October 20, 2011): 607–10. http://dx.doi.org/10.20965/jrm.2011.p0607.

Повний текст джерела

Анотація:

The world of robotics has long been trying to teach the essence of engineering by using robots as a subject. A process of robot production and operation is said to have the total essence of engineering education, and the actual manufacturing of robots has certainly been motivational for students. For this reason, robotics researchers and those in educational institutions such as universities and technical colleges in particular have worked hard on robot education. However, researchers have been faced with a dilemma: a report of educational activities, however, has not been regarded as a research paper, even though they have worked so hard on it. This special issue intends to resolve the dilemma and convey their educational activities in educational literature. From a scientific point of view, we will utilize robots in robot education to activate human resource development in robotics in terms of both quantity and quality. Learning sciences researchers focus on what educational content they want to give and get back through various learning processes that enable such education. More specifically, they analyze what activities in what educational contexts yield what effects to what extent, thereby facilitating learning of higher quality than ever. The same attempt may be possible for education using robots. Various practices that give us hope for good results have been conducted independently. Comparison of those practices may result in the extraction of a principle to bring about learning of higher quality. A single report itself on a practice is not likely to be a research paper. Instead, in an effort to promote robotics itself, a compilation of processes and results of various educational attempts with various clear and specific subgoals that are comparable and examinable can be a precious group of research papers from which principles of attempts in engineering education are drawn. The formation of a community in which practices are conducted, processes and results are shared, and further practices are planned is highly likely to improve the overall quality of practices. This special issue provides the first step towards such formation of a new community based on such a compilation of new research. Educational research papers, common assets for the formation of such community, are thus required to clearly include the following contents which constitute an education literature. • Purpose of learning: Learners with what background knowledge acquire what and to what extent. • Activity program: The purpose of learning is achieved specifically through what activities, in what order, implemented for what period of time. • Learning process: During the course of the program, what specific learning activities are observed. • Assessments: Whether expected activities are made, to what extent the purpose is achieved, and whether activities and results seen are beyond what was expected. If at least the above items come to be known from one practice, subsequent practices can be improved and new goals can be set. At the same time, the practices can be observed on other occasions. Once an original “learning score,” like a musical score, is manifested, it will be able to be improved or edited. As no two musical performances are the same as a written musical score, no two practices will be the same as one “learning score.” However, that does not mean that the “learning scores” and their processes in practice are not subjects of research. As musical scores and performances are studied for the next composition and more impressive performance, “learning scores” and their outcomes in practice are the subjects of research aimed at designing better future processes and conducting practices of higher quality. The attempts in this special issue are expected to inspire more and more elaborative papers and to improve the quality of practices that utilize the results. This time, the first time, we had as many as 39 contributions from the public. We asked referees to select those that would constitute as diverse a collection as possible, and they finally adopted 29 contributions. We are sure that with these contributions as our point of departure, the accumulation of results will continuously engender next-dimension practices in the future. Let us now overview the papers selected this time and discuss their findings for the future contributions in three areas: purpose, contrast, and assessment. Please forgive us if the discussions overlap to some extent, but they include factors that are more related than independent. < Contrast in Purpose and Result > Goal setting is normally difficult in educational research. As a result, the most common mistake is that goals are set that are overly ambitious. The fact the goal of compulsory education currently set by the Ministry of Education, Culture, Sports, Science and Technology is a “zest for living” serves to indicate that the idea “the bigger the educational goal, the better” prevails. Big goals cannot be accomplished at once, however, so clearer and more specific interim goals of half-year, one-year, and four-year duration need to be set. To link the subject of research to the next practice, we have to specify as clearly as possible what interim activities and what results we expect. Otherwise, we will have vague results which do not merit papers. An example of a real story to show what a specific goal is like is warranted here. A researcher teaching biology in a liberal arts course, in the final examination after all the lectures, tasked his students with the following: “name, in their order of importance, technical terms that you had not intended to remember but actually did during the course, and explain their definitions in that order in the time allotted.” The task may seem far-fetched, but he actually expected a certain list of terms and their explanations. He had in fact intended for the students to be able to reproduce the terms on the list and be able to explain them; he had explained them by introducing the terms in a well-prepared order, using them repeatedly, encouraging the students to use them, and setting an opportunity for the students to explain them among themselves. Such effort made this practice popular among the students and made the task performance exceed his expectations. This practice program and the report of its process could be of very high quality as subjects of research. We can carefully track which of the planned activities facilitated learning, how active they were, and what level of results were brought for each term. If the students’ answers include important items that the students learned spontaneously although the teacher did not mean to teach them to that extent, this practice clearly “produced higher results than expected.” If we can review the records of the learning process (e.g., videos of the classes, records of the students’ conversations, copies of notes taken by the students in each lecture, etc.), we can at least guess which of the activities at what point in time produced the more-than-expected results, and we can produce a specific plan for the next practice. Thus, it is very beneficial to specify the educational goals before working on practices. < Contrast > Learning sciences are asking less and less for socalled “control groups” for their research. This is because, for the betterment of the next practice, it is more efficient to use the time for reviewing the process of a successful practice than making a single factor comparison, because what we want to know is not whether it worked but how it worked in relation with other factors. There are many reasons a practice gives the desired results or not, and they interact. Therefore, even if a cause or contributing factor to a successful outcome is identified, it can not be the only factor behind its success. This does not mean, however, that educational research should not compare at all, rather than that, if there are two or more paths to the successful accomplishment of a specific goal, comparing of them allows factors associated with the results to be identified more easily. In that sense, when devising a new way of teaching, it is often meaningful to compare both the processes and results of the first practice and second practice with slightly adjusted approach based on the results of the first practice. Regarding education using robots, there is an idea that the tangible nature of robots has educational effects on students through their physical experiences that can not be expected from classroom lectures alone. Here is an imaginary example. Suppose that a class previously allowed students to deal with an object only on a computer screen, but now the students are provided with a real model. Now suppose this real model has had some effects, but not to the level expected. In the second year, the class again includes operations on the screen in its introductory period, and, after the students have discussed the robot’s operation, a hands-on experience is provided. As a result, the second practice has almost the expected results despite the fact that the discussion on the operation on the screen has reduced the time for the operation of the real object. Now, how can this result be documented in a paper? In other words, how can this practice be reported in such a way that the reporter and readers may develop the next practice? A conclusion that “a hands-on experience may be important but the length of time does not affect the results” does not focus on what class is to be devised next. First of all, such conclusion misses the point in terms of the successful experience the second time. Now suppose that this practice is video-recorded at a level of resolution high enough to allow the comparison of the processes of the first and second classes. Reviewing the progression of the first class, we find that the model is introduced too early for the students to understand how to operate the real object and time is wasted over it. For this reason, the students utilize only about two-thirds of the expected length of time assigned to operation of the real object. Reviewing the progression of the second practice, we find that the length of time for discussion of the screen operation is just about one-third of the length of time assigned to the real object operation in the first class; that is, the length of time to operate the real object that is thought to be reduced is almost the same as that utilized in the first class. The first and the second classes are compared as Table 1. Although it may seem to be an afterthought, the results of the comparison of the two practices will be concluded as “to effectively learn from the actual object operation, the balance between the length of time to clarify what to do in the actual object operation and then the length of time to actually operate the object is apparently more important than the total length of time assigned to the actual object operation.” Some of the papers adopted this time should have manifested such comparison for an easier-to-understand result. < Assessment > Assessing what was learned as a result of teaching is more difficult than normally thought. Suppose we ask students the question, “In what year was Natsume Soseki (a Japanese famous novelist) born?” Which of the students should we give a higher score: a student who answers “1867” correctly, or a student who answers, “In the middle of the 19th century, probably,” based on the year of the Meiji Restoration, the year of the outbreak of the Thirty Year’sWar, and other betterknown years? In this case, the latter student often has more historical perspective than does the former. Tests require various problem-solving processes, depending on the way the questions are posed (or one’s understanding of what was asked). In that sense, an assessment is defined as “an interpretation of a cognitive process that, from a behavior observed by an approach, leads to the behavior.” The “approach” here is the equivalent of the test question above (i.e., the action of asking the year of Soseki’s birth), and “the behavior observed” is the equivalent of the answer of each student. The essence of an assessment depends on what the cognitive process that drew the answer interpreted from the behavior is. In this case, the answers of the two students imply that the cognitive process of the former student may only be to refer to a chronological table; on the other hand, that of the latter may be closer to a process of making an inference from a series of relevant events structured in memory as modern history. If one needs to confirm whether such interpretation is true, the student can be asked to elaborate in the assessment, i.e., the student can be asked a couple of similar questions, and the overall tendency of his observable behaviors may be interpreted. This suggests educational research consisting of continuous assessments rather than of a single collective assessment. In fact, the former involves elaboration but gives stable interpretations. Scoring the students by their performance over a couple of weeks of practice totaling several hours, performance that allows their behaviors to be observed, based on a confident, down-to-earth grade, is easier than scoring the students by their performance in once-a-week classes in a large lecture hall where individual reactions are invisible to the teacher and assessment is based only on the result of a single examination. Accordingly, if a practice is the subject of research, its results do not have to depend only on the final, single examination. Also, relying on a subjective assessment, which is more difficult to interpret, is not necessarily a wise thing to do. A stable assessment is achieved by continuously providing opportunities for behavioral observations in which cognitive processes are easy to interpret. Practices utilizing robots givemore opportunities for student observation for the purpose of assessment than other classes (e.g., mathematics or philosophy) in the sense that the students “externalize what they think” with a real subject. Educational research on robot education should take advantage of this. This argument can be countered by an argument that it is impossible to analyze such a great amount of data on the learning process, such as video. One of the answers to this counterargument is that it is good to keep as much data as possible to, when necessary, analyze it as needed. Now we look back the example of the imaginary classroom of experiential learning that we saw when we discussed the comparison. When we interpret the results of the two practices, if the length of time for actual object operation is focused on, we may first measure only the point in question from the video. Simply doing so ends up the discussion in the above example. Although time cannot be measured without a video record, measuring time is sufficient for one to be able to write a paper in the above example. In that sense, data on a leaning process is worth recording. In addition, if a further hypothesis, i.e., there is a difference in results depending not only the length of time but also how to use the time by each team between a group that performed a specific actual object operation and a group did not perform it, is generated, the video may be viewed again, and the occurrence of the specific activity alone can be focused on as a subject of analysis. Adding a report of learning process analysis results led by such a hypothesis not only facilitates the practice results to be brought into a paper but also serves as a strong factor that may lead to the next practice, the next educational study, and the next paper. Those researchers who have been involved in engineering education utilizing robots may each have individual hypotheses for better ways of teaching from their own individual experiences. Clarifying the instructional goal itself is the subject of research. By being aware of a hypothesis, translating a “better way of teaching” into reality in line with the hypothesis, clarifying an instructional goal, determining from a series of learning processes to what extent the goal can actually be accomplished, and reporting all of them to leave them to cooperative examination, those rules of thumb can be turned into learning principles. This special issue is, in that sense, the first step to new learning research.

Стилі APA, Harvard, Vancouver, ISO та ін.

21

Andersen, Harald. "Nu bli’r der ballade." Kuml 50, no. 50 (August 1, 2001): 7–32. http://dx.doi.org/10.7146/kuml.v50i50.103098.

Повний текст джерела

Анотація:

