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2. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
- Abstract
The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
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- 2016
3. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
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- 2013
4. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]
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- 2012
5. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (35th, Louisville, Kentucky, 2012). Volume 2
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]
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- 2012
6. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (33rd, Anaheim, California, 2010). Volume 2
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]
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- 2010
7. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, Texas, October 22-24, 2013)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.
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- 2013
8. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (New York, New York, April 22-25, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Jackowicz, Stephen, Sahin, Ismail, Jackowicz, Stephen, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
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"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on April 22-25, 2021, in New York, New York. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2021
9. Proceedings of International Conference on Humanities, Social and Education Sciences (New York, New York, April 22-25, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Jackowicz, Stephen, and Sahin, Ismail
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"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
- Published
- 2021
10. NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3
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NORDSCI
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This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
- Published
- 2020
11. Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag
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Wu, Yonghe, Lin, Lin, Ma, Xiaoling, and Zhu, Zhiting
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The e-Textbook and e-Schoolbag initiatives have received wide attention and have been seen as the trend towards future education. This paper describes the framework of e-Textbook and e-Schoolbag including its conceptual model and system model. It further discusses the five interconnected categories that form the main parts of this Ecosystem construct. The five categories include the overall standards, e-textbook standards, learning terminal standards, learning tools standards, and learning services standards. [For the full proceedings see ED562107.]
- Published
- 2013
12. Proceedings of the International Conference on Educational Data Mining (EDM) (10th, Wuhan, China, June 25-28, 2017)
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International Educational Data Mining Society, Hu, Xiangen, Barnes, Tiffany, Hershkovitz, Arnon, and Paquette, Luc
- Abstract
The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer Science and Technology at Tsinghua University; and Dr. Ron Cole, President of Boulder Learning Inc. The main conference invited contributions to the Research Track and Industry Track. 122 submissions were received (71 full, 47 short, 4 industry). 18 full papers papers were accepted (25% acceptance rate) and 32 short papers for oral presentation (42% acceptance rate) and an additional 39 for poster presentations, 3 demonstrations. The industry track includes all 4 submitted industry papers and 1 paper initially submitted as a full paper. The EDM conference provides opportunities for young researchers, and particularly Ph.D. students, to present their research ideas and receive feedback from the peers and more senior researchers. This year, the Doctoral Consortium features 6 such presentations. In addition to the main program, the conference includes 3 workshops: (1) Graph-based Educational Data Mining (G-EDM 2017); (2) Sharing and Reusing Data & Analytics Methods with LearnSphere; and (3) Deep Learning with Educational Data; and 2 tutorials: (1) Why Data Standards are Critical for EDM and AIED; and (2) Principal Stratification for EDM Experiments. [For the 2016 proceedings, see ED592609.]
- Published
- 2017
13. The Application of Micro-Video Technology in the Promotion of Digital Reading in Children's Libraries under the Background of Media Fusion
- Author
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Xiao, Suchao
- Abstract
Digital reading is now an important way for children to read. This article defines the concept of children's digital reading based on the current situation, reading needs, and research progress of reading promotion methods. Aiming at the problem that only simple matching method is used for entity extraction in BAG model, this paper proposes an entity extraction method based on reference words and an entity graph construction method based on problem-related entities. Experiments on data sets verify the effectiveness of the model. The results show that the BAG model is improved by 2.4% on the verification set and 4.1% on the test set, which proves the effectiveness of the improved method. Based on the graph convolution algorithm of the central node, the local subgraph convolution and the global graph convolution are connected in the entity graph behind the central node, so that the