We’ll have trouble now!The Archaeological Society of Jutland was founded on Sunday, 11 March 1951. As with most projects with which P.V Glob was involved, this did not pass off without drama. Museum people and amateur archaeologists in large numbers appeared at the Museum of Natural History in Aarhus, which had placed rooms at our disposal. The notable dentist Holger Friis, the uncrowned king of Hjørring, was present, as was Dr Balslev from Aidt, Mr and Mrs Overgaard from Holstebro Museum, and the temperamental leader of Aalborg Historical Museum, Peter Riismøller, with a number of his disciples. The staff of the newly-founded Prehistoric Museum functioned as the hosts, except that one of them was missing: the instigator of the whole enterprise, Mr Glob. As the time for the meeting approached, a cold sweat broke out on the foreheads of the people present. Finally, just one minute before the meeting was to start, he arrived and mounted the platform. Everything then went as expected. An executive committee was elected after some discussion, laws were passed, and then suddenly Glob vanished again, only to materialise later in the museum, where he confided to us that his family, which included four children, had been enlarged by a daughter.That’s how the society was founded, and there is not much to add about this. However, a few words concerning the background of the society and its place in a larger context may be appropriate. A small piece of museum history is about to be unfolded.The story begins at the National Museum in the years immediately after World War II, at a time when the German occupation and its incidents were still terribly fresh in everyone’s memory. Therkel Mathiassen was managing what was then called the First Department, which covered the prehistoric periods.Although not sparkling with humour, he was a reliable and benevolent person. Number two in the order of precedence was Hans Christian Broholm, a more colourful personality – awesome as he walked down the corridors, with his massive proportions and a voice that sounded like thunder when nothing seemed to be going his way, as quite often seemed to be the case. Glob, a relatively new museum keeper, was also quite loud at times – his hot-blooded artist’s nature manifested itself in peculiar ways, but his straight forward appearance made him popular with both the older and the younger generations. His somewhat younger colleague C.J. Becker was a scholar to his fingertips, and he sometimes acted as a welcome counterbalance to Glob. At the bottom of the hierarchy was the student group, to which I belonged. The older students handled various tasks, including periodic excavations. This was paid work, and although the salary was by no means princely, it did keep us alive. Student grants were non-existent at the time. Four of us made up a team: Olfert Voss, Mogens Ørsnes, Georg Kunwald and myself. Like young people in general, we were highly discontented with the way our profession was being run by its ”ruling” members, and we were full of ideas for improvement, some of which have later been – or are being – introduced.At the top of our wish list was a central register, of which Voss was the strongest advocate. During the well over one hundred years that archaeology had existed as a professional discipline, the number of artefacts had grown to enormous amounts. The picture was even worse if the collections of the provincial museums were taken into consideration. We imagined how it all could be registered in a card index and categorised according to groups to facilitate access to references in any particular situation. Electronic data processing was still unheard of in those days, but since the introduction of computers, such a comprehensive record has become more feasible.We were also sceptical of the excavation techniques used at the time – they were basically adequate, but they badly needed tightening up. As I mentioned before, we were often working in the field, and not just doing minor jobs but also more important tasks, so we had every opportunity to try out our ideas. Kunwald was the driving force in this respect, working with details, using sections – then a novelty – and proceeding as he did with a thoroughness that even his fellow students found a bit exaggerated at times, although we agreed with his principles. Therkel Mathiassen moaned that we youngsters were too expensive, but he put up with our excesses and so must have found us somewhat valuable. Very valuable indeed to everyon e was Ejnar Dyggve’s excavation of the Jelling mounds in the early 1940s. From a Danish point of view, it was way ahead of its time.Therkel Mathiassen justly complained about the economic situation of the National Museum. Following the German occupation, the country was impoverished and very little money was available for archaeological research: the total sum available for the year 1949 was 20,000 DKK, which corresponded to the annual income of a wealthy man, and was of course absolutely inadequate. Of course our small debating society wanted this sum to be increased, and for once we didn’t leave it at the theoretical level.Voss was lucky enough to know a member of the Folketing (parliament), and a party leader at that. He was brought into the picture, and between us we came up with a plan. An article was written – ”Preserve your heritage” (a quotation from Johannes V. Jensen’s Denmark Song) – which was sent to the newspaper Information. It was published, and with a little help on our part the rest of the media, including radio, picked up the story.We informed our superiors only at the last minute, when everything was arranged. They were taken by surprise but played their parts well, as expected, and everything went according to plan. The result was a considerable increase in excavation funds the following year.It should be added that our reform plans included the conduct of exhibitions. We found the traditional way of presenting the artefacts lined up in rows and series dull and outdated. However, we were not able to experiment within this field.Our visions expressed the natural collision with the established ways that comes with every new generation – almost as a law of nature, but most strongly when the time is ripe. And this was just after the war, when communication with foreign colleagues, having been discontinued for some years, was slowly picking up again. The Archaeological Society of Jutland was also a part of all this, so let us turn to what Hans Christian Andersen somewhat provocatively calls the ”main country”.Until 1949, only the University of Copenhagen provided a degree in prehistoric archaeology. However, in this year, the University of Aarhus founded a chair of archaeology, mainly at the instigation of the Lord Mayor, Svend Unmack Larsen, who was very in terested in archaeology. Glob applied for the position and obtained it, which encompassed responsibility for the old Aarhus Museum or, as it was to be renamed, the Prehistoric Museum (now Moesgaard Museum).These were landmark events to Glob – and to me, as it turned out. We had been working together for a number of years on the excavation of Galgebakken (”Callows Hill”) near Slots Bjergby, Glob as the excavation leader, and I as his assistant. He now offered me the job of museum curator at his new institution. This was somewhat surprising as I had not yet finished my education. The idea was that I was to finish my studies in remote Jutland – a plan that had to be given up rather quickly, though, for reasons which I will describe in the following. At the same time, Gunner Lange-Kornbak – also hand-picked from the National Museum – took up his office as a conservation officer.The three of us made up the permanent museum staff, quickly supplemented by Geoffrey Bibby, who turned out to be an invaluable colleague. He was English and had been stationed in the Faeroe Islands during the war, where he learned to speak Danish. After 1945 he worked for some years for an oil company in the Gulf of Persia, but after marrying Vibeke, he settled in her home town of Aarhus. As his academic background had involved prehistoric cultures he wanted to collaborate with the museum, which Glob readily permitted.This small initial flock governed by Glob was not permitted to indulge inidleness. Glob was a dynamic character, full of good and not so good ideas, but also possessing a good grasp of what was actually practicable. The boring but necessary daily work on the home front was not very interesting to him, so he willingly handed it over to others. He hardly noticed the lack of administrative machinery, a prerequisite for any scholarly museum. It was not easy to follow him on his flights of fancy and still build up the necessary support base. However, the fact that he in no way spared himself had an appeasing effect.Provincial museums at that time were of a mixed nature. A few had trained management, and the rest were run by interested locals. This was often excellently done, as in Esbjerg, where the master joiner Niels Thomsen and a staff of volunteers carried out excavations that were as good as professional investigations, and published them in well-written articles. Regrettably, there were also examples of the opposite. A museum curator in Jutland informed me that his predecessor had been an eager excavator but very rarely left any written documentation of his actions. The excavated items were left without labels in the museum store, often wrapped in newspapers. However, these gave a clue as to the time of unearthing, and with a bit of luck a look in the newspaper archive would then reveal where the excavation had taken place. Although somewhat exceptional, this is not the only such case.The Museum of Aarhus definitely belonged among the better ones in this respect. Founded in 1861, it was at first located at the then town hall, together with the local art collection. The rooms here soon became too cramped, and both collections were moved to a new building in the ”Mølleparken” park. There were skilful people here working as managers and assistants, such as Vilhelm Boye, who had received his archaeological training at the National Museum, and later the partners A. Reeh, a barrister, and G.V. Smith, a captain, who shared the honour of a number of skilfully performed excavations. Glob’s predecessor as curator was the librarian Ejler Haugsted, also a competent man of fine achievements. We did not, thus, take over a museum on its last legs. On the other hand, it did not meet the requirements of a modern scholarly museum. We were given the task of turning it into such a museum, as implied by the name change.The goal was to create a museum similar to the National Museum, but without the faults and shortcomings that that museum had developed over a period of time. In this respect our nightly conversations during our years in Copenhagen turned out to be useful, as our talk had focused on these imperfections and how to eradicate them.We now had the opportunity to put our theories into practice. We may not have succeeded in doing so, but two areas were essentially improved:The numerous independent numbering systems, which were familiar to us from the National Museum, were permeating archaeological excavation s not only in the field but also during later work at the museum. As far as possible this was boiled down to a single system, and a new type of report was born. (In this context, a ”report” is the paper following a field investigation, comprising drawings, photos etc. and describing the progress of the work and the observations made.) The instructions then followed by the National Museum staff regarding the conduct of excavations and report writing went back to a 19th-century protocol by the employee G.V. Blom. Although clear and rational – and a vast improvement at the time – this had become outdated. For instance, the excavation of a burial mound now involved not only the middle of the mound, containing the central grave and its surrounding artefacts, but the complete structure. A large number of details that no one had previously paid attention to thus had to be included in the report. It had become a comprehensive and time-consuming work to sum up the desultory notebook records in a clear and understandable description.The instructions resulting from the new approach determined a special records system that made it possible to transcribe the notebook almost directly into a report following the excavation. The transcription thus contained all the relevant information concerning the in vestigation, and included both relics and soil layers, the excavation method and practical matters, although in a random order. The report proper could then bereduced to a short account containing references to the numbers in the transcribed notebook, which gave more detailed information.As can be imagined, the work of reform was not a continuous process. On the contrary, it had to be done in our spare hours, which were few and far between with an employer like Glob. The assignments crowded in, and the large Jutland map that we had purchased was as studded with pins as a hedge hog’s spines. Each pin represented an inuninent survey, and many of these grew into small or large excavations. Glob himself had his lecture duties to perform, and although he by no means exaggerated his concern for the students, he rarely made it further than to the surveys. Bibby and I had to deal with the hard fieldwork. And the society, once it was established, did not make our lives any easier. Kuml demanded articles written at lightning speed. A perusal of my then diary has given me a vivid recollection of this hectic period, in which I had to make use of the evening and night hours, when the museum was quiet and I had a chance to collect my thoughts. Sometimes our faithful supporter, the Lord Mayor, popped in after an evening meeting. He was extremely interested in our problems, which were then solved according to our abilities over a cup of instant coffee.A large archaeological association already existed in Denmark. How ever, Glob found it necessary to establish another one which would be less oppressed by tradition. Det kongelige nordiske Oldsskriftselskab had been funded in 1825 and was still influenced by different peculiarities from back then. Membership was not open to everyone, as applications were subject to recommendation from two existing members and approval by a vote at one of the monthly lecture meetings. Most candidates were of course accepted, but unpopular persons were sometimes rejected. In addition, only men were admitted – women were banned – but after the war a proposal was brought forward to change this absurdity. It was rejected at first, so there was a considerable excitement at the January meeting in 1951, when the proposal was once again placed on the agenda. The poor lecturer (myself) did his best, although he was aware of the fact that just this once it was the present and not the past which was the focus of attention. The result of the voting was not very courteous as there were still many opponents, but the ladies were allowed in, even if they didn’t get the warmest welcome.In Glob’s society there were no such restrictions – everyone was welcome regardless of sex or age. If there was a model for the society, it was the younger and more progressive Norwegian Archaeological Society rather than the Danish one. The main purpose of both societies was to produce an annual publication, and from the start Glob’s Kuml had a closer resemblance to the Norwegian Viking than to the Danish Aarbøger for nordisk Oldkyndighed og Historie. The name of the publication caused careful consideration. For a long time I kept a slip of paper with different proposals, one of which was Kuml, which won after having been approved by the linguist Peter Skautrup.The name alone, however, was not enough, so now the task became to find so mething to fill Kuml with. To this end the finds came in handy, and as for those, Glob must have allied him self with the higher powers, since fortune smiled at him to a considerable extent. Just after entering upon his duties in Aarhus, an archaeological sensation landed at his feet. This happened in May 1950 when I was still living in the capital. A few of us had planned a trip to Aarhus, partly to look at the relics of th e past, and partly to visit our friend, the professor. He greeted us warmly and told us the exciting news that ten iron swords had been found during drainage work in the valley of lllerup Aadal north of the nearby town of Skanderborg. We took the news calmly as Glob rarely understated his affairs, but our scepticism was misplaced. When we visited the meadow the following day and carefully examined the dug-up soil, another sword appeared, as well as several spear and lance heads, and other iron artefacts. What the drainage trench diggers had found was nothing less than a place of sacrifice for war booty, like the four large finds from the 1800s. When I took up my post in Aarhus in September of that year I was granted responsibility for the lllerup excavation, which I worked on during the autumn and the following six summers. Some of my best memories are associated with this job – an interesting and happy time, with cheerful comradeship with a mixed bunch of helpers, who were mainly archaeology students. When we finished in 1956, it was not because the site had been fully investigated, but because the new owner of the bog plot had an aversion to archaeologists and their activities. Nineteen years later, in 1975, the work was resumed, this time under the leadership of Jørgen Ilkjær, and a large amount of weaponry was uncovered. The report from the find is presently being published.At short intervals, the year 1952 brought two finds of great importance: in Februar y the huge vessel from Braa near Horsens, and in April the Grauballe Man. The large Celtic bronze bowl with the bulls’ heads was found disassembled, buried in a hill and covered by a couple of large stones. Thanks to the finder, the farmer Søren Paaske, work was stopped early enough to leave areas untouched for the subsequent examination.The saga of the Grauballe Man, or the part of it that we know, began as a rumour on the 26th of April: a skeleton had been found in a bog near Silkeborg. On the following day, which happened to be a Sunday, Glob went off to have a look at the find. I had other business, but I arrived at the museum in the evening with an acquaintance. In my diary I wrote: ”When we came in we had a slight shock. On the floor was a peat block with a corpse – a proper, well-preserved bog body. Glob brought it. ”We’ll be in trouble now.” And so we were, and Glob was in high spirits. The find created a sensation, which was also thanks to the quick presentation that we mounted. I had purchased a tape recorder, which cost me a packet – not a small handy one like the ones you get nowadays, but a large monstrosity with a steel tape (it was, after all, early days for this device) – and assisted by several experts, we taped a number of short lectures for the benefit of the visitors. People flocked in; the queue meandered from the exhibition room, through the museum halls, and a long way down the street. It took a long wait to get there, but the visitors seemed to enjoy the experience. The bog man lay in his hastily – procured exhibition case, which people circled around while the talking machine repeatedly expressed its words of wisdom – unfortunately with quite a few interruptions as the tape broke and had to be assembled by hand. Luckily, the tape recorders now often used for exhibitions are more dependable than mine.When the waves had died down and the exhibition ended, the experts examined the bog man. He was x-rayed at several points, cut open, given a tooth inspection, even had his fingerprints taken. During the autopsy there was a small mishap, which we kept to ourselves. However, after almost fifty years I must be able to reveal it: Among the organs removed for investigation was the liver, which was supposedly suitable for a C-14 dating – which at the time was a new dating method, introduced to Denmark after the war. The liver was sent to the laboratory in Copenhagen, and from here we received a telephone call a few days later. What had been sent in for examination was not the liver, but the stomach. The unfortunate (and in all other respects highly competent) Aarhus doctor who had performed the dissection was cal1ed in again. During another visit to the bogman’s inner parts he brought out what he believed to be the real liver. None of us were capable of deciding th is question. It was sent to Copenhagen at great speed, and a while later the dating arrived: Roman Iron Age. This result was later revised as the dating method was improved. The Grauballe Man is now thought to have lived before the birth of Christ.The preservation of the Grauballe Man was to be conservation officer Kornbak’s masterpiece. There were no earlier cases available for reference, so he invented a new method, which was very successful. In the first volumes of Kuml, society members read about the exiting history of the bog body and of the glimpses of prehistoric sacrificial customs that this find gave. They also read about the Bahrain expeditions, which Glob initiated and which became the apple of his eye. Bibby played a central role in this, as it was he who – at an evening gathering at Glob’s and Harriet’s home in Risskov – described his stay on the Persian Gulf island and the numerous burial mounds there. Glob made a quick decision (one of his special abilities was to see possibilities that noone else did, and to carry them out successfully to everyone’s surprise) and in December 1952 he and Bibby left for the Gulf, unaware of the fact that they were thereby beginning a series of expeditions which would continue for decades. Again it was Glob’s special genius that was the decisive factor. He very quickly got on friendly terms with the rulers of the small sheikhdoms and interested them in their past. As everyone knows, oil is flowing plentifully in those parts. The rulers were thus financially powerful and some of this wealth was quickly diverted to the expeditions, which probably would not have survived for so long without this assistance. To those of us who took part in them from time to time, the Gulf expeditions were an unforgettable experience, not just because of the interesting work, but even more because of the contact with the local population, which gave us an insight into local manners and customs that helped to explain parts of our own country’s past which might otherwise be difficult to understand. For Glob and the rest of us did not just get close to the elite: in spite of language problems, our Arab workers became our good friends. Things livened up when we occasionally turned up in their palm huts.Still, co-operating with Glob was not always an easy task – the sparks sometimes flew. His talent of initiating things is of course undisputed, as are the lasting results. He was, however, most attractive when he was in luck. Attention normally focused on this magnificent person whose anecdotes were not taken too seriously, but if something went wrong or failed to work out, he could be grossly unreasonable and a little too willing to abdicate responsibility, even when it was in fact his. This might lead to violent arguments, but peace was always restored. In 1954, another museum curator was attached to the museum: Poul Kjærum, who was immediately given the important task of investigating the dolmen settlement near Tustrup on Northern Djursland. This gave important results, such as the discovery of a cult house, which was a new and hitherto unknown Stone Age feature.A task which had long been on our mind s was finally carried out in 1955: constructing a new display of the museum collections. The old exhibitio n type consisted of numerous artefacts lined up in cases, accompaied ony by a brief note of the place where it was found and the type – which was the standard then. This type of exhibition did not give much idea of life in prehistoric times.We wanted to allow the finds to speak for themselves via the way that they were arranged, and with the aid of models, photos and drawings. We couldn’t do without texts, but these could be short, as people would understand more by just looking at the exhibits. Glob was in the Gulf at the time, so Kjærum and I performed the task with little money but with competent practical help from conservator Kornbak. We shared the work, but in fairness I must add that my part, which included the new lllerup find, was more suitable for an untraditional display. In order to illustrate the confusion of the sacrificial site, the numerous bent swords and other weapons were scattered a.long the back wall of the exhibition hall, above a bog land scape painted by Emil Gregersen. A peat column with inlaid slides illustrated the gradual change from prehistoric lake to bog, while a free-standing exhibition case held a horse’s skeleton with a broken skull, accompanied by sacrificial offerings. A model of the Nydam boat with all its oars sticking out hung from the ceiling, as did the fine copy of the Gundestrup vessel, as the Braa vessel had not yet been preserved. The rich pictorial decoration of the vessel’s inner plates was exhibited in its own case underneath. This was an exhibition form that differed considerably from all other Danish exhibitions of the time, and it quickly set a fashion. We awaited Glob’s homecoming with anticipation – if it wasn’t his exhibition it was still made in his spirit. We hoped that he would be surprised – and he was.The museum was thus taking shape. Its few employees included Jytte Ræbild, who held a key position as a secretary, and a growing number of archaeology students who took part in the work in various ways during these first years. Later, the number of employees grew to include the aforementioned excavation pioneer Georg Kunwald, and Hellmuth Andersen and Hans Jørgen Madsen, whose research into the past of Aarhus, and later into Danevirke is known to many, and also the ethnographer Klaus Ferdinand. And now Moesgaard appeared on the horizon. It was of course Glob’s idea to move everything to a manor near Aarhus – he had been fantasising about this from his first Aarhus days, and no one had raised any objections. Now there was a chance of fulfilling the dream, although the actual realisation was still a difficult task.During all this, the Jutland Archaeological Society thrived and attracted more members than expected. Local branches were founded in several towns, summer trips were arranged and a ”Worsaae Medal” was occasionally donated to persons who had deserved it from an archaeological perspective. Kuml came out regularly with contributions from museum people and the like-minded. The publication had a form that appealed to an inner circle of people interested in archaeology. This was the intention, and this is how it should be. But in my opinion this was not quite enough. We also needed a publication that would cater to a wider public and that followed the same basic ideas as the new exhibition.I imagined a booklet, which – without over-popularsing – would address not only the professional and amateur archaeologist but also anyone else interested in the past. The result was Skalk, which (being a branch of the society) published its fir t issue in the spring of 1957. It was a somewhat daring venture, as the financial base was weak and I had no knowledge of how to run a magazine. However, both finances and experience grew with the number of subscribers – and faster than expected, too. Skalk must have met an unsatisfied need, and this we exploited to the best of our ability with various cheap advertisements. The original idea was to deal only with prehistoric and medieval archaeology, but the historians also wanted to contribute, and not just the digging kind. They were given permission, and so the topic of the magazine ended up being Denmark’s past from the time of its first inhabitant s until the times remembered by the oldest of us – with the odd sideways leap to other subjects. It would be impossible to claim that Skalk was at the top of Glob’s wish list, but he liked it and supported the idea in every way. The keeper of national antiquities, Johannes Brøndsted, did the same, and no doubt his unreserved approval of the magazine contributed to its quick growth. Not all authors found it easy to give up technical language and express themselves in everyday Danish, but the new style was quickly accepted. Ofcourse the obligations of the magazine work were also sometimes annoying. One example from the diary: ”S. had promised to write an article, but it was overdue. We agreed to a final deadline and when that was overdue I phoned again and was told that the author had gone to Switzerland. My hair turned grey overnight.” These things happened, but in this particular case there was a happy ending. Another academic promised me three pages about an excavation, but delivered ten. As it happened, I only shortened his production by a third.The 1960s brought great changes. After careful consideration, Glob left us to become the keeper of national antiquities. One important reason for his hesitation was of course Moesgaard, which he missed out on – the transfer was almost settled. This was a great loss to the Aarhus museum and perhaps to Glob, too, as life granted him much greater opportunities for development.” I am not the type to regret things,” he later stated, and hopefully this was true. And I had to choose between the museum and Skalk – the work with the magazine had become too timeconsuming for the two jobs to be combined. Skalk won, and I can truthfully say that I have never looked back. The magazine grew quickly, and happy years followed. My resignation from the museum also meant that Skalk was disengaged from the Jutland Archaeological Society, but a close connection remained with both the museum and the society.What has been described here all happened when the museum world was at the parting of the ways. It was a time of innovation, and it is my opinion that we at the Prehistoric Museum contributed to that change in various ways.The new Museum Act of 1958 gave impetus to the study of the past. The number of archaeology students in creased tremendously, and new techniques brought new possibilities that the discussion club of the 1940s had not even dreamt of, but which have helped to make some of the visions from back then come true. Public in terest in archaeology and history is still avid, although to my regret, the ahistorical 1960s and 1970s did put a damper on it.Glob is greatly missed; not many of his kind are born nowadays. He had, so to say, great virtues and great fault s, but could we have done without either? It is due to him that we have the Jutland Archaeological Society, which has no w existed for half a century. Congr tulat ion s to the Society, from your offspring Skalk.Harald AndersenSkalk MagazineTranslated by Annette Lerche Trolle

Стилі APA, Harvard, Vancouver, ISO та ін.

22

Cioruța, Bogdan-Vasile, and Alexandru Lauran. "Computer Aided Training - A Variable of the Modern Romanian Educational Process in the Knowledge Society." Asian Journal of Education and Social Studies, December 17, 2020, 1–8. http://dx.doi.org/10.9734/ajess/2020/v13i430336.

Повний текст джерела

Анотація:

Computer and multimedia learning is still an active teaching method. Computer-assisted and computer-based training allows an education based on the intellectual profile of the student and beyond. It also puts the student in situations of interaction and rapid communication, made in a favorable environment that allows massive dissemination of the created content and time flexibility by combining synchronous and asynchronous means of communication. In the case of computer-assisted instruction, the interactivity is practically generalized, providing the learner with permanent feedback, as visible and immediate effects occur on the computer screen. Today, computer-assisted instruction involves efficient research of the student's work, supervised and guided by the teacher (even in the current conditions dictated by the pandemic), which helps him in performing technical operations, in identifying the links between information and documentation, leading him to a new form of knowledge (digital knowledge). Achieving the objectives of the educational process requires as necessary, in different stages of learning, the intuition of processes and phenomena of reality, either directly or through substitutes. At the same time, the formation of skills and abilities requires the presence of material supports for practicing actions. Through this paper, we aim to show that there is thus a diversity in education such as "pedagogical tools" called associated teaching aids in the field of computer-assisted training. They contribute to the efficient development of the didactic activity, being equally material resources of the educational process, selected from reality, modified, or made to reach the pedagogical objectives. The progress of technology has driven the diversification and improvement of these resources, so that, in the Information and Knowledge Society, it can be shown that computer-assisted training has become a variable of the modern educational process, which must take into account, more than ever, the profile of the individual and society.

Стилі APA, Harvard, Vancouver, ISO та ін.

23

Barrot, Jessie S., and Denson R. Acomular. "How university teachers navigate social networking sites in a fully online space: provisional views from a developing nation." International Journal of Educational Technology in Higher Education 19, no. 1 (September 28, 2022). http://dx.doi.org/10.1186/s41239-022-00357-3.

Повний текст джерела

Анотація:

AbstractAlthough social networking sites (SNS) have been widely investigated, very limited information is available about how teachers navigate them within a fully online learning space, the challenges they confront, and the strategies they use to overcome them. Thus, we examined these underexplored areas by interviewing 14 higher education teachers in the field of social sciences. Using a cross-case analysis, overall data indicates that teachers had varied reasons for and considered different factors when adopting SNS for online teaching. Our study also reveals that they used SNS affordances depending on their own teaching contexts and took different roles when teaching online via this platform. Although teachers generally viewed SNS as an instructional approach, they also reported several technical, pedagogical, and learner-related challenges, which they attempted to confront using a variety of strategies. These findings confirmed that teachers’ pedagogical practices and decisions in an SNS-mediated learning environment are shaped by the interaction between and among the teacher-related factors, SNS as an instructional tool, and teaching goals mediated by the policies (existing or not) and their peers. Some key implications of our findings are on designing teacher development programs, recalibrating national, institutional, and classroom policies, and implementing a systemic approach to mitigating pedagogical challenges in an online learning space. Implications for future studies are also discussed.

Стилі APA, Harvard, Vancouver, ISO та ін.

24

"Reading & writing." Language Teaching 39, no. 1 (January 2006): 32–40. http://dx.doi.org/10.1017/s0261444806233317.

Повний текст джерела

Анотація:

06–73Al-Sa'Di, Rami A. & Jihad M. Hamdan (U Jordan, Amman, Jordan; enigma_1g@yahoo.co.uk), ‘Synchronous online chat’ English: Computer-mediated communication. World Englishes (Blackwell) 24.4 (2005), 409–424.06–74Bitchener, John, Stuart Young & Denise Cameron (Auckland, New Zealand), The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing (Elsevier) 14.3 (2005), 191–205.06–75Blevins, Wiley (Scholastic Inc., USA), The importance of reading fluency and the English language learner. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 13–16.06–76Brown, Annie (U Melbourne, Australia; a.brown@unimelb.edu.au), Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing (Elsevier) 10.3 (2005), 174–191.06–77Claridge, Gillian (International Pacific College, New Zealand), Simplification in graded readers: Measuring the authenticity of graded texts. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 144–159.06–78Eriksson, Katarina & Karin Aronsson (U Linköping, Sweden), ‘We're really lucky’: Co-creating ‘us’ and the ‘other’ in school booktalk. Discourse & Society (Sage) 16.5 (2005), 719–738.06–79Ferenz, Orna (Bar Ilan U, Ramat Gan, Israel; ferenzo@mail.biu.ac.il), EFL writers' social networks: Impact on advanced academic literacy development. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 339–35106–80Fowle, Clyde (Macmillan Education, East Asia), Simply read-Introducing reading for pleasure. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 20–22.06–81Hee Ko, Myong (Seoul National U, Korea; myongheeko@yahoo.co.kr), Glosses, comprehension, and strategy use. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 125–143.06–82Hinkel, Eli (Seattle U, USA), Hedging, inflating, and persuading in L2 academic writing. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 29–53.06–83Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu) & Yuerong Liu Sweetland, Two case studies of L2 writers' experiences across learning-directed portfolio contexts. Assessing Writing (Elsevier), 10.3 (2005), 192–213.06–84Holligan, Chris (U Paisley, UK), Fact and fiction: A case history of doctoral supervision. Educational Research (Routledge/Taylor & Francis) 47.3 (2005), 267–278.06–85Kaakinnen, Johanna K. & Jukka Hyona (U Turku, Finland), Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking, and recall. Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 239–257.06–86Kimball, Miles (Texas Technical U, USA), Database e-portfolio systems: A critical appraisal. Computers and Composition (Elsevier) 22.4 (2005), 434–458.06–87Krekeler, Christian (Konstanz U of Applied Sciences, Germany), Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited. Language Testing (Hodder Arnold) 23.1 (2006), 99–130.06–88Lillis, Theresa (The Open U, UK) & Mary Jane Curry, Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts.Written Communication (Sage) 23.1 (2006), 3–35.06–89Martínez, Iliana A. (Universidad Nacional de Rio Cuarto, Argentina), Native and non-native writers' use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing (Elsevier) 14.3 (2005), 174–190.06–90Pavri, Shireen (California State U, USA), Johnell Bentz, Janetta Fleming Bradley & Laurie Corso, ‘Me amo leer’ reading experiences in a central Illinois summer migrant education programme. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 154–163.06–91Reinheimer, David A. (Southeast Missouri State U, USA; dreinheimer@semo.edu), Teaching composition online: Whose side is time on?Computers and Composition (Elsevier) 22.4 (2005), 459–470.06–92Rott, Susanne (U Illinois at Chicago, USA), Processing glosses: A qualitative exploration of how form–meaning connections are established and strengthened. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii), 17.2 (2005), 95–124.06–93Salmeron, Ladislao (U Granada, Spain), Jose J. Canas, Walter Kintsch & Immaculada Fajardo, Reading strategies and hypertext comprehension. Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 171–191.06–94Sapp, David Alan & James Simon (Fairfield U, USA; dsapp@mail.fairfield.edu), Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition (Elsevier) 22.4 (2005), 471–489.06–95Shaffer, Jeffrey (Osaka Gakuin U, Japan), Choosing narrow reading texts for incidental vocabulary acquisition. The Language Teacher (Japan Association for Language Teaching) 29.7 (2005), 21–27.06–96Storch, Neomy (U Melbourne, Australia), Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing (Elsevier) 14.3 (2005), 153–173.06–97Syrquin, Anna F. (U Miami, USA), Registers in the academic writing of African American college students. Written Communication (Sage) 23.1 (2006), 63–90.06–98Tardy, Christine M. (DePaul U, USA; ctardy@depaul.edu), ‘It's like a story’: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 325–338.06–99Taylor, Alison (U the West of England, UK), Elisabeth Lazarus & Ruth Cole, Putting languages on the (drop down) menu: Innovative writing frames in modern foreign language teaching. Educational Review (Routledge/Taylor & Francis) 57.4 (2005), 435–455.06–100Tetsuhito, Shizuka, Takeuchi, Osamu, Yashima, Tomoko & Yoshizawa, Kiyomi (Kansai U, Japan), A comparison of three- and four-option English tests for university entrance selection purposes in Japan. Language Testing (Hodder Arnold) 23.1 (2006), 35–57.06–101Thomas, Sue (De Montfort U, UK), Narratives of digital life at the trAce online writing centre. Computers and Composition (Elsevier) 22.4 (2005), 493–501.06–102You, Xiaoye (The Pennsylvania State U, USA; xuy10@psu.edu), ‘The choice made from no choice’: English writing instruction in a Chinese university. Journal of Second Language Writing (Elsevier) 13.2 (2004), 97–110.

Стилі APA, Harvard, Vancouver, ISO та ін.

25

"Language learning." Language Teaching 40, no. 1 (January 2007): 49–62. http://dx.doi.org/10.1017/s026144480622411x.

Повний текст джерела

Анотація:

07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.07–23Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.07–24Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll, Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345.07–25Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.07–26Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286.07–27Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 443–455.07–28Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.07–29Ewald, Jennifer (Saint Joseph's U, USA), Students' evaluations of dialogue journals: Perspectives on classroom themes. Applied Language Learning (Defense Language Institute) 16.1 (2006), 37–54.07–30Gearon, Margaret (U Monash, Australia; argaret.Gearon@Education.monash.edu.au), L'alternance codique chez les professeurs de francais langue etrangere pendant des lecons orientees vers le developpement des connaissances grammaticales [Code-switching in L2 French teachers in grammatical knowledge classes]. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467.07–31Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447.07–32Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; dt.greidanus@let.vu.nl), Bianca Beks & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532.07–33Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400.07–34Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; floramouse@yahoo.com.tw), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal (Sage) 37.2 (2006), 216–235.07–35Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran, Idiomatic syntactic constructions and language learning. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63.07–36Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422.07–37Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610.07–38Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195.07–39Kuhl, Patricia, K. (U Washington, USA; pkkuhl@u.washington.edu), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson, Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science (Blackwell) 9.2 (2006), F13.07–40Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev, ‘I like the Americans… but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108.07–41Lafontaine, Marc (U Laval, Canada; marc.lafontaine@lli.ulaval.ca), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562.07–42Liao, Posen (National Taipei U, Taiwan; posen@mail.ntpu.edu.tw), EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal (Sage) 37.2 (2006), 191–215.07–43Little, Deborah, M. (U Illinois & U Brandeis, USA; little@uic.edu), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield, Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511.07–44Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416.07–45McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.07–46Milton, James (U Wales Swansea, UK; j.l.milton@swansea.ac.uk), Language lite? Learning French vocabulary in school. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205.07–47Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.07–48O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; irena.obrien@gmail.com), Norman Segalowitz, Joe Collentine & Barbara Freed, Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402.07–49Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333.07–50Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.07–51Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.07–52Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.07–53Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590.07–54Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442.07–55Saaristo-Helin, Katri (U Helsinki, Finland; Katri.Saaristo@helsinki.fi), Tuula Savinainen & Sari Kunnari, The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective. Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190.07–56Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006), 228–243.07–57Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.07–58Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.07–59Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345.07–60Smith, Bruce, L. (U Utah, USA; bruce.smith@hsc.utah.edu),Karla K. McGregor & Darcy Demille, Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375.07–61Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.07–62Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; carolt@utdallas.edu) & Pamela Rosenthal Rollins, Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463.07–63Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.07–64Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.07–65Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388.07–66Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.

Стилі APA, Harvard, Vancouver, ISO та ін.

26

"Language learning." Language Teaching 37, no. 1 (January 2004): 53–61. http://dx.doi.org/10.1017/s0261444804222133.

Повний текст джерела

Анотація:

04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328.04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647.04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34.04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect (Sydney, Australia), 18, 3 (2003), 53–70.04–32De Fraine, Bieke, Van Damme, Jan, Van Landeghem, Georges and Opdenakker, Marie-Christine (Centre for Educational Effectiveness and Evaluation, Belgium; Email: Beatrijs.DeFraine@ped.kuleuven.ac.be) and Onghena, Patrick. The effect of schools and classes on language achievement. British Educational Research Journal (London, UK), 29, 6 (2003), 841–859.04–33Detey, Sylvain (Université de Toulouse-Le Mirail, France). Invariance, variations et “centration cognitive”: quelles nécessités pour la didactique des langues? [Universals, individuality and “cognitive centring”: what is their use for language teaching?]Revue Parole (Paris, France), 25/26 (2003), 75–114.04–34Durán, Pilar (Reading U., UK; Email: p.duran@reading.ac.uk). Children as mediators for the second language learning of their migrant parents. Language and Education (Clevedon, UK), 17, 5 (2003), 311–331.04–35Erlam, Rosemary (U. of Auckland, New Zealand). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition (New York, USA), 25, (4) (2003), 559–582.04–36Gardner, R. C. (University of Western Ontario, Canada; Email: gardner@uwo.ca), Masgoret, A. M., Tennant, J. and Mihic L. Integrative motivation: changes during a year-long intermediate level language course. Language Learning (Malden, MA, USA), 54, 1 (2004), 1–34.04–37Gélat, Mona (Twickenham, UK; Email: mona_gelat@onetel.net.uk). Taking others' perspectives in a peer interactional setting while preparing for a written argument. Language and Education (Clevedon, UK), 17, 5 (2003), 332–354.04–38Graham, Suzanne (Reading U., UK; Email: suzanne@graham11.freeserve.co.uk). Learner strategies and advanced level listening comprehension. Language Learning Journal (London, UK), 28 (Winter 2003), 64–69.04–39Hew, Soon-Hin and Ohki, Mitsuri (Kyoto U., Japan; Email: my711010@hotmail.com). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: a case study. Calico Journal (Texas, USA), 21, 2 (2004), 397–419.04–40Itakura, Hiroko (The Hong Kong Polytechnic University, Hong Kong; Email: eghiroko@polyu.edu.hk). Changing cultural stereotypes through e-mail assisted foreign language learning. System (Oxford, UK), 32, 1 (2004), 37–51.04–41Johnstone, Richard (Stirling U., UK; Email: r.m.johnstone@stir.ac.uk). Evidence-based policy: early modern language learning at primary. Language Learning Journal (London, UK), 28 (Winter 2003), 14–21.04–42Kingston, John (University of Massachusetts, USA; Email: jkingston@linguist.umass.edu). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349.04–43Lamb, Martin (University of Leeds, UK; Email: m.v.lamb@education.leeds.ac.uk). Integrative motivation in a globalizing world. System (Oxford, UK), 32, 1 (2004), 3–19.04–44Larson-Hall, Jennifer (University of North Texas, USA). Predicting perceptual success with segments: a test of Japanese speakers of Russian. Second Language Research (London, UK), 20, 1 (2004), 33–76.04–45Lazaraton, Anne (University of Minnesota, USA; Email: lazaratn@umn.edu). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning (Malden, MA, USA), 54, 1 (2004), 79–117.04–46Lightbown, Patsy M. (Concordia U., Canada; Email: patsy.lightbown@verizon.net). SLA research in the classroom/SLA research for the classroom. Language Learning Journal (London, UK), 28 (Winter 2003), 4–13.04–47Loewen, Shawn (University of Auckland, New Zealand; Email: s.loewen@auckland.ac.nz). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning (Malden, MA, USA), 54, 1 (2004), 153–188.04–48Matsuda, Sae and Gobel, Peter (Kyoto Sangyo University, Japan; Email: sae@ cc.kyoto-su.as.jp). Anxiety and predictors of performance in the foreign language classroom. System (Oxford, UK), 32, 1 (2004), 21–36.04–49Mills, N., Herron, C. and Cole, S. (Emory University, Atlanta; Email: nmills@learnlink.emory.edu.). Teacher-assisted versus individual viewing of foreign language video: relation to comprehension, self-efficacy, and engagement. Calico Journal (Texas, USA), 21, 2 (2004), 291–316.04–50Mishra, Ranjita (Utkal U., India). The development of narration ability among pre-school children. Psycho-lingua (Raipur, India), 33, 1 (2003), 8–16.04–51Mondria, Jan-Arjen (U. of Groningen, The Netherlands). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition (New York, USA), 25, (4) 473–499.04–52Park, Hyeson (University of South Carolina, USA). A minimalist approach to null objects and subjects in second language acquisition. Second Language Research, 20, 1 (2004), 1–32.04–53Phakiti, Aek (U. of Melbourne, Australia; Email: aekmaejo@hotmail.com). Acloser look at gender and strategy use in L2 reading. Language Learning (Malden, MA, USA), 53, 4 (2003), 649–702.04–54Roed, J. (University College London, UK; Email: j.roed@ucl.ac.uk). Language learner behaviour in a virtual environment. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 155–172.04–55Rogerson-Revell, Pamela (U. of Leicester, UK; Email: pmrr1@le.ac.uk). Developing a cultural syllabus for business language e-learning materials. ReCall (Cambridge, UK), 15, 2 (2003), 155–168.04–56Sanz, Cristina and Morgan-Short, Kara (Georgetown University, USA; Email: sanzc@georgetown.edu). Positive evidence versus explicit rule presentation and explicit negative feedback: a computer assisted study. Language Learning (Malden, MA, USA), 54, 1 (2004), 35–78.04–57Savignon, S. and Roithmeier, W. (The Pennsylvania State University, USA; Email: SJSavignon@psu.edu). Computer-mediated communication: texts and strategies. Calico Journal (Texas, USA), 21, 2 (2004), 265–290.04–58Shaughnessy, Michael (Washington and Jefferson C, USA; Email: mshaughnessy@washjeff.edu). CALL, commercialism, and culture: inherent software design conflicts and their results. ReCall (Cambridge, UK), 15, 2 (2003), 251–268.04–59Shedivy, Sandra (University of Wisconsin, USA; Email: shed2@msn.com). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System (Oxford, UK), 32, 1 (2004), 103–119.04–60Stunder, Thérèse (Geneva, Switzerland). Kann man Grammatik unterrichten?Antworten aus der Perspektive des Genfer DiGS-Projekts [Can we teach grammar? Some answers from the Geneva's DiGS-project.] Der Unterrichtspraxis (Cherry Hill, NJ, USA), 35, 2 (Spring 2003), 109–122.04–61Waring, Rob (Notre Dame Seishin U., Japan) and Takaki, Misako.At what rate do learners learn and retain new vocabulary from reading a graded reader?Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 130–163.04–62Wu, Xinyi (Sunchime & Yiyan Science and Education Development Corporation, China; Email: xinyi525@sohu.com). Intrinsic motivation and young language learners: the impact of the classroom environment. System (Oxford, UK), 31 (4) (2003), 501–517.04–63Yashima, Tomoko (Kansai University, Japan; Email: yashima@ipcku.kansai-u.ac.jp), Zenuk-Nishide, Loriand Shimizu, Kazuaki. The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning (Malden, MA, USA), 54, 1 (2004), 119–152.

Стилі APA, Harvard, Vancouver, ISO та ін.

27

Cerratto, Teresa. "Chatting to Learn and Learning to Chat." M/C Journal 3, no. 4 (August 1, 2000). http://dx.doi.org/10.5204/mcj.1866.

Повний текст джерела

Анотація:

If we consider learning as a meaning-making process where people construct shared knowledge, it becomes a social dialogical activity in which knowledge is the result of an active process of articulation and reflection within a context (Jonassen et al.). An important element of this belief is that conversation is at the core of learning because knowledge is language-mediated. Within this context, what makes a conversation worthwhile and meaningful is how it is structured, how it is managed by the participants, and most importantly, how it is understood. In particular, conversation is essential in learning situations where the main goal is to generate a new understanding of the world (Bruner). Thus, if conversations can be seen as support for learning processes, the question then becomes how synchronous textual spaces mediate conversation and how chat affects learning. Experienced Teachers Learning in a Collaborative Virtual Environment We studied two different groups of experienced teachers from Kindergarten to Grade 12 (K-12) attending a Master of Education course entitled "Curriculum and Instruction". They communicated through a collaborative virtual environment (CVE) designed to enhance teachers' professional development: TAPPED IN™ (TI). We recorded their on-line conversations over six weeks. The teachers met twice a week for a two hour session and the data collected consisted of approximately 350-400 pages of text from transcripts. The following concerns, gleaned from an ongoing analysis of on-line conversations are of interest for this paper: The first concern has to do with the ability of teachers to concentrate on a task while managing multiple simultaneous conversations. The question is how to maintain the focus on the purpose of the goal oriented task. The second concern is related to the technical characteristics of a CVE and the teachers' feelings of being lost, too slow, or not understanding the point of the discussion. The question is how to deal with this confusion when the aim is to construct meanings from online discussion? The third concern is related the preceding points. It is concerned with the importance of a leader coaching and guiding experienced teachers online. We examined these three concerns, using TI during the teachers' on line discussions. Our primary goal in the analysis was to determine i) whether the teachers could conduct their learning activities through TI and ii) how goal-oriented conversations might be affected by the constraints of TI. The following examples come from a personal recorder. Messages are numbered in order to show their position in the session and to show the distance between the messages sent. Implications of Multitasking in Learning Sessions In CVEs, participants have the possibility of performing several tasks simultaneously (Holmevik). This is especially true when participants hold more than one conversation at a time. Participants can talk to one person or to the whole group while also chatting privately with people in the same CVE's room, in the same CVE or even in other CVEs. But the possibility of being able to participate in multiple conversations becomes potentially confusing and disorienting for teachers wanting to achieve a specific task. Let us give an example of how a main task (e.g. to share notes of pedagogical projects -- task 1) fragments into different tasks (e.g. learning a command -- how to create a note -- task 2; and socialise, express feelings and play with cows -- task 3). (Note that the students are in fact experienced teachers and a teacher is leading the session. The goal of the on-line session is to read and discuss the different educational projects that the students should have written in virtual notes.) The goal of the task became difficult to accomplish for teachers who were suddenly involved in more than one task at a time. In order to understand what is going on in this situation, participants had to accomplish extra work. They needed to filter messages and rank them to make the main objective of the session clear. In a goal-oriented session such as this, it is extremely important to keep track of the task as well as to concentrate on one activity at time. This entails a necessity to understand current threads in order to contribute to the object of interest for them as individuals and as a group member. Implications of Multi Threads and Floor-Taking in Goal-Oriented Conversations Perseverance with each message creates a parallelism that can become extremely disorienting to participants who intend to produce new understandings and not just maintain an awareness during on-line conversations. The larger the number of participants in a conversation, the more likely it is for fragmentation to occur. The jumbled and quickly scrolling screen can be quite disconcerting. Yet as mentioned by Mynatt et al., even between two participants, multi-threading is common due to the overlapping composition of conversational turns. Participants write simultaneously and the host computer sends the messages out sequentially. Under these conditions, competing conversational threads emerge continuously. It becomes difficult to know who actually holds the floor at the time. Here is an example showing a teacher -- student 2 -- looking for attention and trying to read and understand others' answers to his questions: Student 2 did not read message 26 sent from the teacher with care. In fact, the teacher did explain that there is a part in the assignment where students have to meet in order to exchange ideas about individual projects. Yet although S2's question was answered, S2 still did not understand. A possible reason is that S2 could have been focussed on writing the next question. Again, the teacher answered the question asked in message 29. However, S2 still did not understand in spite of S15 and S6 confirming that the teacher had already covered the question. Student 2 finally understood when the teacher addressed him directly and repeated what the other students had said before. In order to be heard, the students repeated their questions until they had the answer from the teacher. With more than a handful of participants, this attention seeking strategy may make on-line conversations confusing. Goal-oriented conversations then easily degenerate, as mentioned by Colomb and Simutis. These authors point out that one of the most common problems in using CMC is keeping students on task. Even experienced teachers do not escape from the possibility of converting from an instrumental discussion to a social one due to different misunderstanding between interlocutors. To be able to 'send' a message is not equivalent to claiming the 'floor'. An important extra task that teachers have to do in CVEs before sending a message is to think about how it meets the goal of the discussion. Looking for coherence and understanding is a must in learning situations and this becomes a great challenge in online learning sessions. On the other hand, different modalities of communication in CVEs may add richness and depth to online conversations when participants can anticipate constraints. Consider another group of teachers. They are discussing readings, and make great use of multiple modalities, such as gestures, to reframe misunderstandings. These gestures provide back channel information and other visual signs. Here is one example of what a group of teachers does in order to avoid embarrassing situations. As Mynatt et al. express, "the availability of multiple modalities gives complexity to the interactional rhythm, because people have choices about what modality to use at any particular moment and for any set of conversation partners" (138). Given these pros and cons of CVEs, the challenge of holding an on-line educational discussion requires the teachers to reestablish the context and control the underlying the sense of the conversation. This challenge could be also regarded as an exigency of the medium that 'invites' teachers to structure their conversations in order to encourage meaningful discussions. Importance of a Teacher of Teachers The problems mentioned earlier may be solved more easily when there is a leader at hand. Since these difficulties mainly arise at the start of learning the communication environment, it might be proposed that a leader is most critical in this phase. A comparison of two groups' interactions with and without a leader supports the intuition that a leader is crucial for keeping the learning on track even though the participants are experienced teachers. In this example, the task that the group performed was the same: "learning to attach an icon to their ellipses representing their presence in the system". Table 1. Data related to groups with and without a teacher Groups Learners Icons attached Messages produced Time employed 1. Without leader 12 0 549 56 min 8 sec 2. With leader 9 4 644 1h 27min 52 sec Fig. 1 Comparing flow and categories of the messages sent by the groups These frequencies confirm that teachers without a leader have more problems than the group with a leader. The number of successful icons attached by the groups (0 and 4 icons) demonstrates this claim. What happens is that the number of messages related to 'Task' decrease and those related to 'Relation' increase when there is no leader present -- a result which would be unsurprising among most people who have worked in 'real' classrooms. Messages produced and coded as 'Playing' and 'Feedback' also show a considerable difference between groups. Finally, categories such as 'Whisper' and 'Artifact' present in comparison to the others minimal differences between groups. A leader is a must for the smooth development of on-line conversation. The leader is a sort of mediator between the pedagogical task of the on-line conversation and what appears on the screen. The leader's task is to show which threads are important to follow or not and how messages should be read on the screen. Like an orchestra conductor, the leader coordinates tasks and makes sense of individual actions which are part of a common product and the quality of the on-going conversation. Discussion This ongoing research has demonstrated three important concerns surrounding experienced teachers' professional use of CVE. First, teachers chatting online have to anticipate the lack of assurance "that what gets sent gets read" and that gaining the floor in a CVE is "that one's message draws a response and in some way affect the direction of a current thread" (Colomb and Simutis). Teachers have to learn to negotiate turn-taking sequences behind the screen. When chatting, a person's intention to speak is not signalled. Overlapping and interruptions do not exist and non-verbal communication requires knowledge of gesture commands. Negotiating turns in online conversations is concerned with how people express information and what they express. In educational discussion, turns are generally taken when messages either present a good formulation of ideas, express controversial thinking, raise an issue that allows someone else to participate, or provide knowledge on the topic at hand. Second, teachers should learn to collaborate in online conversations. It is essential to be aware that people are writing a text while they discuss. The quality of the conversation will depend on one hand, how teachers manage the discussion and, on the other hand, the opinions they elaborate together. Third, teachers need leaders in online discussions. A leader has to be able to anticipate the text that the participants are writing. The leader has the responsibility of meeting pedagogical goals with a participant's messages. The leader has to show the coherence or incoherence of the discussion and raise issues that improve the level of the written interaction. These issues are extremely important in a context where people learn through conversations. As Laurillard has mentioned, "academic knowledge relies heavily on symbolic representation as the medium through which it is known. ... Students have to learn to handle the representations system as well as the ideas they represent" (27). Therefore, it is necessary that learners know and think about the rules of online discussion in order to adapt technical commands and effects to their needs. But these rules are in contrast to what participants expect from online conversations. Teachers want to perform their tasks with support of a computer program; they do not want to learn the computer program per se. CMC in learning activities must be based, not on visionary claims about technology as an all-purpose tool for automatic teaching/learning, but on specific accounts of how and why the technology affects the user's achievement of specific goals. Acknowledgements This study has been supported by a grant from the Swedish Transport & Communication Research Board. We wish to express our gratitude to Judi Fusco, who, in several ways, has been a bridge between the TI community and us. We also want to thank the teachers, CharlesE and FlorenceE, for having the courage of letting Tessy 'sit in' on the sessions. The 'expert' session was lead by TerryG, whom we also want to thank for her generosity. Susan Wildermuth came to us in the final spurt, and we owe her much for the reliability check, structuring of ideas, and hints about related research. Finally, all students struggling with TI are thanked for their willingness to participate in this study. References Cherny, L. Conversation and Community. Chat in a Virtual World. California: CSCLI Ed, 1999. Colomb, and Simutis. "Visible Conversations and Academic Inquiry: CMC in a Culturally Diverse Classroom." Computer-Mediated Communication: Linguistic, Social and Cross-Cultural Perspectives. Ed. Susan Herring. Philadelphia: John Benjamins, 1996. 203-24. Bruner, Jerome. Acts of Meanings. Cambridge, MA: Harvard UP, 1990. Holmevik, J., and C. Haynes. MOOniversity. A Student's Guide to Online Learning Environments. Boston: Allyn and Bacon, 2000. Jonassen, D., et al. "Constructivism and Computer-Mediated Communication." Distance Education 9.2 (1992): 7-25. Laurrillard, Diana. Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge, 1994. Mynatt, E. D., et al. "Network Communities: Something Old, Something New, Something Borrowed." Computer Supported Cooperative Work: The Journal of Collaborative Computing 7.1-2 (1998): 123-56. Schlager, M., J. Fusco, and P. Schank. "Evolution of an On-line Education Community of Practice." Building Virtual Communities: Learning and Change in Cyberspace. Ed. K. Ann Renninger and W. Shumar. NY: Cambridge UP, 2000. Wærn, Yvonne. "Absent Minds -- On Teacher Professional Development." Journal of Courseware Studies 22 (1999): 441-55. Citation reference for this article MLA style: Teresa Cerratto, Yvonne Wærn. "Chatting to Learn and Learning to Chat in Collaborative Virtual Environments." M/C: A Journal of Media and Culture 3.4 (2000). [your date of access] <http://www.api-network.com/mc/0008/learning.php>. Chicago style: Teresa Cerratto, Yvonne Wærn, "Chatting to Learn and Learning to Chat in Collaborative Virtual Environments," M/C: A Journal of Media and Culture 3, no. 4 (2000), <http://www.api-network.com/mc/0008/learning.php> ([your date of access]). APA style: Teresa Cerratto, Yvonne Wærn. (2000) Chatting to learn and learning to chat in collaborative virtual environments. M/C: A Journal of Media and Culture 3(4). <http://www.api-network.com/mc/0008/learning.php> ([your date of access]).

Стилі APA, Harvard, Vancouver, ISO та ін.

28

"Language learning." Language Teaching 40, no. 2 (March 7, 2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.

Повний текст джерела

Анотація:

07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.07–202Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.07–231Lieberman, Moti (American U, USA; aoshima@american.edu), Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

Стилі APA, Harvard, Vancouver, ISO та ін.

29

"Language teaching." Language Teaching 36, no. 2 (April 2003): 120–57. http://dx.doi.org/10.1017/s0261444803211939.

Повний текст джерела

Анотація:

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.

Стилі APA, Harvard, Vancouver, ISO та ін.

30

Meron, Yaron. "“What's the Brief?”." M/C Journal 24, no. 4 (August 20, 2021). http://dx.doi.org/10.5204/mcj.2797.

Повний текст джерела

Анотація:

“What's the brief?” is an everyday question within the graphic design process. Moreover, the concept and importance of a design brief is overtly understood well beyond design practice itself—especially among stakeholders who work with designers and clients who commission design services. Indeed, a design brief is often an assumed and expected physical or metaphoric artefact for guiding the creative process. When a brief is lacking, incomplete or unclear, it can render an already ambiguous graphic design process and discipline even more fraught with misinterpretation. Nevertheless, even in wider design discourse, there appears to be little research on design briefs and the briefing process (Jones and Askland; Paton and Dorst). It seems astonishing that, even in Peter Phillips’s 2014 edition of Creating the Perfect Design Brief, he feels compelled to comment that “there are still no books available about design briefs” and that the topic is only “vaguely” covered within design education (21). While Phillips’s assertion is debatable if one draws purely from online vernacular sources or professional guides, it is supported by the lack of scholarly attention paid to the design brief. Graphic design briefs are often mentioned within design books, journals, and online sources. However, this article argues that the format, function and use of such briefs are largely assumed and rarely identified and studied. Even within the broader field of design research, the tendency appears to be to default to “the design brief” as an assumed shorthand, supporting Phillips’s argument about the nebulous nature of the topic. As this article contextualises, this is further problematised by insufficient attention cast on graphic design itself as a specific discipline. This article emerges from a wider, multi-stage creative practice study into graphic design practice, that used experimental performative design research methods to investigate graphic designers’ professional relationships with stakeholders (Meron, Strangely). The article engages with specific outcomes from that study that relate to the design brief. The article also explores existing literature and research and argues for academics, the design industry, and educationalists, to focus closer attention on the design brief. It concludes by suggesting that experimental and collaborative design methods offers potential for future research into the design brief. Contextualising the Design Brief It is critical to differentiate the graphic design brief from the operational briefs of architectural design (Blyth and Worthington; Khan) or those used in technical practices such as software development or IT systems design, which have extensive industry-formalised briefing practices and models such as the waterfall system (Petersen et al.) or more modern processes such as Agile (Martin). Software development and other technical design briefs are necessarily more formulaically structured than graphic design briefs. Their requirements are generally empirically and mechanistically located, and often mission-critical. In contrast, the conceptual nature of creative briefs in graphic design creates the potential for them to be arbitrarily interpreted. Even in wider design discourse, there appears to be little consistency about the form that a brief takes. Some sources indicate that a brief only requires one page (Elebute; Nov and Jones) or even a single line of text (Jones and Askland). At other times briefs are described as complex, high-level documents embedded within processes which designers respond to with the aim of producing end products to satisfy clients’ requirements (Ambrose; Patterson and Saville). Ashby and Johnson (40) refer to the design brief as a “solution neutral” statement, the aim being to avoid preconceptions or the narrowing of the creative possibilities of a project. Others describe a consultative (Walsh), collaborative and stakeholder-inclusive process (Phillips). The Scholarly Brief Within scholarly design research, briefs inevitably manifest as an assumed artefact or process within each project; but the reason for their use or antecedents for chosen formats are rarely addressed. For example, in “Creativity in the Design Process” (Dorst and Cross) some elements of the design brief are described. The authors also describe at what stage of the investigation the brief is introduced and present a partial example of the brief. However, there is no explanation of the form of the brief or the reasons behind it. They simply describe it as being typical for the design medium, adding that its use was considered a critical part of addressing the design problem. In a separate study within advertising (Johar et al.), researchers even admit that the omission of crucial elements from the brief—normally present in professional practice—had a detrimental effect on their results. Such examples indicate the importance of briefs for the design process, yet further illustrating the omission of direct engagement with the brief within the research design, methodology, and methods. One exception comes from a study amongst business students (Sadowska and Laffy) that used the design brief as a pedagogical tool and indicates that interaction with, and changes to, elements of a design brief impact the overall learning process of participants, with the brief functioning as a trigger for that process. Such acknowledgement of the agency of a design brief affirms its importance for professional designers (Koslow et al.; Phillips). This use of a brief as a research device informed my use of it as a reflective and motivational conduit when studying graphic designers’ perceptions of stakeholders, and this will be discussed shortly. The Professional Brief Professionally, the brief is a key method of communication between designers and stakeholders, serving numerous functions including: outlining creative requirements, audience, and project scope; confirming project requirements; and assigning and documenting roles, procedures, methods, and approval processes. The format of design briefs varies from complex multi-page procedural documents (Patterson and Saville; Ambrose) produced by marketing departments and sent to graphic design agencies, to simple statements (Jones and Askland; Elebute) from small to medium-sized businesses. These can be described as the initial proposition of the design brief, with the following interactions comprising the ongoing briefing process. However, research points to many concerns about the lack of adequate briefing information (Koslow, Sasser and Riordan). It has been noted (Murray) that, despite its centrality to graphic design, the briefing process rarely lives up to designers’ expectations or requirements, with the approach itself often haphazard. This reinforces the necessarily adaptive, flexible, and compromise-requiring nature of professional graphic design practice, referred to by design researchers (Cross; Paton and Dorst). However, rather than lauding these adaptive and flexible designer abilities as design attributes, such traits are often perceived by professional practitioners as unequal (Benson and Dresdow), having evolved by the imposition by stakeholders, rather than being embraced by graphic designers as positive designer skill-sets. The Indeterminate Brief With insufficient attention cast on graphic design as a specific scholarly discipline (Walker; Jacobs; Heller, Education), there is even less research on the briefing process within graphic design practice (Cumming). Literature from professional practice on the creation and function of graphic design briefs is often formulaic (Phillips) and fractured. It spans professional design bodies, to templates from mass-market printers (Kwik Kopy), to marketing-driven and brand-development approaches, in-house style guides, and instructional YouTube videos (David). A particularly clear summary comes from Britain’s Design Council. This example describes the importance of a good design brief, its requirements, and carries a broad checklist that includes the company background, project aims, and target audience. It even includes stylistic tips such as “don’t be afraid to use emotive language in a brief if you think it will generate a shared passion about the project” (Design Council). From a subjective perspective, these sources appear to contain sensible professional advice. However, with little scholarly research on the topic, how can we know that, for example, using emotive language best informs the design process? Why might this be helpful and desirable (or otherwise) for designers? These varied approaches highlight the indeterminate treatment of the design brief. Nevertheless, the very existence of such diverse methods communicates a pattern of acknowledgement of the criticality of the brief, as well as the desire, by professional bodies, commentators, and suppliers, to ensure that both designers and stakeholders engage effectively with the briefing process. Thus, with such a pedagogic gap in graphic design discourse, scholarly research into the design brief has the potential to inform vernacular and formal educational resources. Researching the Design Brief The research study from which this article emerges (Meron, Strangely) yielded outcomes from face-to-face interviews with eleven (deidentified) graphic designers about their perceptions of design practice, with particular regard to their professional relationships with other creative stakeholders. The study also surveyed online discussions from graphic design forums and blog posts. This first stage of research uncovered feelings of lacking organisational gravitas, creative ownership, professional confidence, and design legitimacy among the designers in relation to stakeholders. A significant causal factor pointed to practitioners’ perceptions of lacking direct access to and involvement with key sources of creative inspiration and information; one specific area being the design brief. It was a discovery that was reproduced thematically during the second stage of the research. This stage repurposed performative design research methods to intervene in graphic designers’ resistance to research (Roberts, et al), with the goal of bypassing practitioners’ tendency to portray their everyday practices using formulaic professionalised answers (Dorland, View). In aiming to understand graphic designers’ underlying motivations, this method replaced the graphic designer participants with trained actors, who re-performed narratives from the online discussions and designer interviews during a series of performance workshops. Performative methodologies were used as design thinking methods to defamiliarise the graphic design process, thereby enabling previously unacknowledged aspects of the design process to be unveiled, identified and analysed. Such defamiliarisation repurposes methods used in creative practice, including design thinking (Bell, Blythe, and Sengers), with performative elements drawing on ethnography (Eisner) and experimental design (Seago and Dunne). Binding these two stages of research study together was a Performative Design Brief—a physical document combining narratives from the online discussions and the designer interviews. For the second stage, this brief was given to a professional theatre director to use as material for a “script” to motivate the actors. In addition to identifying unequal access to the creative process as a potential point of friction, this study yielded outcomes suggesting that designers were especially frustrated when the design brief was unclear, insufficiently detailed, or even missing completely. The performative methodology enabled a refractive approach, using performative metaphor and theatre to defamiliarise graphic design practice, portraying the process through a third-party theatrical prism. This intervened in graphic designers’ habitual communication patterns (Dorland, The View). Thus, combining traditional design research methods with experimental interdisciplinary ones, enabled outcomes that might not otherwise have emerged. It is an example of engaging with the fluid, hybrid (Heller, Teaching), and often elusive practices (van der Waarde) of graphic design. Format, Function, and Use A study (Paton and Dorst) among professional graphic designers attempts to dissect practitioners’ perceptions of different aspects of briefing as a process of ‘framing’. Building on the broader theories of design researchers such as Nigel Cross, Bryan Lawson, and Donald Schön, Paton and Dorst suggest that most of the designers preferred a collaborative briefing process where both they and client stakeholders were directly involved, without intermediaries. This concurs with the desire, from many graphic designers that I interviewed, for unobstructed engagement with the brief. Moreover, narratives from the online discussions that I investigated suggest that the lack of clear frameworks for graphic design briefs is a hotly debated topic, as are perceptions of stakeholder belligerence or misunderstanding. For example, in a discussion from Graphic Design Forums designer experiences range from only ever receiving informal verbal instructions—“basically, we’ve been handed design work and they tell us ‘We need this by EOD’” (VFernandes)—to feeling obliged to pressure stakeholders to provide a brief—“put the burden on them to flesh out the details of a real brief and provide comprehensive material input” (HotButton) —to resignation to an apparent futility of gaining adequate design briefs from stakeholders because— “they will most likely never change” (KitchWitch). Such negative assumptions support Koslow et al.’s assertion that the absence of a comprehensive brief is the most “terrifying” thing for practitioners (9). Thus, practitioners’ frustrations with stakeholders can become unproductive when there is an inadequate design brief, or if the creative requirements of a brief are otherwise removed from the direct orbit of graphic designers. This further informs a narrative of graphic designers perceiving some stakeholders as gatekeepers of the design brief. For example, one interviewed designer believed that stakeholders ‘don’t really understand the process’ (Patricia). Another interviewee suggested that disorganised briefs could be avoided by involving designers early in the process, ensuring that practitioners had direct access to the client as a creative source, rather than having to circumnavigate stakeholders (Marcus). Such perceptions appeared to reinforce beliefs among these practitioners that they lack design capital within the creative process. These perceptions of gatekeeping of the design brief support suggestions of designers responding negatively when stakeholders approach the design process from a different perspective (Wall and Callister), if stakeholders assume a managerial position (Jacobs) and, in particular, if stakeholders are inexperienced in working with designers (Banks et al.; Holzmann and Golan). With such little clarity in the design briefing process, future research may consider comparisons with industries with more formalised briefing processes, established professional statuses, or more linear histories. Indeed, the uneven historical development of graphic design (Frascara; Julier and Narotzky) may influence the inconsistency of its briefing process. Inconsistency as Research Opportunity The inconsistent state of the graphic design brief is reflective of the broader profession that it resides within. Graphic design as a profession remains fluid and inconsistent (Dorland, Tell Me; Jacobs), with even its own practitioners unable to agree on its parameters or even what to call the practice (Meron, Terminology). Pedagogically, graphic design is still emerging as an independent discipline (Cabianca; Davis), struggling to gain capital outside of existing and broader creative practices (Poynor; Triggs). The inherent interdisciplinarity (Harland) and intangibility of graphic design also impact the difficulty of engaging with the briefing process. Indeed, graphic design’s practices have been described as “somewhere between science and superstition (or fact and anecdote)” (Heller, Teaching par. 3). With such obstacles rendering the discipline fractured (Ambrose et al.), it is understandable that stakeholders might find engaging productively with graphic design briefs challenging. This can become problematic, with inadequate stakeholder affinity or understanding of design issues potentially leading to creative discord (Banks et al.; Holzmann and Golan). Identifying potentially problematic and haphazard aspects of the design brief and process also presents opportunities to add value to research into broader relationships between graphic designers and stakeholders. It suggests a practical area of study with which scholarly research on collaborative design approaches might intersect with professional graphic design practice. Indeed, recent research suggests that collaborative approaches offer both process and educational advantages, particularly in the area of persona development, having the ability to discover the “real” brief (Taffe 394). Thus, framing the brief as a collaborative, educative, and negotiative process may allow creative professionals to elucidate and manage the disparate parts of a design process, such as timeframes, stakeholders, and task responsibilities, as well as the cost implications of stakeholder actions such as unscheduled amendments. It can encourage the formalisation of incomplete vernacular briefs, as well as allow for the influence of diverse briefing methods, such as the one-page creative brief of advertising agencies, or more formal project management practices while allowing for some of the fluidity of more agile approaches: acknowledging that changes may be required while keeping all parties informed and involved. In turn, collaborative approaches may contribute towards enabling the value of contributions from both graphic designers and stakeholders and it seems beneficial to look towards design research methodologies that promote collaborative pathways. Mark Steen, for example, argues for co-design as a form of design thinking for enabling stakeholders to combine knowledge with negotiation to implement change (27). Collaborative design methods have also been advocated for use between designers and users, with stakeholders on shared projects, and with external collaborators (Binder and Brandt). Others have argued that co-design methods facilitate stakeholder collaboration “across and within institutional structures” while challenging existing power relations, albeit leaving structural changes largely unaffected (Farr 637). The challenge for collaborative design research is to seek opportunities and methodologies to conduct design brief research within a graphic design process that often appears amorphous, while also manifesting complex designer–stakeholder dynamics. Doubly so, when the research focus—the graphic design brief—often appears as nebulous an entity as the practice it emerges from. Conclusion The research discussed in this article suggests that graphic designers distrust a creative process that itself symbolises an inconsistent, reactive, and often accidental historical development of their profession and pedagogy. Reflecting this, the graphic design brief emerges almost as a metaphor for this process. The lack of overt discussion about the format, scope, and process of the brief feeds into the wider framework of graphic design’s struggle to become an independent scholarly discipline. This, in turn, potentially undermines the professional authority of graphic design practice that some of its practitioners believe is deficient. Ultimately, the brief and its processes must become research-informed parts of graphic design pedagogy. Embracing the brief as a pedagogical, generative, and inseparable part of the design process can inform the discourse within education, adding scholarly value to practice and potentially resulting in increased agency for practitioners. The chameleon-like nature of graphic design’s constant adaptation to ever-changing industry requirements makes research into the role and influences of its briefing process challenging. Thus, it also follows that the graphic design brief is unlikely to quickly become as formalised a document or process as those from other disciplines. But these are challenges that scholars and professionals must surely embrace if pedagogy is to gain the research evidence to influence practice. As this article argues, the often obfuscated practices and inherent interdisciplinarity of graphic design benefit from experimental research methods, while graphic designers appear responsive to inclusive approaches. Thus, performative methods appear effective as tools of discovery and collaborative methodologies offer hope for organisational intervention. References Ambrose, Gavin. Design Thinking for Visual Communication. Fairchild, 2015. Ambrose, Gavin, Paul Harris, and Nigel Ball. The Fundamentals of Graphic Design. Bloomsbury, 2020. Ashby, M.F., and Kara Johnson. Materials and Design: The Art and Science of Material Selection in Product Design. Elsevier Butterworth-Heinemann, 2010. Banks, Mark, et al. "Where the Art Is: Defining and Managing Creativity in New Media SME’s." Creativity and Innovation Management 11.4 (2002): 255-64. Bell, Genevieve, Mark Blythe, and Phoebe Sengers. "Making by Making Strange: Defamiliarization and the Design of Domestic Technologies." ACM Transactions on Computer-Human Interaction 12.2 (2005): 149-73. Benson, Joy, and Sally Dresdow. "Design Thinking: A Fresh Approach for Transformative Assessment Practice." Journal of Management Education 38.3 (2014): 436-61. Binder, Thomas, and Eva Brandt. "The Design:Lab as Platform in Participatory Design Research." CoDesign 4.2 (2008). Blyth, Alastair, and John Worthington. Managing the Brief for Better Design. Routledge, 2010. Cabianca, David. "A Case for the Sublime Uselessness of Graphic Design." Design and Culture 8.1 (2016): 103-22. Cross, Nigel. Design Thinking: Understanding How Designers Think and Work. Berg, 2011. Cumming, Deborah. "An Investigation into the Communication Exchange between Small Business Client and Graphic Designer." Robert Gordon U, 2007. David, Gareth. "The Graphic Design Brief." 5 June 2021 <https://youtu.be/EMG6qJp_sPY 2017>. Davis, Meredith. "Tenure and Design Research: A Disappointingly Familiar Discussion." Design and Culture 8.1 (2016): 123-31. De Michelis, G., C. Simone and K. Schmidt, eds. An Ethnographic Study of Graphic Designers. Third European Conference on Computer-Supported Cooperative Work. 1993. U of Surrey, UK. Design Council. "How to Commission a Designer: Step 4: Brief Your Designer." Design Council. 3 June 2021 <https://www.designcouncil.org.uk/news-opinion/how-commissiondesigner-step-4-brief-your-designer>. Dorland, AnneMarie. Tell Me Why You Did That: Learning “Ethnography” from the Design Studio. Ethnographic Praxis in Industry Conference, 2016. ———. "The View from the Studio: Design Ethnography and Organizational Cultures."Ethnographic Praxis in Industry Conference Proceedings 2017. Vol. 1. 2017. 232-46. Dorst, Kees, and Nigel Cross. "Creativity in the Design Process: Co-Evolution of Problem–Solution." Design Studies 22 (2001): 425–37. Eisner, Elliot. Concerns and Aspirations for Qualitative Research in the New Millennium. Issues in Art and Design Teaching. RoutledgeFalmer, 2003. Elebute, Ayo. "Influence of Layout and Design on Strategy and Tactic for Communicating Advertising Messages." Global Journal of Arts Humanities and Social Sciences 4.6 (2016): 34-47. Farr, Michelle. "Power Dynamics and Collaborative Mechanisms in Co-Production and Co-Design Processes." Critical Social Policy 38.4 (2017): 623–644. DOI: 10.1177/0261018317747444. Frascara, Jorge. "Graphic Design: Fine Art or Social Science?" Design Issues 5.1 (1988): 18-29. DOI: 10.2307/1511556. Harland, Robert G. "Seeking to Build Graphic Design Theory from Graphic Design Research." Routledge Companion to Design Research. Eds. Paul Rodgers and Joyce Yee. Routledge, 2015. 87-97. Heller, Steven. The Education of a Graphic Designer. Allworth P, 2015. ———. "Teaching Tools." Teaching Graphic Design History. Allworth, 2019. 312. Holzmann, Vered, and Joseph Golan. "Leadership to Creativity and Management of Innovation? The Case of the 'Innovation Club' in a Production Company." American Journal of Industrial and Business Management 6 (2016): 60-71. HotButton. "Kind of a Design Brief?" 2016. 28 July 2018 <https://web.archive.org/web/20160310013457/http://www.graphicdesignforum.com/forum/forum/graphic-design/general/1619626-kind-of-a-designbrief?p=1619683#post1619683>. Jacobs, Jessica. "Managing the Creative Process within Graphic Design Firms: Literature Review." Dialectic 1.2 (2017): 155-78. Johar, Gita Venkataramani, Morris B. Holbrook, and Barbara B. Stern. "The Role of Myth in Creative Advertising Design: Theory, Process and Outcome." Journal of Advertising 30.2 (2001): 1-25. Jones, Wyn M., and Hedda Haugen Askland. "Design Briefs: Is There a Standard?" International Conference on Engineering and Product Design Education. 2012. Khan, Ayub. Better by Design: An Introduction to Planning and Designing a New Library Building. Facet, 2009. KitchWitch. "Kind of a Design Brief?" 2016. 28 July 2018 <https://web.archive.org/web/20160310013457/http://www.graphicdesignforum.com/forum/graphic-design/general/1619626-kind-of-a-design-brief?p=1619687#post1619687>. Kwik Kopy. "Design Brief." 2018. 5 June 2021 <https://www.kwikkopy.com.au/blog/graphic-designbrief-template>. Koslow, Scott, Sheila Sasser, and Edward Riordan. "What Is Creative to Whom and Why? Perceptions in Advertising Agencies." Journal of Advertising Research 43.1 (2003). “Marcus”. Interview by the author. 2013. Martin, Robert Cecil. Agile Software Development: Principles, Patterns, and Practices. Prentice Hall PTR, 2003. Meron, Yaron. "Strangely Familiar: Revisiting Graphic Designers’ Perceptions of Their Relationships with Stakeholders." RMIT University, 2019. ———. "Terminology and Design Capital: Examining the Pedagogic Status of Graphic Design through Its Practitioners’ Perceptions of Their Job Titles." International Journal of Art & Design Education 40.2 (2021): 374-88. “Patricia”. Interview by the author. 2013. Paton, Bec, and Kees Dorst. "Briefing and Reframing: A Situated Practice." Design Studies 32.6 (2011): 573-87. Patterson, Jacinta, and Joanne Saville. Viscomm: A Guide to Visual Communication Design VCE Units, 2012.1-4. Petersen, Kai, Claes Wohlin, and Dejan Baca. "The Waterfall Model in Large-Scale Development." . Proceedings of Product-Focused Software Process Improvement: 10th International Conference, Profes 2009, Oulu, Finland, June 15-17, 2009. Eds. Frank Bomarius et al. Lecture Notes in Business Information Processing. Springer, 2009. 386-400. Phillips, Peter L. Creating the Perfect Design Brief: How to Manage Design for Strategic Advantage. Allworth P, 2014. Poynor, Rick. "Does Graphic Design History Have a Future?" Print 65.4 (2011): 30-32. Roberts, Lucienne, Rebecca Wright, and Jessie Price. Graphic Designers Surveyed. Ed. Lucienne Roberts. London, UK: GraphicDesign&, 2015. Sadowska, Noemi, and Dominic Laffy. "The Design Brief: Inquiry into the Starting Point in a Learning Journey." Design Journal 20, Sup. 1 (2017): S1380-S89. Seago, Alex, and Anthony Dunne. "New Methodologies in Art and Design Research: The Object as Discourse." Design Issues 15.2 (1999): 11-17. Steen, Marc. "Co-Design as a Process of Joint Inquiry and Imagination." Design Issues 29.2 (2013): 16-28. DOI: 10.1162/DESI_a_00207. Taffe, Simone. "Who’s in Charge? End-Users Challenge Graphic Designers’ Intuition through Visual Verbal Co-Design." The Design Journal 20, Sup. 1 (2017): S390-S400. Triggs, Teal. "Graphic Design History: Past, Present, and Future." Design Issues 27.1 (2011): 3-6. Van der Waarde, Karel. "Graphic Design as Visual Arguments: Does This Make a Reliable Appraisal Possible?" Perspective on Design: Research, Education and Practice. Eds. Raposo, Daniel, João Neves, and José Silva. Springer Series in Design and Innovation. Springer, 2020. 89-101. VFernandes. "Kind of a Design Brief?" 2016. 28 July 2018 < https://web.archive.org/web/20160310013457/http://www.graphicdesignforum.com/forum/graphic-design/general/1619626-kind-of-a-design-brief#post1619626>. Walker, Sue. "Research in Graphic Design." Design Journal 20.5 (2017): 549-59. Wall, James A., Jr., and Ronda Roberts Callister. "Conflict and Its Management." Journal of Management 21.3 (1995). Walsh, Vivien. "Design, Innovation and the Boundaries of the Firm." Research Policy 25 (1996): 509-29.

Стилі APA, Harvard, Vancouver, ISO та ін.

31

Hill, Benjamin Mako. "Revealing Errors." M/C Journal 10, no. 5 (October 1, 2007). http://dx.doi.org/10.5204/mcj.2703.

Повний текст джерела

Анотація:

Introduction In The World Is Not a Desktop, Marc Weisner, the principal scientist and manager of the computer science laboratory at Xerox PARC, stated that, “a good tool is an invisible tool.” Weisner cited eyeglasses as an ideal technology because with spectacles, he argued, “you look at the world, not the eyeglasses.” Although Weisner’s work at PARC played an important role in the creation of the field of “ubiquitous computing”, his ideal is widespread in many areas of technology design. Through repetition, and by design, technologies blend into our lives. While technologies, and communications technologies in particular, have a powerful mediating impact, many of the most pervasive effects are taken for granted by most users. When technology works smoothly, its nature and effects are invisible. But technologies do not always work smoothly. A tiny fracture or a smudge on a lens renders glasses quite visible to the wearer. The Microsoft Windows “Blue Screen of Death” on subway in Seoul (Photo credit Wikimedia Commons). Anyone who has seen a famous “Blue Screen of Death”—the iconic signal of a Microsoft Windows crash—on a public screen or terminal knows how errors can thrust the technical details of previously invisible systems into view. Nobody knows that their ATM runs Windows until the system crashes. Of course, the operating system chosen for a sign or bank machine has important implications for its users. Windows, or an alternative operating system, creates affordances and imposes limitations. Faced with a crashed ATM, a consumer might ask herself if, with its rampant viruses and security holes, she should really trust an ATM running Windows? Technologies make previously impossible actions possible and many actions easier. In the process, they frame and constrain possible actions. They mediate. Communication technologies allow users to communicate in new ways but constrain communication in the process. In a very fundamental way, communication technologies define what their users can say, to whom they say it, and how they can say it—and what, to whom, and how they cannot. Humanities scholars understand the power, importance, and limitations of technology and technological mediation. Weisner hypothesised that, “to understand invisibility the humanities and social sciences are especially valuable, because they specialise in exposing the otherwise invisible.” However, technology activists, like those at the Free Software Foundation (FSF) and the Electronic Frontier Foundation (EFF), understand this power of technology as well. Largely constituted by technical members, both organisations, like humanists studying technology, have struggled to communicate their messages to a less-technical public. Before one can argue for the importance of individual control over who owns technology, as both FSF and EFF do, an audience must first appreciate the power and effect that their technology and its designers have. To understand the power that technology has on its users, users must first see the technology in question. Most users do not. Errors are under-appreciated and under-utilised in their ability to reveal technology around us. By painting a picture of how certain technologies facilitate certain mistakes, one can better show how technology mediates. By revealing errors, scholars and activists can reveal previously invisible technologies and their effects more generally. Errors can reveal technology—and its power and can do so in ways that users of technologies confront daily and understand intimately. The Misprinted Word Catalysed by Elizabeth Eisenstein, the last 35 years of print history scholarship provides both a richly described example of technological change and an analysis of its effects. Unemphasised in discussions of the revolutionary social, economic, and political impact of printing technologies is the fact that, especially in the early days of a major technological change, the artifacts of print are often quite similar to those produced by a new printing technology’s predecessors. From a reader’s purely material perspective, books are books; the press that created the book is invisible or irrelevant. Yet, while the specifics of print technologies are often hidden, they are often exposed by errors. While the shift from a scribal to print culture revolutionised culture, politics, and economics in early modern Europe, it was near-invisible to early readers (Eisenstein). Early printed books were the same books printed in the same way; the early press was conceived as a “mechanical scriptorium.” Shown below, Gutenberg’s black-letter Gothic typeface closely reproduced a scribal hand. Of course, handwriting and type were easily distinguishable; errors and irregularities were inherent in relatively unsteady human hands. Side-by-side comparisons of the hand-copied Malmesbury Bible (left) and the black letter typeface in the Gutenberg Bible (right) (Photo credits Wikimedia Commons & Wikimedia Commons). Printing, of course, introduced its own errors. As pages were produced en masse from a single block of type, so were mistakes. While a scribe would re-read and correct errors as they transcribed a second copy, no printing press would. More revealingly, print opened the door to whole new categories of errors. For example, printers setting type might confuse an inverted n with a u—and many did. Of course, no scribe made this mistake. An inverted u is only confused with an n due to the technological possibility of letter flipping in movable type. As print moved from Monotype and Linotype machines, to computerised typesetting, and eventually to desktop publishing, an accidentally flipped u retreated back into the realm of impossibility (Mergenthaler, Swank). Most readers do not know how their books are printed. The output of letterpresses, Monotypes, and laser printers are carefully designed to produce near-uniform output. To the degree that they succeed, the technologies themselves, and the specific nature of the mediation, becomes invisible to readers. But each technology is revealed in errors like the upside-down u, the output of a mispoured slug of Monotype, or streaks of toner from a laser printer. Changes in printing technologies after the press have also had profound effects. The creation of hot-metal Monotype and Linotype, for example, affected decisions to print and reprint and changed how and when it is done. New mass printing technologies allowed for the printing of works that, for economic reasons, would not have been published before. While personal computers, desktop publishing software, and laser printers make publishing accessible in new ways, it also places real limits on what can be printed. Print runs of a single copy—unheard of before the invention of the type-writer—are commonplace. But computers, like Linotypes, render certain formatting and presentation difficult and impossible. Errors provide a space where the particulars of printing make technologies visible in their products. An inverted u exposes a human typesetter, a letterpress, and a hasty error in judgment. Encoding errors and botched smart quotation marks—a ? in place of a “—are only possible with a computer. Streaks of toner are only produced by malfunctioning laser printers. Dust can reveal the photocopied provenance of a document. Few readers reflect on the power or importance of the particulars of the technologies that produced their books. In part, this is because the technologies are so hidden behind their products. Through errors, these technologies and the power they have on the “what” and “how” of printing are exposed. For scholars and activists attempting to expose exactly this, errors are an under-exploited opportunity. Typing Mistyping While errors have a profound effect on media consumption, their effect is equally important, and perhaps more strongly felt, when they occur during media creation. Like all mediating technologies, input technologies make it easier or more difficult to create certain messages. It is, for example, much easier to write a letter with a keyboard than it is to type a picture. It is much more difficult to write in languages with frequent use of accents on an English language keyboard than it is on a European keyboard. But while input systems like keyboards have a powerful effect on the nature of the messages they produce, they are invisible to recipients of messages. Except when the messages contains errors. Typists are much more likely to confuse letters in close proximity on a keyboard than people writing by hand or setting type. As keyboard layouts switch between countries and languages, new errors appear. The following is from a personal email: hez, if there’s not a subversion server handz, can i at least have the root password for one of our machines? I read through the instructions for setting one up and i think i could do it. [emphasis added] The email was quickly typed and, in two places, confuses the character y with z. Separated by five characters on QWERTY keyboards, these two letters are not easily mistaken or mistyped. However, their positions are swapped on German and English keyboards. In fact, the author was an American typing in a Viennese Internet cafe. The source of his repeated error was his false expectations—his familiarity with one keyboard layout in the context of another. The error revealed the context, both keyboard layouts, and his dependence on a particular keyboard. With the error, the keyboard, previously invisible, was exposed as an inter-mediator with its own particularities and effects. This effect does not change in mobile devices where new input methods have introduced powerful new ways of communicating. SMS messages on mobile phones are constrained in length to 160 characters. The result has been new styles of communication using SMS that some have gone so far as to call a new language or dialect called TXTSPK (Thurlow). Yet while they are obvious to social scientists, the profound effects of text message technologies on communication is unfelt by most users who simply see the messages themselves. More visible is the fact that input from a phone keypad has opened the door to errors which reveal input technology and its effects. In the standard method of SMS input, users press or hold buttons to cycle through the letters associated with numbers on a numeric keyboard (e.g., 2 represents A, B, and C; to produce a single C, a user presses 2 three times). This system makes it easy to confuse characters based on a shared association with a single number. Tegic’s popular T9 software allows users to type in words by pressing the number associated with each letter of each word in quick succession. T9 uses a database to pick the most likely word that maps to that sequence of numbers. While the system allows for quick input of words and phrases on a phone keypad, it also allows for the creation of new types of errors. A user trying to type me might accidentally write of because both words are mapped to the combination of 6 and 3 and because of is a more common word in English. T9 might confuse snow and pony while no human, and no other input method, would. Users composing SMS’s are constrained by its technology and its design. The fact that text messages must be short and the difficult nature of phone-based input methods has led to unique and highly constrained forms of communication like TXTSPK (Sutherland). Yet, while the influence of these input technologies is profound, users are rarely aware of it. Errors provide a situation where the particularities of a technology become visible and an opportunity for users to connect with scholars exposing the effect of technology and activists arguing for increased user control. Google News Denuded As technologies become more complex, they often become more mysterious to their users. While not invisible, users know little about the way that complex technologies work both because they become accustomed to them and because the technological specifics are hidden inside companies, behind web interfaces, within compiled software, and in “black boxes” (Latour). Errors can help reveal these technologies and expose their nature and effects. One such system, Google’s News, aggregates news stories and is designed to make it easy to read multiple stories on the same topic. The system works with “topic clusters” that attempt to group articles covering the same news event. The more items in a news cluster (especially from popular sources) and the closer together they appear in time, the higher confidence Google’s algorithms have in the “importance” of a story and the higher the likelihood that the cluster of stories will be listed on the Google News page. While the decision to include or remove individual sources is made by humans, the act of clustering is left to Google’s software. Because computers cannot “understand” the text of the articles being aggregated, clustering happens less intelligently. We know that clustering is primarily based on comparison of shared text and keywords—especially proper nouns. This process is aided by the widespread use of wire services like the Associated Press and Reuters which provide article text used, at least in part, by large numbers of news sources. Google has been reticent to divulge the implementation details of its clustering engine but users have been able to deduce the description above, and much more, by watching how Google News works and, more importantly, how it fails. For example, we know that Google News looks for shared text and keywords because text that deviates heavily from other articles is not “clustered” appropriately—even if it is extremely similar semantically. In this vein, blogger Philipp Lenssen gives advice to news sites who want to stand out in Google News: Of course, stories don’t have to be exactly the same to be matched—but if they are too different, they’ll also not appear in the same group. If you want to stand out in Google News search results, make your article be original, or else you’ll be collapsed into a cluster where you may or may not appear on the first results page. While a human editor has no trouble understanding that an article using different terms (and different, but equally appropriate, proper nouns) is discussing the same issue, the software behind Google News is more fragile. As a result, Google News fails to connect linked stories that no human editor would miss. A section of a screenshot of Google News clustering aggregation showcasing what appears to be an error. But just as importantly, Google News can connect stories that most human editors will not. Google News’s clustering of two stories by Al Jazeera on how “Iran offers to share nuclear technology,” and by the Guardian on how “Iran threatens to hide nuclear program,” seem at first glance to be a mistake. Hiding and sharing are diametrically opposed and mutually exclusive. But while it is true that most human editors would not cluster these stories, it is less clear that it is, in fact, an error. Investigation shows that the two articles are about the release of a single statement by the government of Iran on the same day. The spin is significant enough, and significantly different, that it could be argued that the aggregation of those stories was incorrect—or not. The error reveals details about the way that Google News works and about its limitations. It reminds readers of Google News of the technological nature of their news’ meditation and gives them a taste of the type of selection—and mis-selection—that goes on out of view. Users of Google News might be prompted to compare the system to other, more human methods. Ultimately it can remind them of the power that Google News (and humans in similar roles) have over our understanding of news and the world around us. These are all familiar arguments to social scientists of technology and echo the arguments of technology activists. By focusing on similar errors, both groups can connect to users less used to thinking in these terms. Conclusion Reflecting on the role of the humanities in a world of increasingly invisible technology for the blog, “Humanities, Arts, Science and Technology Advanced Collaboratory,” Duke English professor Cathy Davidson writes: When technology is accepted, when it becomes invisible, [humanists] really need to be paying attention. This is one reason why the humanities are more important than ever. Analysis—qualitative, deep, interpretive analysis—of social relations, social conditions, in a historical and philosophical perspective is what we do so well. The more technology is part of our lives, the less we think about it, the more we need rigorous humanistic thinking that reminds us that our behaviours are not natural but social, cultural, economic, and with consequences for us all. Davidson concisely points out the strength and importance of the humanities in evaluating technology. She is correct; users of technologies do not frequently analyse the social relations, conditions, and effects of the technology they use. Activists at the EFF and FSF argue that this lack of critical perspective leads to exploitation of users (Stallman). But users, and the technology they use, are only susceptible to this type of analysis when they understand the applicability of these analyses to their technologies. Davidson leaves open the more fundamental question: How will humanists first reveal technology so that they can reveal its effects? Scholars and activists must do more than contextualise and describe technology. They must first render invisible technologies visible. As the revealing nature of errors in printing systems, input systems, and “black box” software systems like Google News show, errors represent a point where invisible technology is already visible to users. As such, these errors, and countless others like them, can be treated as the tip of an iceberg. They represent an important opportunity for humanists and activists to further expose technologies and the beginning of a process that aims to reveal much more. References Davidson, Cathy. “When Technology Is Invisible, Humanists Better Get Busy.” HASTAC. (2007). 1 September 2007 http://www.hastac.org/node/779>. Eisenstein, Elisabeth L. The Printing Press as an Agent of Change: Communications and Cultural Transformations in Early-Modern Europe. Cambridge, UK: Cambridge University Press, 1979. Latour, Bruno. Pandora’s Hope: Essays on the Reality of Science Studies. Harvard UP, 1999. Lenssen, Philipp. “How Google News Indexes.” Google Blogscoped. 2006. 1 September 2007 http://blogoscoped.com/archive/2006-07-28-n49.html>. Mergenthaler, Ottmar. The Biography of Ottmar Mergenthaler, Inventor of the Linotype. New ed. New Castle, Deleware: Oak Knoll Books, 1989. Monotype: A Journal of Composing Room Efficiency. Philadelphia: Lanston Monotype Machine Co, 1913. Stallman, Richard M. Free Software, Free Society: Selected Essays of Richard M. Stallman. Boston, Massachusetts: Free Software Foundation, 2002. Sutherland, John. “Cn u txt?” Guardian Unlimited. London, UK. 2002. Swank, Alvin Garfield, and United Typothetae America. Linotype Mechanism. Chicago, Illinois: Dept. of Education, United Typothetae America, 1926. Thurlow, C. “Generation Txt? The Sociolinguistics of Young People’s Text-Messaging.” Discourse Analysis Online 1.1 (2003). Weiser, Marc. “The World Is Not a Desktop.” ACM Interactions. 1.1 (1994): 7-8. Citation reference for this article MLA Style Hill, Benjamin Mako. "Revealing Errors." M/C Journal 10.5 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0710/01-hill.php>. APA Style Hill, B. (Oct. 2007) "Revealing Errors," M/C Journal, 10(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0710/01-hill.php>.

Стилі APA, Harvard, Vancouver, ISO та ін.

32

Pedersen, Isabel, and Kristen Aspevig. "Being Jacob: Young Children, Automedial Subjectivity, and Child Social Media Influencers." M/C Journal 21, no. 2 (April 25, 2018). http://dx.doi.org/10.5204/mcj.1352.

Повний текст джерела

Анотація:

Introduction Children are not only born digital, they are fashioned toward a lifestyle that needs them to be digital all the time (Palfrey and Gasser). They click, tap, save, circulate, download, and upload the texts of their lives, their friends’ lives, and the anonymous lives of the people that surround them. They are socialised as Internet consumers ready to participate in digital services targeted to them as they age such as Snapchat, Instagram, and YouTube. But they are also fashioned as producers, whereby their lives are sold as content on these same markets. As commodities, the minutiae of their lives become the fodder for online circulation. Paradoxically, we also celebrate these digital behaviours as a means to express identity. Personal profile-building for adults is considered agency-building (Beer and Burrows), and as a consequence, we praise children for mimicking these acts of adult lifestyle. This article reflects on the Kids, Creative Storyworlds, and Wearables project, which involved an ethnographic study with five young children (ages 4-7), who were asked to share their autobiographical stories, creative self-narrations, and predictions about their future mediated lives (Atkins et al.). For this case study, we focus on commercialised forms of children’s automedia, and we compare discussions we had with 6-year old Cayden, a child we met in the study who expresses the desire to make himself famous online, with videos of Jacob, a child vlogger on YouTube’s Kinder Playtime, who clearly influences children like Cayden. We argue that child social influencers need consideration both as autobiographical agents and as child subjects requiring a sheltered approach to their online lives.Automedia Automedia is an emergent genre of autobiography (Smith and Watson Reading 190; “Virtually Me” 78). Broadcasting one’s life online takes many forms (Kennedy “Vulnerability”). Ümit Kennedy argues “Vlogging on YouTube is a contemporary form of autobiography in which individuals engage in a process of documenting their life on a daily or weekly basis and, in doing so, construct[ing] their identity online” (“Exploring”). Sidonie Smith and Julia Watson write that “visual and digital modes are projecting and circulating not just new subjects but new notions of subjectivity through the effects of automediality” with the result that “the archive of the self in time, in space and in relation expands and is fundamentally reorganized” (Reading 190). Emma Maguire addresses what online texts “tell us about cultural understandings of selfhood and what it means to communicate ‘real’ life through media” naming one tool, “automedia”. Further, Julie Rak calls on scholars “to rethink ‘life’ and ‘writing’ as automedia” to further “characterize the enactment of a personal life story in a new media environment.” We define automedia as a genre that involves the practices of creating, performing, sharing, circulating, and (at times) preserving one’s digital life narrative meant for multiple publics. Automedia revises identity formation, embodiment, or corporealities in acts of self-creation (Brophy and Hladki 4). Automedia also emphasizes circulation. As shared digital life texts now circulate through the behaviours of other human subjects, and automatically via algorithms in data assemblages, we contend that automediality currently involves a measure of relinquishing control over perpetually evolving mediatised environments. One cannot control how a shared life narrative will meet a public in the future, which is a revised way of thinking about autobiography. For the sake of this paper, we argue that children’s automedia ought to be considered a creative, autobiographical act, in order to afford child authors who create them the consideration they deserve as agents, now and in the future. Automedial practices often begin when children receive access to a device. The need for a distraction activity is often the reason parents hand a young child a smartphone, iPad, or even a wearable camera (Nansen). Mirroring the lives of parents, children aspire to share representations of their own personal lives in pursuit of social capital. They are often encouraged to use technologies and apps as adults do–to track aspects of self, broadcast life stories and eventually “live share” them—effectively creating, performing, sharing, and at times, seeking to preserve a public life narrative. With this practice, society inculcates children into spheres of device ubiquity, “socializing them to a future digital lifestyle that will involve always carrying a computer in some form” (Atkins et al. 49). Consequently, their representations become inculcated in larger media assemblages. Writing about toddlers, Nansen describes how the “archiving, circulation and reception of these images speaks to larger assemblages of media in which software protocols and algorithms are increasingly embedded in and help to configure everyday life (e.g. Chun; Gillespie), including young children’s media lives (Ito)” (Nansen). Children, like adult citizens, are increasingly faced with choices “not structured by their own preferences but by the economic imperatives of the private corporations that have recently come to dominate the internet” (Andrejevic). Recent studies have shown that for children and youth in the digital age, Internet fame, often characterized by brand endorsements, is a major aspiration (Uhls and Greenfield, 2). However, despite the ambition to participate as celebrity digital selves, children are also mired in the calls to shield them from exposure to screens through institutions that label these activities detrimental. In many countries, digital “protections” are outlined by privacy commissioners and federal or provincial/state statutes, (e.g. Office of the Privacy Commissioner of Canada). Consequently, children are often caught in a paradox that defines them either as literate digital agents able to compose or participate with their online selves, or as subjectified wards caught up in commercial practices that exploit their lives for commercial gain.Kids, Creative Storyworlds and Wearables ProjectBoth academic and popular cultural critics continually discuss the future but rarely directly engage the people who will be empowered (or subjugated) by it as young adults in twenty years. To address children’s lack of agency in these discussions, we launched the Kids, Creative Storyworlds and Wearables project to bring children into a dialogue about their own digital futures. Much has been written on childhood agency and participation in culture and mediated culture from the discipline of sociology (James and James; Jenks; Jenkins). In previous work, we addressed the perspective of child autobiographical feature filmmakers to explore issues of creative agency and consent when adult gatekeepers facilitate children in film production (Pedersen and Aspevig “My Eyes”; Pedersen and Aspevig “Swept”). Drawing on that previous work, this project concentrates on children’s automediated lives and the many unique concerns that materialize with digital identity-building. Children are categorised as a vulnerable demographic group necessitating special policy and legislation, but the lives they project as children will eventually become subsumed in their own adult lives, which will almost certainly be treated and mediated in a much different manner in the future. We focused on this landscape, and sought to query the children on their futures, also considering the issues that arise when adult gatekeepers get involved with child social media influencers. In the Storyworlds ethnographic study, children were given a wearable toy, a Vtech smartwatch called Kidizoom, to use over a month’s timeframe to serve as a focal point for ethnographic conversations. The Kidizoom watch enables children to take photos and videos, which are uploaded to a web interface. Before we gave them the tech, we asked them questions about their lives, including What are machines going to be like in the future? Can you imagine yourself wearing a certain kind of computer? Can you tell/draw a story about that? If you could wear a computer that gave you a super power, what would it be? Can you use your imagination to think of a person in a story who would use technology? In answering, many of them drew autobiographical drawings of technical inventions, and cast themselves in the images. We were particularly struck by the comments made by one participant, Cayden (pseudonym), a 6-year-old boy, and the stories he told us about himself and his aspirations. He expressed the desire to host a YouTube channel about his life, his activities, and the wearable technologies his family already owned (e.g. a GroPro camera) and the one we gave him, the Kidizoom smartwatch. He talked about how he would be proud to publically broadcast his own videos on YouTube, and about the role he had been allowed to play in the making of videos about his life (that were not broadcast). To contextualize Cayden’s commentary and his automedial aspirations, we extended our study to explore child social media influencers who broadcast components of their personal lives for the deliberate purpose of popularity and the financial gain of their parents.We selected the videos of Jacob, a child vlogger because we judged them to be representative of the kinds that Cayden watched. Jacob reviews toys through “unboxing videos,” a genre in which a child tells an online audience her or his personal experiences using new toys in regular, short videos on a social media site. Jacob appears on a YouTube channel called Kinder Playtime, which appears to be a parent-run channel that states that, “We enjoy doing these things while playing with our kids: Jacob, Emily, and Chloe” (see Figure 1). In one particular video, Jacob reviews the Kidizoom watch, serving as a child influencer for the product. By understanding Jacob’s performance as agent-driven automedia, as well as being a commercialised, mediatised form of advertising, we get a clearer picture of how the children in the study are coming to terms with their own digital selfhood and the realisation that circulated, life-exposing videos are the expectation in this context.Children are implicated in a range of ways through “family” influencer and toy unboxing videos, which are emergent entertainment industries (Abidin 1; Nansen and Nicoll; Craig and Cunningham 77). In particular, unboxing videos do impact child viewers, especially when children host them. Jackie Marsh emphasizes the digital literacy practices at play here that co-construct viewers as “cyberflâneur[s]” and she states that “this mode of cultural transmission is a growing feature of online practices for this age group” (369). Her stress, however, is on how the child viewer enjoys “the vicarious pleasure he or she may get from viewing the playing of another child with the toy” (376). Marsh writes that her study subject, a child called “Gareth”, “was not interested in being made visible to EvanHD [a child celebrity social media influencer] or other online peers, but was content to consume” the unboxing videos. The concept of the cyberflâneur, then, is fitting as a mediatising co-constituting process of identity-building within discourses of consumerism. However, in our study, the children, and especially Cayden, also expressed the desire to create, host, and circulate their own videos that broadcast their lives, also demonstrating awareness that videos are valorised in their social circles. Child viewers watch famous children perform consumer-identities to create an aura of influence, but viewers simultaneously aspire to become influencers using automedial performances, in essence, becoming products, themselves. Jacob, Automedial Subjects and Social Media InfluencersJacob is a vlogger on YouTube whose videos can garner millions of views, suggesting that he is also an influencer. In one video, he appears to be around the age of six as he proudly sits with folded hands, bright eyes, and a beaming, but partly toothless smile (see Figure 2). He says, “Welcome to Kinder Playtime! Today we have the Kidi Zoom Smartwatch DX. It’s from VTech” (Kinder Playtime). We see the Kidi Zoom unboxed and then depicted in stylized animations amid snippets of Jacob’s smiling face. The voice and hands of a faceless parent guide Jacob as he uses his new wearable toy. We listen to both parent and child describe numerous features for recording and enhancing the wearer’s daily habits (e.g. calculator, calendar, fitness games), and his dad tells him it has a pedometer “which tracks your steps” (Kinder Playtime). But the watch is also used by Jacob to mediate himself and his world. We see that Jacob takes pictures of himself on the tiny watch screen as he acts silly for the camera. He also uses the watch to take personal videos of his mother and sister in his home. The video ends with his father mentioning bedtime, which prompts a “thank you” to VTech for giving him the watch, and a cheerful “Bye!” from Jacob (Kinder Playtime). Figure 1: Screenshot of Kinder Playtime YouTube channel, About page Figure 2: Screenshot of “Jacob,” a child vlogger at Kinder Playtime We chose Jacob for three reasons. First, he is the same age as the children in the Storyworlds study. Second, he reviews the smart watch artifact that we gave to the study children, so there was a common use of automedia technology. Third, Jacob’s parents were involved with his broadcasts, and we wanted to work within the boundaries of parent-sanctioned practices. However, we also felt that his playful approach was a good example of how social media influence overlaps with automediality. Jacob is a labourer trading his public self-representations in exchange for free products and revenue earned through the monetisation of his content on YouTube. It appears that much of what Jacob says is scripted, particularly the promotional statements, like, “Today we have the Kidizoom Smartwatch DX. It’s from VTech. It’s the smartest watch for kids” (Kinder Playtime). Importantly, as an automedial subject Jacob reveals aspects of his self and his identity, in the manner of many child vloggers on public social media sites. His product reviews are contextualised within a commoditised space that provides him a means for the public performance of his self, which, via YouTube, has the potential to reach an enormous audience. YouTube claims to have “over a billion users—almost one-third of all people on the Internet—and every day people watch hundreds of millions of hours on YouTube and generate billions of views” (YouTube). Significantly, he is not only filmed by others, Jacob is also a creative practitioner, as Cayden aspired to become. Jacob uses high-tech toys, in this case, a new wearable technology for self-compositions (the smart watch), to record himself, friends, family or simply the goings-on around him. Strapped to his wrist, the watch toy lets him play at being watched, at being quantified and at recording the life stories of others, or constructing automediated creations for himself, which he may upload to numerous social media sites. This is the start of his online automediated life, which will be increasingly under his ownership as he ages. To greater or lesser degrees, he will later be able to curate, add to, and remediate his body of automedia, including his digital past. Kennedy points out that “people are using YouTube as a transformative tool, and mirror, to document, construct, and present their identity online” (“Exploring”). Her focus is on adult vloggers who consent to their activities. Jacob’s automedia is constructed collaboratively with his parents, and it is unclear how much awareness he has of himself as an automedia creator. However, if we don’t afford Jacob the same consideration as we afford adult autobiographers, that the depiction of his life is his own, we will reduce his identity performance to pure artifice or advertisement. The questions Jacob’s videos raise around agency, consent, and creativity are important here. Sidonie Smith asks “Can there be a free, agentic space; and if so, where in the world can it be found?” (Manifesto 188). How much agency does Jacob have? Is there a liberating aspect in the act of putting personal technology into the hands of a child who can record his life, himself? And finally, how would an adult Jacob feel about his childhood self advertising these products online? Is this really automediality if Jacob does not fully understand what it means to publicly tell a mediated life story?These queries lead to concerns over child social media influence with regard to legal protection, marketing ethics, and user consent. The rise of “fan marketing” presents a nexus of stealth marketing to children by other children. Stealth marketing involves participants, in this case, fans, who do not know they are involved in an advertising scheme. For instance, the popular Minecon Minecraft conference event sessions have pushed their audience to develop the skills to become advocates and advertisers of their products, for example by showing audiences how to build a YouTube channel and sharing tips for growing a community. Targeting children in marketing ploys seems insidious. Marketing analyst Sandy Fleisher describes the value of outsourcing marketing to fan labourers:while Grand Theft Auto spent $120 million on marketing its latest release, Minecraft fans are being taught how to create and market promotional content themselves. One [example] is Minecraft YouTuber, SkydoesMinecraft. His nearly 7 million strong YouTube army, almost as big as Justin Bieber’s, means his daily videos enjoy a lot of views; 1,419,734,267 to be precise. While concerns about meaningful consent that practices like this raise have led some government bodies, and consumer and child protection groups to advocate restrictions for children, other critics have questioned the limits placed on children’s free expression by such restrictions. Tech commentator Larry Magid has written that, “In the interest of protecting children, we sometimes deny them the right to access material and express themselves.” Meghan M. Sweeney notes that “the surge in collaborative web models and the emphasis on interactivity—frequently termed Web 2.0—has meant that children are not merely targets of global media organizations” but have “multiple opportunities to be active, critical, and resistant producers”...and ”may be active agents in the production and dissemination of information” (68). Nevertheless, writes Sweeney, “corporate entities can have restrictive effects on consumers” (68), by for example, limiting imaginative play to the choices offered on a Disney website, or limiting imaginative topics to commercial products (toys, video games etc), as in YouTube review videos. Automedia is an important site from which to consider young children’s online practices in public spheres. Jacob’s performance is indeed meant to influence the choice to buy a toy, but it is also meant to influence others in knowing Jacob as an identity. He means to share and circulate his self. Julie Rak recalls Paul John Eakin’s claims about life-writing that the “process does not even occur at the level of writing, but at the level of living, so that identity formation is the result of narrative-building.” We view Jacob’s performance along these lines. Kinder Playtime offers him a constrained, parent-sanctioned (albeit commercialised) space for role-playing, a practice bound up with identity-formation in the life of most children. To think through the legality of recognising Jacob’s automedial content as his life, Rak is also useful: “In Eakin’s work in particular, we can see evidence of John Locke’s contention that identity is the expression of consciousness which is continuous over time, but that identity is also a product, one’s own property which is a legal entity”. We have argued that children are often caught in the paradox that defines them either as literate digital creators composing and circulating their online selves or as subjectified personas caught up in commercial advertising practices that use their lives for commercial gain. However, through close observation of individual children, one who we met and questioned in our study, Cayden, the other who we met through his mediated, commercialized, and circulated online persona, Jacob, we argue that child social influencers need consideration as autobiographical agents expressing themselves through automediality. As children create, edit, and grow digital traces of their lives and selves, how these texts are framed becomes increasingly important, in part because their future adult selves have such a stake in the matter: they are being formed through automedia. Moreover, these children’s coming of age may bring legal questions about the ownership of their automedial products such as YouTube videos, an enduring legacy they are leaving behind for their adult selves. Crucially, if we reduce identity performances such as unboxing, toy review videos, and other forms of children’s fan marketing to pure advertisement, we cannot afford Jacob and other child influencers the agency that their self representation is legally and artistically their own.ReferencesAbidin, Crystal. “#familygoals: Family Influencers, Calibrated Amateurism, and Justifying Young Digital Labor.” Social Media + Society 3.2 (2017): 1-15.Andrejevic, Mark. “Privacy, Exploitation, and the Digital Enclosure.” Amsterdam Law Forum 1.4 (2009). <http://amsterdamlawforum.org/article/view/94/168>.Atkins, Bridgette, Isabel Pedersen, Shirley Van Nuland, and Samantha Reid. “A Glimpse into the Kids, Creative Storyworlds and Wearables Project: A Work-in-Progress.” ICET 60th World Assembly: Teachers for a Better World: Creating Conditions for Quality Education – Pedagogy, Policy and Professionalism. 2017. 49-60.Beer, David, and Roger Burrows. “Popular Culture, Digital Archives and the New Social Life of Data.” Theory, Culture & Society 30.4 (2013): 47–71.Brophy, Sarah, and Janice Hladki. Introduction. Pedagogy, Image Practices, and Contested Corporealities. Eds. Sarah Brophy and Janice Hladki. New York, NY: Routledge, 2014. 1-6.Craig, David, and Stuart Cunningham. “Toy Unboxing: Living in a(n Unregulated) Material World.” Media International Australia 163.1 (2017): 77-86.Fleischer, Sandy. “Watch Out for That Creeper: What Minecraft Teaches Us about Marketing.” Digital Marketing Magazine. 30 May 2014. <http://digitalmarketingmagazine.co.uk/articles/watch-out-for-that-creeper-what-minecraft-teaches-us-about-marketing>.James, Allison, and Adrian James. Key Concepts in Childhood Studies. London: Sage, 2012.Jenkins, Henry. The Childhood Reader. New York: NYU P, 1998.Jenks, Chris. Childhood. 2nd ed. London: Routledge, 2015.Kennedy, Ümit. "Exploring YouTube as a Transformative Tool in the 'The Power of MAKEUP!' Movement." M/C Journal 19.4 (2016). <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1127>.———. “The Vulnerability of Contemporary Digital Autobiography” a/b: Auto/Biography Studies 32.2 (2017): 409-411.Kinder Playtime. “VTech Kidizoom Smart Watch DX Review by Kinder Playtime.” YouTube, 4 Nov. 2015. <https://www.youtube.com/watch?v=JaxCSjwZjcA&t=28s>.Magid, Larry. “Protecting Children Online Needs to Allow for Their Right to Free Speech.” ConnectSafely 29 Aug. 2014. <http://www.connectsafely.org/protecting-children-online-needs-to-allow-for-their-right-to-free-speech/>.Maguire, Emma. “Home, About, Shop, Contact: Constructing an Authorial Persona via the Author Website.” M/C Journal 17.3 (2014). <http://journal.media-culture.org.au/index.php/mcjournal/article/view/821>.Marsh, Jackie. “‘Unboxing’ Videos: Co-construction of the Child as Cyberflâneur.” Discourse: Studies in the Cultural Politics of Education 37.3 (2016): 369-380.Nansen, Bjorn. “Accidental, Assisted, Automated: An Emerging Repertoire of Infant Mobile Media Techniques.” M/C Journal 18.5 (2015). <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1026>.———, and Benjamin Nicoll. “Toy Unboxing Videos and the Mimetic Production of Play.” Paper presented at the 18th Annual Conference of Internet Researchers (AoIR), Tartu, Estonia. 2017.Palfrey, John, and Urs Gasser. Born Digital: How Children Grow Up in a Digital Age. New York: Basic Books, 2016.Pedersen, Isabel, and Kristen Aspevig. “‘My Eyes Ended Up at My Fingertips, My Ears, My Nose, My Mouth’: Antoine, Autobiographical Documentary, and the Cinematic Depiction of a Blind Child Subject.” Biography: An Interdisciplinary Quarterly 34.4 (2011).Pedersen, Isabel, and Kristen Aspevig. “‘Swept to the Sidelines and Forgotten’: Cultural Exclusion, Blind Persons’ Participation, and International Film Festivals.” Canadian Journal of Disability Studies 3.3 (2014): 29-52.Rak, Julie. “First Person? Life Writing versus Automedia.” International Association for Biography and Autobiography Europe (IABA Europe). Vienna, Austria. 30 Oct. – 3 Nov. 2013.Smith, Sidonie. “The Autobiographical Manifesto.” Ed. Shirely Neuman. Autobiography and Questions of Gender. London: Frank Cass, 1991.———, and Julia Watson. Reading Autobiography. Minneapolis: U of Minnesota P, 2010.———. “Virtually Me: A Toolbox about Online Self-Presentation.” Identity Technologies: Constructing the Self Online. Eds. Anna Poletti and Julie Rak. Madison: U of Wisconsin P, 2014. 70-95.Sweeney, Meghan. “‘Where Happily Ever After Happens Every Day’: Disney's Official Princess Website and the Commodification of Play.” Jeunesse: Young People, Texts, Cultures 3.2 (2011): 66-87.Uhls, Yalda, and Particia Greenfield. “The Value of Fame: Preadolescent Perceptions of Popular Media and Their Relationship to Future Aspirations.” Developmental Psychology 48.2 (2012): 315-326.YouTube. “YouTube for Press.” 2017. <https://www.youtube.com/yt/about/press/>.

Стилі APA, Harvard, Vancouver, ISO та ін.

33

Chavdarov, Anatoliy V. "Special Issue No. – 10, June, 2020 Journal > Special Issue > Special Issue No. – 10, June, 2020 > Page 5 “Quantative Methods in Modern Science” organized by Academic Paper Ltd, Russia MORPHOLOGICAL AND ANATOMICAL FEATURES OF THE GENUS GAGEA SALISB., GROWING IN THE EAST KAZAKHSTAN REGION Authors: Zhamal T. Igissinova,Almash A. Kitapbayeva,Anargul S. Sharipkhanova,Alexander L. Vorobyev,Svetlana F. Kolosova,Zhanat K. Idrisheva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00041 Abstract: Due to ecological preferences among species of the genus GageaSalisb, many plants are qualified as rare and/or endangered. Therefore, the problem of rational use of natural resources, in particular protection of early spring plant species is very important. However, literary sources analysis only reveals data on the biology of species of this genus. The present research,conducted in the spring of 2017-2019, focuses on anatomical and morphological features of two Altai species: Gagealutea and Gagea minima; these features were studied, clarified and confirmed by drawings and photographs. The anatomical structure of the stem and leaf blade was studied in detail. The obtained research results will prove useful for studies of medicinal raw materials and honey plants. The aforementioned species are similar in morphological features, yet G. minima issmaller in size, and its shoots appear earlier than those of other species Keywords: Flora,gageas,Altai species,vegetative organs., Refference: I. Atlas of areas and resources of medicinal plants of Kazakhstan.Almaty, 2008. II. Baitenov M.S. Flora of Kazakhstan.Almaty: Ġylym, 2001. III. DanilevichV. G. ThegenusGageaSalisb. of WesternTienShan. PhD Thesis, St. Petersburg,1996. IV. EgeubaevaR.A., GemedzhievaN.G. The current state of stocks of medicinal plants in some mountain ecosystems of Kazakhstan.Proceedings of the international scientific conference ‘”Results and prospects for the development of botanical science in Kazakhstan’, 2002. V. Kotukhov Yu.A. New species of the genus Gagea (Liliaceae) from Southern Altai. Bot. Journal.1989;74(11). VI. KotukhovYu.A. ListofvascularplantsofKazakhstanAltai. Botan. Researches ofSiberiaandKazakhstan.2005;11. VII. KotukhovYu. The current state of populations of rare and endangered plants in Eastern Kazakhstan. Almaty: AST, 2009. VIII. Kotukhov Yu.A., DanilovaA.N., AnufrievaO.A. Synopsisoftheonions (AlliumL.) oftheKazakhstanAltai, Sauro-ManrakandtheZaisandepression. BotanicalstudiesofSiberiaandKazakhstan. 2011;17: 3-33. IX. Kotukhov, Yu.A., Baytulin, I.O. Rareandendangered, endemicandrelictelementsofthefloraofKazakhstanAltai. MaterialsoftheIntern. scientific-practical. conf. ‘Sustainablemanagementofprotectedareas’.Almaty: Ridder, 2010. X. Krasnoborov I.M. et al. The determinant of plants of the Republic of Altai. Novosibirsk: SB RAS, 2012. XI. Levichev I.G. On the species status of Gagea Rubicunda. Botanical Journal.1997;6:71-76. XII. Levichev I.G. A new species of the genus Gagea (Liliaceae). Botanical Journal. 2000;7: 186-189. XIII. Levichev I.G., Jangb Chang-gee, Seung Hwan Ohc, Lazkovd G.A.A new species of genus GageaSalisb.(Liliaceae) from Kyrgyz Republic (Western Tian Shan, Chatkal Range, Sary-Chelek Nature Reserve). Journal of Asia-Pacific Biodiversity.2019; 12: 341-343. XIV. Peterson A., Levichev I.G., Peterson J. Systematics of Gagea and Lloydia (Liliaceae) and infrageneric classification of Gagea based on molecular and morphological data. Molecular Phylogenetics and Evolution.2008; 46. XV. Peruzzi L., Peterson A., Tison J.-M., Peterson J. Phylogenetic relationships of GageaSalisb.(Liliaceae) in Italy, inferred from molecular and morphological data matrices. Plant Systematics and Evolution; 2008: 276. XVI. Rib R.D. Honey plants of Kazakhstan. Advertising Digest, 2013. XVII. Scherbakova L.I., Shirshikova N.A. Flora of medicinal plants in the vicinity of Ust-Kamenogorsk. Collection of materials of the scientific-practical conference ‘Unity of Education, Science and Innovation’. Ust-Kamenogorsk: EKSU, 2011. XVIII. syganovA.P. PrimrosesofEastKazakhstan. Ust-Kamenogorsk: EKSU, 2001. XIX. Tsyganov A.P. Flora and vegetation of the South Altai Tarbagatay. Berlin: LAP LAMBERT,2014. XX. Utyasheva, T.R., Berezovikov, N.N., Zinchenko, Yu.K. ProceedingsoftheMarkakolskStateNatureReserve. Ust-Kamenogorsk, 2009. XXI. Xinqi C, Turland NJ. Gagea. Flora of China.2000;24: 117-121. XXII. Zarrei M., Zarre S., Wilkin P., Rix E.M. Systematic revision of the genus GageaSalisb. (Liliaceae) in Iran.BotJourn Linn Soc.2007;154. XXIII. Zarrei M., Wilkin P., Ingroille M.J., Chase M.W. A revised infrageneric classification for GageaSalisb. (Tulipeae; Liliaceae): insights from DNA sequence and morphological data.Phytotaxa.2011:5. View | Download INFLUENCE OF SUCCESSION CROPPING ON ECONOMIC EFFICIENCY OF NO-TILL CROP ROTATIONS Authors: Victor K. Dridiger,Roman S. Stukalov,Rasul G. Gadzhiumarov,Anastasiya A. Voropaeva,Viktoriay A. Kolomytseva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00042 Abstract: This study was aimed at examining the influence of succession cropping on the economic efficiency of no-till field crop rotations on the black earth in the zone of unstable moistening of the Stavropol krai. A long-term stationary experiment was conducted to examine for the purpose nine field crop rotation patterns different in the number of fields (four to six), set of crops, and their succession in crop rotation. The respective shares of legumes, oilseeds, and cereals in the cropping pattern were 17 to 33, 17 to 40, and 50 to 67 %. It has been established that in case of no-till field crop cultivation the economic efficiency of plant production depends on the set of crops and their succession in rotation. The most economically efficient type of crop rotation is the soya-winter wheat-peas-winter wheat-sunflower-corn six-field rotation with two fields of legumes: in this rotation 1 ha of crop rotation area yields 3 850 grain units per ha at a grain unit prime cost of 5.46 roubles; the plant production output return and profitability were 20,888 roubles per ha and 113 %, respectively. The high production profitabilities provided by the soya-winter wheat-sunflower four-field and the soya-winter-wheat-sunflower-corn-winter wheat five-field crop rotation are 108.7 and 106.2 %, respectively. The inclusion of winter wheat in crop rotation for two years in a row reduces the second winter wheat crop yield by 80 to 100 %, which means a certain reduction in the grain unit harvesting rate to 3.48-3.57 thousands per ha of rotation area and cuts the production profitability down to 84.4-92.3 %. This is why, no-till cropping should not include winter wheat for a second time Keywords: No-till technology,crop rotation,predecessor,yield,return,profitability, Refference: I Badakhova G. Kh. and Knutas A. V., Stavropol Krai: Modern Climate Conditions [Stavropol’skiykray: sovremennyyeklimaticheskiyeusloviya]. Stavropol: SUE Krai Communication Networks, 2007. II Cherkasov G. N. and Akimenko A. S. Scientific Basis of Modernization of Crop Rotations and Formation of Their Systems according to the Specializations of Farms in the Central Chernozem Region [Osnovy moderniz atsiisevooborotoviformirovaniyaikh sistem v sootvetstvii so spetsi-alizatsiyeykhozyaystvTsentral’nogoChernozem’ya]. Zemledelie. 2017; 4: 3-5. III Decree 330 of July 6, 2017 the Ministry of Agriculture of Russia “On Approving Coefficients of Converting to Agricultural Crops to Grain Units [Ob utverzhdeniikoeffitsiyentovperevoda v zernovyyee dinitsysel’s kokhozyaystvennykhkul’tur]. IV Dridiger V. K., About Methods of Research of No-Till Technology [O metodikeissledovaniytekhnologii No-till]//Achievements of Science and Technology of AIC (Dostizheniyanaukiitekhniki APK). 2016; 30 (4): 30-32. V Dridiger V. K. and Gadzhiumarov R. G. Growth, Development, and Productivity of Soya Beans Cultivated On No-Till Technology in the Zone of Unstable Moistening of Stavropol Region [Rost, razvitiyeiproduktivnost’ soiprivozdelyvaniipotekhnologii No-till v zone ne-ustoychivog ouvlazhneniyaStavropol’skogokraya]//Oil Crops RTBVNIIMK (Maslichnyyekul’turyNTBVNIIMK). 2018; 3 (175): 52–57. VI Dridiger V. K., Godunova E. I., Eroshenko F. V., Stukalov R. S., Gadzhiumarov, R. G., Effekt of No-till Technology on erosion resistance, the population of earthworms and humus content in soil (Vliyaniyetekhnologii No-till naprotivoerozionnuyuustoychivost’, populyatsiyudozhdevykhcherveyisoderzhaniyegumusa v pochve)//Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2018; 9 (2): 766-770. VII Karabutov A. P., Solovichenko V. D., Nikitin V. V. et al., Reproduction of Soil Fertility, Productivity and Energy Efficiency of Crop Rotations [Vosproizvodstvoplodorodiyapochv, produktivnost’ ienergeticheskayaeffektivnost’ sevooborotov]. Zemledelie. 2019; 2: 3-7. VIII Kulintsev V. V., Dridiger V. K., Godunova E. I., Kovtun V. I., Zhukova M. P., Effekt of No-till Technology on The Available Moisture Content and Soil Density in The Crop Rotation [Vliyaniyetekhnologii No-till nasoderzhaniyedostupnoyvlagiiplotnost’ pochvy v sevoob-orote]// Research Journal of Pharmaceutical, Biological and Chemical Sciences. 2017; 8 (6): 795-99. IX Kulintsev V. V., Godunova E. I., Zhelnakova L. I. et al., Next-Gen Agriculture System for Stavropol Krai: Monograph [SistemazemledeliyanovogopokoleniyaStavropol’skogokraya: Monogtafiya]. Stavropol: AGRUS Publishers, Stavropol State Agrarian University, 2013. X Lessiter Frank, 29 reasons why many growers are harvesting higher no-till yields in their fields than some university scientists find in research plots//No-till Farmer. 2015; 44 (2): 8. XI Rodionova O. A. Reproduction and Exchange-Distributive Relations in Farming Entities [Vosproizvodstvoiobmenno-raspredelitel’nyyeotnosheniya v sel’skokhozyaystvennykhorganizatsiyakh]//Economy, Labour, and Control in Agriculture (Ekonomika, trud, upravleniye v sel’skomkhozyaystve). 2010; 1 (2): 24-27. XII Sandu I. S., Svobodin V. A., Nechaev V. I., Kosolapova M. V., and Fedorenko V. F., Agricultural Production Efficiency: Recommended Practices [Effektivnost’ sel’skokhozyaystvennogoproizvodstva (metodicheskiyerekomendatsii)]. Moscow: Rosinforagrotech, 2013. XIII Sotchenko V. S. Modern Corn Cultivation Technologies [Sovremennayatekhnologiyavozdelyvaniya]. Moscow: Rosagrokhim, 2009. View | Download DEVELOPMENT AND TESTING OF AUTONOMOUS PORTABLE SEISMOMETER DESIGNED FOR USE AT ULTRALOW TEMPERATURES IN ARCTIC ENVIRONMENT Authors: Mikhail A. Abaturov,Yuriy V. Sirotinskiy, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00043 Abstract: This paper is concerned with solving one of the issues of the general problem of designing geophysical equipment for the natural climatic environment of the Arctic. The relevance of the topic has to do with an increased global interest in this region. The paper is aimed at considering the basic principles of developing and the procedure of testing seismic instruments for use at ultralow climatic temperatures. In this paper the indicated issue is considered through the example of a seismic module designed for petroleum and gas exploration by passive seismoacoustic methods. The seismic module is a direct-burial portable unit of around 5 kg in weight, designed to continuously measure and record microseismic triaxial orthogonal (ZNE) noise in a range from 0.1 to 45 Hz during several days in autonomous mode. The functional chart of designing the seismic module was considered, and concrete conclusions were made for choosing the necessary components to meet the ultralow-temperature operational requirements. The conclusions made served for developing appropriate seismic module. In this case, the components and tools used included a SAFT MP 176065 xc low-temperature lithium cell, industrial-spec electronic component parts, a Zhaofeng Geophysical ZF-4.5 Chinese primary electrodynamic seismic sensor, housing seal parts made of frost-resistant silicone materials, and finely dispersed silica gel used as water-retaining sorbent to avoid condensation in the housing. The paper also describes a procedure of low-temperature collation tests at the lab using a New Brunswick Scientific freezing plant. The test results proved the operability of the developed equipment at ultralow temperatures down to -55°C. In addition, tests were conducted at low microseismic noises in the actual Arctic environment. The possibility to detect signals in a range from 1 to 10 Hz at the level close to the NLNM limit (the Peterson model) has been confirmed, which allows monitoring and exploring petroleum and gas deposits by passive methods. As revealed by this study, the suggested approaches are efficient in developing high-precision mobile seismic instruments for use at ultralow climatic temperatures. The solution of the considered instrumentation and methodical issues is of great practical significance as a constituent of the generic problem of Arctic exploration. Keywords: Seismic instrumentation,microseismic monitoring,Peterson model,geological exploration,temperature ratings,cooling test, Refference: I. AD797: Ultralow Distortion, Ultralow Noise Op Amp, Analog Devices, Inc., Data Sheet (Rev. K). Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/data-sheets/AD797.pdf(Date of access September 2, 2019). II. Agafonov, V. M., Egorov, I. V., and Shabalina, A. S. Operating Principles and Technical Characteristics of a Small-Sized Molecular–Electronic Seismic Sensor with Negative Feedback [Printsipyraboty I tekhnicheskiyekharakteristikimalogabaritnogomolekulyarno-elektronnogoseysmodatchika s otritsatel’noyobratnoysvyaz’yu]. SeysmicheskiyePribory (Seismic Instruments). 2014; 50 (1): 1–8. DOI: 10.3103/S0747923914010022. III. Antonovskaya, G., Konechnaya, Ya.,Kremenetskaya, E., Asming, V., Kvaema, T., Schweitzer, J., Ringdal, F. Enhanced Earthquake Monitoring in the European Arctic. Polar Science. 2015; 1 (9): 158-167. IV. Anthony, R. E., Aster, R. C., Wiens, D., Nyblade, Andr., Anandakrishnan, Sr., Huerta, Audr., Winberry, J. P., Wilson, T., and Rowe, Ch. The Seismic Noise Environment of Antarctica. Seismological Research Letters. 2015; 86(1): 89-100. DOI: 10.1785/0220150005 V. Brincker, R., Lago, T. L., Andersen, P., and Ventura, C. Improving the Classical Geophone Sensor Element by Digital Correction. In Conference Proceedings: IMAC-XXIII: A Conference & Exposition on Structural Dynamics Society for Experimental Mechanics, 2005. URL: https://www.researchgate.net/publication/242452637_Improving_the_Classical_Geophone_Sensor_Element_by_Digital_Correction(Date of access September 2, 2019). VI. Bylaw 164 of the State Committee for Construction of the Russian Federation “On adopting amendments to SNiP 31-01-99 “Construction climatology”. URL: https://base.garant.ru/2322381/(Date of access September 2, 2019). VII. Chao Xu, Junbo Wang, Deyong Chen, Jian Chen, Bowen Liu, Wenjie Qi, XichenZheng, Hua Wei, Guoqing Zhang. The Electrochemical Seismometer Based on a Novel Designed.Sensing Electrode for Undersea Exploration. 20th International Conference on Solid-State Sensors, Actuators and Microsystems &Eurosensors XXXIII (TRANSDUCERS &EUROSENSORS XXXIII). IEEE, 2019. DOI: 10.1109/TRANSDUCERS.2019.8808450. VIII. Chebotareva, I. Ya. New algorithms of emission tomography for passive seismic monitoring of a producing hydrocarbon deposit: Part I. Algorithms of processing and numerical simulation [Novyye algoritmyemissionnoyto mografiidlyapassivnogoseysmicheskogomonitoringarazrabatyvayemykhmestorozhdeniyuglevodorodov. Chast’ I: Algoritmyobrabotki I chislennoyemodelirovaniye]. FizikaZemli. 2010; 46(3):187-98. DOI: 10.1134/S106935131003002X IX. Danilov, A. V. and Konechnaya, Ya. V. Analytical comparison of seismic instruments for stationary surveys in the Arctic [Sravnitel’nyyanalizseysmicheskoyapparaturydlyastatsionarnykhnablyudeniy v Arktike]. DSYS. URL: https://dsys.ru/upload/id254_docPDF_FranzJosefLand.pdf(Date of access September 2, 2019). X. Dew point temperature calculator. Maple Tech. International LLC. URL: https://www.calculator.net/dew-point-calculator.html?airtemperature=20&airtemperatureunit=celsius&humidity=0.34&dewpoint=&dewpointunit=celsius&x=51&y=14(Date of access September 2, 2019). XI. Frolov, A. S. Matching of wave fields recorded by different geophysical receivers [Soglasovaniyevolnovykhpoley, poluchennykh s primeneniyemrazlichnoyregistriruyushcheyapparatury]. Abstracts IX International scientific and technical conference competition of young specialists “Geophysics-2013”. Saint-Petersburg: Gubkin University, 2013. URL: https://www.gubkin.ru/faculty/geology_and_geophysics/chairs_and_departments/exploration_geophysics_and_computers_systems/files/2013_SPb_Frolov.pdf. (Date of access September 2, 2019). XII. Gibbons, S. J., Asming, V., Fedorov, A., Fyen, J., Kero, J., Kozlovskaya, E., Kværna, T., Liszka, L., Näsholm, S.P., Raita, T., Roth, M., Tiira, T., Vinogradov, Yu. The European Arctic: A laboratory for seismoacoustic studies. Seism. Res. Letters. 2015; 86 (3): 917–928. XIII. GOST 8.395-80. State system for ensuring the uniformity of measurements. Reference conditions of measurements while calibrating. General requirements [Gosudarstvennayasistemaobespecheniyaedinstvaizmereniy. Normal’nyyeusloviyaizmereniypripoverke. Obshchiyetrebovaniya]. Moscow: Standartinform, 2008. URL: http://gostrf.com/normadata/1/4294821/4294821960.pdf (Date of access September 2, 2019). XIV. Guralp 6TD. Operators’ Guide. Document Number: MAN-T60-0002, Issue J: April, 2017. Guralp Systems Limited. URL: https://www.guralp.com/documents/MAN-T60-0002.pdf (Date of access September 2, 2019). XV. Inshakova, A. S., Barykina, E. S., and Kozlov, V. V. Role of silica gel in adsorption air drying [Rol’ silikagelya v adsorbtsionnoyosushkevozdukha]. AlleyaNauki (Alley of Science). 2017; 15. URL: https://www.alley- science.ru/domains_data/files/November2017/ROL%20SILIKAGELYa%20V%20ADSORBCIONNOY%20OSUShKE%20VOZDUHA.pdf(Date of access September 2, 2019). XVI. Ioffe, D. and Pozdnyakov, P. Searching for Hidden Reserves of Modern Microchip Circuits. Part I [Poiskskrytykhrezervovsovremennykhmikroskhem. Chast’ I].Komponenty I tekhnologii (Components and Technologies). 2015; 4: 144-46. XVII. Jiang Xu, Xi Wang, Ningyi Yuan, Jianning Ding, Si Qin, Joselito M. Razal, Xuehang Wang, ShanhaiGe, Gogotsi, Yu. Extending the low temperature operational limit of Li-ion battery to −80 °C. Energy Storage Materials (IF0). Published 2019-04-27. DOI: 10.1016/j.ensm.2019.04.033. XVIII. Kouznetsov, O. L., Lyasch, Y. F., Chirkin, I. A., Rizanov, E. G., LeRoy, S. D., Koligaev, S. O. Long-term monitoring of microseismic emissions: Earth tides, fracture distribution, and fluid content. SEG, APPG Interpretation. 2016: 4 (2): T191–T204. XIX. Laverov, N. P., Bogoyavlenskiy, V. I., Bogoyavlenskiy, I. V. Fundamental Aspects of Rational Management of the Petroleum and Gas Resources of the Arctic and the Russian Continental Shelf: Strategy, Prospects, and Problems [Fundamental’nyyeaspektyratsional’nogoosvoyeniyaresursovneftiigazaArktiki I shel’faRossii: strategiya, perspektivyi problem].Arktika: ekologiya I ekonomika [Arctic: Ecology and Economy]. 2016; 2 (22): 4-13. XX. Lee, P. Low Noise Amplifier Selection Guide for Optimal Noise Performance, Analog Devices, Inc., AN-940 Application Note. Analog Devices, Inc. URL: https://www.analog.com/media/en/technical-documentation/application-notes/AN-940.pdf(Date of access September 2, 2019). XXI. Markatis, N., Polychronopoulou, K., Tselentis, Ak. Passive seismic tomography: A passive concept actively evolving. First Break. 2012; 30 (7): 83-90. XXII. Matveev, I. V. and Matveeva, N. V. Portable seismic recorder “SEISAR-5” with very low energy consumption for autonomous work in harsh climatic conditions [Portativnyyseysmicheskiyregistrator «Seysar-5» s ochen’ nizkimenergopotrebleniyemdlyaavtonomnoyraboty v slozhnykhklimatic heskikhusloviyakh]. Nauka I tekhnologicheskierazrabotki (Science and Technological Developments). 2017; 96 (3): 33-40. [Special Issue “Applied Geophysics: New Developments and Results. Part 1. Seismology and Seismic Exploration]. DOI: 10.21455/std2017.3-3. XXIII. Mishra, R. The Temperature Ratings of Electronic Parts.Electronics Cooling magazine. URL: http://www.electronics-cooling.com/2004/02/the-temperature-ratings-of-electronic-parts(Date of access September 2, 2019). XXIV. Moore, Sue E.; Stabeno, Phyllis J.; Van Pelt, Thomas I. The Synthesis of Arctic Research (SOAR) project. Deep-Sea Research Part II. 152: 1-7. DOI: 10.1016/j.dsr2.2018.05.013. XXV. MS-SPORT Viscous Silicone Lubricant with Fluoroplastic. ToR2257-010-45540231-2003. OOO VMPAUTO, URL: https://smazka.ru/attachments/get/469/ms-sport-tds.pdf(Date of access September 2, 2019). XXVI. New Brunswick™ Premium -86 °C Freezers. Operating manual. URL: https://www.eppendorf.com/product-media/doc/en/142770_Operating-Manual/New-Brunswick_Freezers_Operating-manual-86-C-Premium-Freezers.pdf(Date of access September 2, 2019). XXVII. New seismic digitizer/recorder for passive seismic monitoring applications. LandTech Enterprises. URL: http://www.landtechsa.com/Images/Instrument/SRi32L/SRi32L.pdf(Date of access September 2, 2019). XXVIII. Parker, T., Winberry, P., Huerta, A., Bainbridge, G., Devanney, P. Direct Burial Broadband Seismic Instrumentation for Polar Environments. Nanometrics Inc. URL: https://www.nanometrics.ca/sites/default/files/2017-11/direct_burial_bb_seismic_instrumentation_for_polar_environments.pdf. (Date of access September 2, 2019). XXIX. Peterson, J. Observation and Modeling of Seismic Background Noise. Albuquerque, New Mexico: US Department of Interior Geological Survey, 1993. XXX. Razinkov, O.G., Sidorov-Biryukov, D. D., Townsend, B., Parker, T., Bainbridge, G., Greiss, R. Strengths and Applications of Direct Burial Seismic Instruments [Preimushchestva I oblastiprimeneniyaseysmicheskikhpriborovdlyapryamoyustanovki v grunt] in Proc. VI Sci. Tech. Conf. “Problems of Complex Geophysical Monitoring of the Russian Far East”, Petropavlovsk-Kamchatskiy: Geophysical Survey, Russian Academy of Sciences, 2017. URL: http://www.emsd.ru/conf2017lib/pdf/techn/razinkov.pdf (Date of access September 2, 2019). XXXI. Roux, Ph., Wathelet, M., Roueff, Ant. The San Andreas Fault revisited through seismic-noise and surface-wave tomography. Geophysical Research Letters. 2011; 38 (13). DOI: 10.1029/2011GL047811. XXXII. Rubber O-ring seals for hydraulic and pneumatic equipment. Specifications [Kol’tsarezinovyyeuplotnitel’nyyekruglogosecheniyadlyagidravlicheskikh I pnevmaticheskikhustroystv. Tekhnicheskiyeusloviya]. GOST 18829-2017 Interstate standard. Moscow: Standartinform, 2017. URL: https://files.stroyinf.ru/Data/645/64562.pdf (Date of access September 2, 2019). XXXIII. Sanina, I., Gabsatarova, I., Chernykh, О.,Riznichenko, О., Volosov, S., Nesterkina, M., Konstantinovskaya, N. The Mikhnevo small aperture array enhances the resolution property of seismological observations on the East European Platform. Journal of Seismology (JOSE). 2011; 15 (3): 545-56. (DOI: 10.1007/sl0950-010-9211-х). XXXIV. SM-3VK Magnetoelectric Seismic Pickup. Specifications. ToR-4314-001-02698826-01. N. Laverov Federal Centre for Integrated Arctic Research, Russian Academy of Sciences. URL: http://fciarctic.ru/index.php?page=ckpg (Date of access September 2, 2019). XXXV. Sobisevich, A. L.,Presnov, D. A.,Agafonov, V. M.,Sobisevich, L. E. Autonomous geohydroacoustic ice buoy of new generation [Vmorazhivayemyyavtonomnyygeogidroakusticheskiy buy novogopokoleniya]. Nauka I tekhnologicheskierazrabotki (Science and Technological Developments). 2018; 97 (1): 25–34. [Special issue “Precise Geophysical Monitoring of Natural Hazards. Part 1. Instruments andTechnologies”]. DOI: 10.21455/ std2018.1-3. XXXVI. Zhukov, Y. V. Issues of resistance and reliability of electronic equipment products to the exposure factors [Voprosystoykosti i nadezhnostiizdeliyradioelektronnoytekhniki k vneshnimvozdeystvuyushchimfaktoram]. Provintsial’nyyenauchnyyezapiski (The journal Provincial scientific proceedings). 2019; 1 (9): 118-124. View | Download COMPARATIVE ANALYSIS OF RESULTS OF TREATMENT OF PATIENTS WITH FOOT PATHOLOGY WHO UNDERWENT WEIL OPEN OSTEOTOMY BY CLASSICAL METHOD AND WITHOUT STEOSYNTHESIS Authors: Yuriy V. Lartsev,Dmitrii A. Rasputin,Sergey D. Zuev-Ratnikov,Pavel V.Ryzhov,Dmitry S. Kudashev,Anton A. Bogdanov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00044 Abstract: The article considers the problem of surgical correction of the second metatarsal bone length. The article analyzes the results of treatment of patients with excess length of the second metatarsal bones that underwent osteotomy with and without osteosynthesis. The results of treatment of patients who underwent metatarsal shortening due to classical Weil-osteotomy with and without osteosynthesis were analyzed. The first group consisted of 34 patients. They underwent classical Weil osteotomy. The second group included 44 patients in whomosteotomy of the second metatarsal bone were not by the screw. When studying the results of the treatment in the immediate postoperative period, weeks 6, 12, slightly better results were observed in patients of the first group, while one year after surgical treatment the results in both groups were comparable. One year after surgical treatment, there were 2.9% (1 patient) of unsatisfactory results in the first group and 4.5% (2 patients) in the second group. Considering the comparability of the results of treatment in remote postoperative period, the choice of concrete method remains with the operating surgeon. Keywords: Flat feet,hallux valgus,corrective osteotomy,metatarsal bones, Refference: I. A novel modification of the Stainsby procedure: surgical technique and clinical outcome [Text] / E. Concannon, R. MacNiocaill, R. Flavin [et al.] // Foot Ankle Surg. – 2014. – Dec., Vol. 20(4). – P. 262–267. II. Accurate determination of relative metatarsal protrusion with a small intermetatarsal angle: a novel simplified method [Text] / L. Osher, M.M. Blazer, S. Buck [et al.] // J. Foot Ankle Surg. – 2014. – Sep.-Oct., Vol. 53(5). – P. 548–556. III. Argerakis, N.G. The radiographic effects of the scarf bunionectomy on rearfoot alignment [Text] / N.G. Argerakis, L.Jr. Weil, L.S. Sr. Weil // Foot Ankle Spec. – 2015. – Apr., Vol. 8(2). – P. 89–94. IV. Bauer, T. Percutaneous forefoot surgery [Text] / T. Bauer // Orthop. Traumatol. Surg. Res. – 2014. – Feb., Vol. 100(1 Suppl.). – P. S191–S204. V. Biomechanical Evaluation of Custom Foot Orthoses for Hallux Valgus Deformity [Text] // J. Foot Ankle Surg. – 2015. – Sep.-Oct., Vol.54(5). – P. 852–855. VI. Chopra, S. Characterization of gait in female patients with moderate to severe hallux valgus deformity [Text] / S. Chopra, K. Moerenhout, X. Crevoisier // Clin. Biomech. (Bristol, Avon). – 2015. – Jul., Vol. 30(6). – P. 629–635. VII. Computer assisted planning and custom-made surgical guide for malunited pronation deformity after first metatarsophalangeal joint arthrodesis in rheumatoid arthritis: a case report [Text] / M. Hirao, S. Ikemoto, H. Tsuboi [et al.] // Comput. Aided Surg. – 2014. – Vol. 19(1-3). – P. 13–19. VIII. Correlation between static radiographic measurements and intersegmental angular measurements during gait using a multisegment foot model [Text] / D.Y. Lee, S.G. Seo, E.J. Kim [et al.] // Foot Ankle Int. – 2015. – Jan., Vol.36(1). – P. 1–10. IX. Correlative study between length of first metatarsal and transfer metatarsalgia after osteotomy of first metatarsal [Text]: [Article in Chinese] / F.Q. Zhang, B.Y. Pei, S.T. Wei [et al.] // Zhonghua Yi XueZaZhi. – 2013. – Nov. 19, Vol. 93(43). – P. 3441–3444. X. Dave, M.H. Forefoot Deformity in Rheumatoid Arthritis: A Comparison of Shod and Unshod Populations [Text] / M.H. Dave, L.W. Mason, K. Hariharan // Foot Ankle Spec. – 2015. – Oct., Vol. 8(5). – P. 378–383. XI. Does arthrodesis of the first metatarsophalangeal joint correct the intermetatarsal M1M2 angle? Analysis of a continuous series of 208 arthrodeses fixed with plates [Text] / F. Dalat, F. Cottalorda, M.H. Fessy [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6). – P. 709–714. XII. Dynamic plantar pressure distribution after percutaneous hallux valgus correction using the Reverdin-Isham osteotomy [Text]: [Article in Spanish] / G. Rodríguez-Reyes, E. López-Gavito, A.I. Pérez-Sanpablo [et al.] // Rev. Invest. Clin. – 2014. – Jul., Vol. 66, Suppl. 1. – P. S79-S84. XIII. Efficacy of Bilateral Simultaneous Hallux Valgus Correction Compared to Unilateral [Text] / A.V. Boychenko, L.N. Solomin, S.G. Parfeyev [et al.] // Foot Ankle Int. – 2015. – Nov., Vol. 36(11). – P. 1339–1343. XIV. Endolog technique for correction of hallux valgus: a prospective study of 30 patients with 4-year follow-up [Text] / C. Biz, M. Corradin, I. Petretta [et al.] // J. OrthopSurg Res. – 2015. – Jul. 2, № 10. – P. 102. XV. First metatarsal proximal opening wedge osteotomy for correction of hallux valgus deformity: comparison of straight versus oblique osteotomy [Text] / S.H. Han, E.H. Park, J. Jo [et al.] // Yonsei Med. J. – 2015. – May, Vol. 56(3). – P. 744–752. XVI. Long-term outcome of joint-preserving surgery by combination metatarsal osteotomies for shortening for forefoot deformity in patients with rheumatoid arthritis [Text] / H. Niki, T. Hirano, Y. Akiyama [et al.] // Mod. Rheumatol. – 2015. – Sep., Vol. 25(5). – P. 683–638. XVII. Maceira, E. Transfer metatarsalgia post hallux valgus surgery [Text] / E. Maceira, M. Monteagudo // Foot Ankle Clin. – 2014. – Jun., Vol. 19(2). – P.285–307. XVIII. Nielson, D.L. Absorbable fixation in forefoot surgery: a viable alternative to metallic hardware [Text] / D.L. Nielson, N.J. Young, C.M. Zelen // Clin. Podiatr. Med. Surg. – 2013. – Jul., Vol. 30(3). – P. 283–293 XIX. Patient’s satisfaction after outpatient forefoot surgery: Study of 619 cases [Text] / A. Mouton, V. Le Strat, D. Medevielle [et al.] // Orthop. Traumatol. Surg. Res. – 2015. – Oct., Vol. 101(6 Suppl.). – P. S217–S220. XX. Preference of surgical procedure for the forefoot deformity in the rheumatoid arthritis patients–A prospective, randomized, internal controlled study [Text] / M. Tada, T. Koike, T. Okano [et al.] // Mod. Rheumatol. – 2015. – May., Vol. 25(3). – P.362–366. XXI. Redfern, D. Percutaneous Surgery of the Forefoot [Text] / D. Redfern, J. Vernois, B.P. Legré // Clin. Podiatr. Med. Surg. – 2015. – Jul., Vol. 32(3). – P. 291–332. XXII. Singh, D. Bullous pemphigoid after bilateral forefoot surgery [Text] / D. Singh, A. Swann // Foot Ankle Spec. – 2015. – Feb., Vol. 8(1). – P. 68–72. XXIII. Treatment of moderate hallux valgus by percutaneous, extra-articular reverse-L Chevron (PERC) osteotomy [Text] / J. Lucas y Hernandez, P. Golanó, S. Roshan-Zamir [et al.] // Bone Joint J. – 2016. – Mar., Vol. 98-B(3). – P. 365–373. XXIV. Weil, L.Jr. Scarf osteotomy for correction of hallux abducto valgus deformity [Text] / L.Jr. Weil, M. Bowen // Clin. Podiatr. Med. Surg. – 2014. – Apr., Vol.31(2). – P. 233–246. View | Download QUANTITATIVE ULTRASONOGRAPHY OF THE STOMACH AND SMALL INTESTINE IN HEALTHYDOGS Authors: Roman A. Tcygansky,Irina I. Nekrasova,Angelina N. Shulunova,Alexander I.Sidelnikov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00045 Abstract: Purpose.To determine the quantitative echogenicity indicators (and their ratio) of the layers of stomach and small intestine wall in healthy dogs. Methods. A prospective 3-year study of 86 healthy dogs (aged 1-7 yrs) of different breeds and of both sexes. Echo homogeneity and echogenicity of the stomach and intestines wall were determined by the method of Silina, T.L., et al. (2010) in absolute values of average brightness levels of ultrasound image pixels using the 8-bit scale with 256 shades of gray. Results. Quantitative echogenicity indicators of the stomach and the small intestine wall in dogs were determined. Based on the numerical values characterizing echogenicity distribution in each layer of a separate structure of the digestive system, the coefficient of gastric echogenicity is determined as 1:2.4:1.1 (mucosa/submucosa/muscle layers, respectively), the coefficient of duodenum and jejunum echogenicity is determined as 1:3.5:2 and that of ileum is 1:1.8:1. Clinical significance. The echogenicity coefficient of the wall of the digestive system allows an objective assessment of the stomach and intestines wall and can serve as the basis for a quantitative assessment of echogenicity changes for various pathologies of the digestive system Keywords: Ultrasound (US),echogenicity,echogenicity coefficient,digestive system,dogs,stomach,intestines, Refference: I. Agut, A. Ultrasound examination of the small intestine in small animals // Veterinary focus. 2009.Vol. 19. No. 1. P. 20-29. II. Bull. 4.RF patent 2398513, IPC51A61B8 / 00 A61B8 / 14 (2006.01) A method for determining the homoechogeneity and the degree of echogenicity of an ultrasound image / T. Silina, S. S. Golubkov. – No. 2008149311/14; declared 12/16/2008; publ. 09/10/2010 III. Choi, M., Seo, M., Jung, J., Lee, K., Yoon, J., Chang, D., Park, RD. Evaluation of canine gastric motility with ultrasonography // J. of Veterinary Medical Science. – 2002. Vol. 64. – № 1. – P. 17-21. IV. Delaney, F., O’Brien, R.T., Waller, K.Ultrasound evaluation of small bowel thickness compared to weight in normal dogs // Veterinary Radiology and Ultrasound. 2003 Vol. 44, № 5. Р 577-580. V. Diana, A., Specchi, S., Toaldo, M.B., Chiocchetti, R., Laghi, A., Cipone, M. Contrast-enhanced ultrasonography of the small bowel in healthy cats // Veterinary Radiology and Ultrasound. – 2011. – Vol. 52, № 5. – Р. 555-559. VI. Garcia, D.A.A., Froes, T.R. Errors in abdominal ultrasonography in dogs and cats // J. of Small Animal Practice. – 2012. Vol. 53. – № 9. – P. 514-519. VII. Garcia, D.A.A., Froes, T.R. Importance of fasting in preparing dogs for abdominal ultrasound examination of specific organs // J. of Small Animal Practice. – 2014. Vol. 55. – № 12. – P. 630-634. VIII. Gaschen, L., Granger, L.A., Oubre, O., Shannon, D., Kearney, M., Gaschen, F. The effects of food intake and its fat composition on intestinal echogenicity in healthy dogs // Veterinary Radiology and Ultrasound. 2016. Vol. 57. № 5. P. 546-550 IX. Gaschen, L., Kircher, P., Stussi, A., Allenspach, K., Gaschen, F., Doherr, M., Grone, A. Comparison of ultrasonographic findings with clinical activity index (CIBDAI) and diagnosis in dogs with chronic enteropathies // Veterinary radiology and ultrasound. – 2008. – Vol. 49. – № 1. – Р. 56-64. X. Gil, E.M.U. Garcia, D.A.A. Froes, T.R. In utero development of the fetal intestine: Sonographic evaluation and correlation with gestational age and fetal maturity in dogs // Theriogenology. 2015. Vol. 84, №5. Р. 681-686. XI. Gladwin, N.E. Penninck, D.G., Webster, C.R.L. Ultrasonographic evaluation of the thickness of the wall layers in the intestinal tract of dogs // American Journal of Veterinary Research. 2014. Vol. 75, №4. Р. 349-353. XII. Gory, G., Rault, D.N., Gatel, L, Dally, C., Belli, P., Couturier, L., Cauvin, E. Ultrasonographic characteristics of the abdominal esophagus and cardia in dogs // Veterinary Radiology and Ultrasound. 2014. Vol. 55, № 5. P. 552-560. XIII. Günther, C.S. Lautenschläger, I.E., Scholz, V.B. Assessment of the inter- and intraobserver variability for sonographical measurement of intestinal wall thickness in dogs without gastrointestinal diseases | [Inter-und Intraobserver-Variabilitätbei der sonographischenBestimmung der Darmwanddicke von HundenohnegastrointestinaleErkrankungen] // Tierarztliche Praxis Ausgabe K: Kleintiere – Heimtiere. 2014. Vol. 42 №2. Р. 71-78. XIV. Hanazono, K., Fukumoto, S., Hirayama, K., Takashima, K., Yamane, Y., Natsuhori, M., Kadosawa, T., Uchide, T. Predicting Metastatic Potential of gastrointestinal stromal tumors in dog by ultrasonography // J. of Veterinary Medical Science. – 2012. Vol. 74. – № 11. – P. 1477-1482. XV. Heng, H.G., Lim, Ch.K., Miller, M.A., Broman, M.M.Prevalence and significance of an ultrasonographic colonic muscularishyperechoic band paralleling the serosal layer in dogs // Veterinary Radiology and Ultrasound. 2015. Vol. 56 № 6. P. 666-669. XVI. Ivančić, M., Mai, W. Qualitative and quantitative comparison of renal vs. hepatic ultrasonographic intensity in healthy dogs // Veterinary Radiology and Ultrasound. 2008. Vol. 49. № 4. Р. 368-373. XVII. Lamb, C.R., Mantis, P. Ultrasonographic features of intestinal intussusception in 10 dogs // J. of Small Animal Practice. – 2008. Vol. 39. – № 9. – P. 437-441. XVIII. Le Roux, A. B., Granger, L.A., Wakamatsu, N, Kearney, M.T., Gaschen, L.Ex vivo correlation of ultrasonographic small intestinal wall layering with histology in dogs // Veterinary Radiology and Ultrasound.2016. Vol. 57. № 5. P. 534-545. XIX. Nielsen, T. High-frequency ultrasound of Peyer’s patches in the small intestine of young cats / T. Nielsen [et al.] // Journal of Feline Medicine and Surgery. – 2015. – Vol. 18, № 4. – Р. 303-309. XX. PenninckD.G. Gastrointestinal tract. In Nyland T.G., Mattoon J.S. (eds): Small Animal Diagnostic Ultrasound. Philadelphia: WB Saunders. 2002, 2nd ed. Р. 207-230. XXI. PenninckD.G. Gastrointestinal tract. In: PenninckD.G.,d´Anjou M.A. Atlas of Small Animal Ultrasonography. Blackwell Publishing, Iowa. 2008. Р. 281-318. XXII. Penninck, D.G., Nyland, T.G., Kerr, L.Y., Fisher, P.E. Ultrasonographic evaluation of gastrointestinal diseases in small animals // Veterinary Radiology. 1990. Vol. 31. №3. P. 134-141. XXIII. Penninck, D.G.,Webster, C.R.L.,Keating, J.H. The sonographic appearance of intestinal mucosal fibrosis in cats // Veterinary Radiology and Ultrasound. – 2010. – Vol. 51, № 4. – Р. 458-461. XXIV. Pollard, R.E.,Johnson, E.G., Pesavento, P.A., Baker, T.W., Cannon, A.B., Kass, P.H., Marks, S.L. Effects of corn oil administered orally on conspicuity of ultrasonographic small intestinal lesions in dogs with lymphangiectasia // Veterinary Radiology and Ultrasound. 2013. Vol. 54. № 4. P. 390-397. XXV. Rault, D.N., Besso, J.G., Boulouha, L., Begon, D., Ruel, Y. Significance of a common extended mucosal interface observed in transverse small intestine sonograms // Veterinary Radiology and Ultrasound. 2004. Vol. 45. №2. Р. 177-179. XXVI. Sutherland-Smith, J., Penninck, D.G., Keating, J.H., Webster, C.R.L. Ultrasonographic intestinal hyperechoic mucosal striations in dogs are associated with lacteal dilation // Veterinary Radiology and Ultrasound. – 2007. Vol. 48. – № 1. – P. 51-57. View | Download EVALUATION OF ADAPTIVE POTENTIAL IN MEDICAL STUDENTS IN THE CONTEXT OF SEASONAL DYNAMICS Authors: Larisa A. Merdenova,Elena A. Takoeva,Marina I. Nartikoeva,Victoria A. Belyayeva,Fatima S. Datieva,Larisa R. Datieva, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00046 Abstract: The aim of this work was to assess the functional reserves of the body to quantify individual health; adaptation, psychophysiological characteristics of the health quality of medical students in different seasons of the year. When studying the temporal organization of physiological functions, the rhythm parameters of physiological functions were determined, followed by processing the results using the Cosinor Analysis program, which reveals rhythms with an unknown period for unequal observations, evaluates 5 parameters of sinusoidal rhythms (mesor, amplitude, acrophase, period, reliability). The essence of desynchronization is the mismatch of circadian rhythms among themselves or destruction of the rhythms architectonics (instability of acrophases or their disappearance). Desynchronization with respect to the rhythmic structure of the body is of a disregulatory nature, most pronounced in pathological desynchronization. High neurotism, increased anxiety reinforces the tendency to internal desynchronization, which increases with stress. During examination stress, students experience a decrease in the stability of the temporary organization of the biosystem and the tension of adaptive mechanisms develops, which affects attention, mental performance and the quality of adaptation to the educational process. Time is shortened and the amplitude of the “initial minute” decreases, personal and situational anxiety develops, and the level of psychophysiological adaptation decreases. The results of the work are priority because they can be used in assessing quality and level of health. Keywords: Desynchronosis,biorhythms,psycho-emotional stress,mesor,acrophase,amplitude,individual minute, Refference: I. Arendt, J., Middleton, B. Human seasonal and circadian studies in Antarctica (Halley, 75_S) – General and Comparative Endocrinology. 2017: 250-259. (http://dx.doi.org/10.1016/j.ygcen.2017.05.010). II. BalandinYu.P. A brief methodological guide on the use of the agro-industrial complex “Health Sources” / Yu.P. Balandin, V.S. Generalov, V.F. Shishlov. Ryazan, 2007. III. Buslovskaya L.K. Adaptation reactions in students at exam stress/ L.K. Buslovskaya, Yu.P. Ryzhkova. Scientific bulletin of Belgorod State University. Series: Natural Sciences. 2011;17(21):46-52. IV. Chutko L. S. Sindromjemocionalnogovygoranija – Klinicheskie I psihologicheskieaspekty./ L.S Chutko. Moscow: MEDpress-inform, 2013. V. Eroshina K., Paul Wilkinson, Martin Mackey. The role of environmental and social factors in the occurrence of diseases of the respiratory tract in children of primary school age in Moscow. Medicine. 2013:57-71. VI. Fagrell B. “Microcirculation of the Skin”. The physiology and pharmacology of the microcirculation. 2013:423. VII. Gurova O.A. Change in blood microcirculation in students throughout the day. New research. 2013; 2 (35):66-71. VIII. Khetagurova L.G. – Stress/Ed. L.G. Khetagurov. Vladikavkaz: Project-Press Publishing House, 2010. IX. Khetagurova L.G., Urumova L.T. et al. Stress (chronomedical aspects). International Journal of Experimental Education 2010; 12: 30-31. X. Khetagurova L.G., Salbiev K.D., Belyaev S.D., Datieva F.S., Kataeva M.R., Tagaeva I.R. Chronopathology (experimental and clinical aspects/ Ed. L.G. Khetagurov, K.D. Salbiev, S.D.Belyaev, F.S. Datiev, M.R. Kataev, I.R. Tagaev. Moscow: Science, 2004. XI. KlassinaS.Ya. Self-regulatory reactions in the microvasculature of the nail bed of fingers in person with psycho-emotional stress. Bulletin of new medical technologies, 2013; 2 (XX):408-412. XII. Kovtun O.P., Anufrieva E.V., Polushina L.G. Gender-age characteristics of the component composition of the body in overweight and obese schoolchildren. Medical Science and Education of the Urals. 2019; 3:139-145. XIII. Kuchieva M.B., Chaplygina E.V., Vartanova O.T., Aksenova O.A., Evtushenko A.V., Nor-Arevyan K.A., Elizarova E.S., Efremova E.N. A comparative analysis of the constitutional features of various generations of healthy young men and women in the Rostov Region. Modern problems of science and education. 2017; 5:50-59. XIV. Mathias Adamsson1, ThorbjörnLaike, Takeshi Morita – Annual variation in daily light expo-sure and circadian change of melatonin and cortisol consent rations at a northern latitude with large seasonal differences in photoperiod length – Journal of Physiological Anthropology. 2017; 36: 6 – 15. XV. Merdenova L.A., Tagaeva I.R., Takoeva E.A. Features of the study of biological rhythms in children. The results of fundamental and applied research in the field of natural and technical sciences. Materials of the International Scientific and Practical Conference. Belgorod, 2017, pp. 119-123. XVI. Ogarysheva N.V. The dynamics of mental performance as a criterion for adapting to the teaching load. Bulletin of the Samara Scientific Center of the Russian Academy of Sciences. 2014;16:5 (1): S.636-638. XVII. Pekmezovi T. Gene-environment interaction: A genetic-epidemiological approach. Journal of Medical Biochemistry. 2010;29:131-134. XVIII. Rapoport S.I., Chibisov S.M. Chronobiology and chronomedicine: history and prospects/Ed. S.M. Chibisov, S.I. Rapoport ,, M.L. Blagonravova. Chronobiology and Chronomedicine: Peoples’ Friendship University of Russia (RUDN) Press. Moscow, 2018. XIX. Roustit M., Cracowski J.L. “Non-invasive assessment of skin microvascular function in humans: an insight into methods” – Microcirculation 2012; 19 (1): 47-64. XX. Rud V.O., FisunYu.O. – References of the circadian desinchronosis in students. Ukrainian Bulletin of Psychoneurology. 2010; 18(2) (63): 74-77. XXI. Takoeva Z. A., Medoeva N. O., Berezova D. T., Merdenova L. A. et al. Long-term analysis of the results of chronomonitoring of the health of the population of North Ossetia; Vladikavkaz Medical and Biological Bulletin. 2011; 12(12,19): 32-38. XXII. Urumova L.T., Tagaeva I.R., Takoeva E.A., Datieva L.R. – The study of some health indicators of medical students in different periods of the year. Health and education in the XXI century. 2016; 18(4): 94-97. XXIII. Westman J. – Complex diseases. In: Medical genetics for the modern clinician. USA: Lippincott Williams & Wilkins, 2006. XXIV. Yadrischenskaya T.V. Circadian biorhythms of students and their importance in educational activities. Problems of higher education. Pacific State University Press. 2016; 2:176-178. View | Download TRIADIC COMPARATIVE ANALYSIS Authors: Stanislav A.Kudzh,Victor Ya. Tsvetkov, DOI: https://doi.org/10.26782/jmcms.spl.10/2020.06.00047 Abstract: The present study of comparison methods based on the triadic model introduces the following concepts: the relation of comparability and the relation of comparison, and object comparison and attributive comparison. The difference between active and passive qualitative comparison is shown, two triadic models of passive and active comparison and models for comparing two and three objects are described. Triadic comparison models are proposed as an alternative to dyadic comparison models. Comparison allows finding the common and the different; this approach is proposed for the analysis of the nomothetic and ideographic method of obtaining knowledge. The nomothetic method identifies and evaluates the general, while the ideographic method searches for unique in parameters and in combinations of parameters. Triadic comparison is used in systems and methods of argumentation, as well as in the analysis of consistency/inconsistency. Keywords: Comparative analysis,dyad,triad,triadic model,comparability relation,object comparison,attributive comparison,nomothetic method,ideographic method, Refference: I. AltafS., Aslam.M.Paired comparison analysis of the van Baarenmodel using Bayesian approach with noninformativeprior.Pakistan Journal of Statistics and Operation Research 8(2) (2012) 259{270. II. AmooreJ. E., VenstromD Correlations between stereochemical assessments and organoleptic analysis of odorous compounds. Olfaction and Taste (2016) 3{17. III. BarnesJ., KlingerR. Embedding projection for targeted cross-lingual sentiment: model comparisons and a real-world study. Journal of Artificial Intelligence Research 66 (2019) 691{742. doi.org/10.1613/jair.1.11561 IV. Castro-SchiloL., FerrerE.Comparison of nomothetic versus idiographic-oriented methods for making predictions about distal outcomes from time series data. Multivariate Behavioral Research 48(2) (2013) 175{207. V. De BonaG.et al. Classifying inconsistency measures using graphs. Journal of Artificial Intelligence Research 66 (2019) 937{987. VI. FideliR. La comparazione. Milano: Angeli, 1998. VII. GordonT. F., PrakkenH., WaltonD. The Carneades model of argument and burden of proof. Artificial Intelligence 10(15) (2007) 875{896. VIII. GrenzS.J. The social god and the relational self: A Triad theology of the imago Dei. Westminster: John Knox Press, 2001. IX. HermansH.J. M.On the integration of nomothetic and idiographic research methods in the study of personal meaning.Journal of Personality 56(4) (1988) 785{812. X. JamiesonK. G., NowakR. Active ranking using pairwise comparisons.Advances in Neural Information Processing Systems (2011) 2240{2248. XI. JongsmaC.Poythress’s triad logic: a review essay. Pro Rege 42(4) (2014) 6{15. XII. KärkkäinenV.M. Trinity and Religious Pluralism: The Doctrine of the Trinity in Christian Theology of Religions. London: Routledge, 2017. XIII. KudzhS. A., TsvetkovV.Ya. Triadic systems. Russian Technology Magazine 7(6) (2019) 74{882. XIV. NelsonK.E.Some observations from the perspective of the rare event cognitive comparison theory of language acquisition.Children’s Language 6 (1987) 289{331. XV. NiskanenA., WallnerJ., JärvisaloM.Synthesizing argumentation frameworks from examples. Journal of Artificial Intelligence Research 66 (2019) 503{554. XVI. PührerJ.Realizability of three-valued semantics for abstract dialectical frameworks.Artificial Intelligence 278 (2020) 103{198. XVII. SwansonG.Frameworks for comparative research: structural anthropology and the theory of action. In: Vallier, Ivan (Ed.). Comparative methods in sociology: essays on trends and applications.Berkeley: University of California Press, 1971 141{202. XVIII. TsvetkovV.Ya.Worldview model as the result of education.World Applied Sciences Journal 31(2) (2014) 211{215. XIX. TsvetkovV. Ya. Logical analysis and variable scales. Slavic Forum 4(22) (2018) 103{109. XX. Wang S. et al. Transit traffic analysis zone delineating method based on Thiessen polygon. Sustainability 6(4) (2014) 1821{1832. View | Download DEVELOPING TECHNOLOGY OF CREATING WEAR-RESISTANT CERAMIC COATING FOR ICE CYLINDER". JOURNAL OF MECHANICS OF CONTINUA AND MATHEMATICAL SCIENCES spl10, № 1 (28 червня 2020). http://dx.doi.org/10.26782/jmcms.spl.10/2020.06.00048.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Статті в журналах з теми "Technical education Computer-assisted instruction Case studies"

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями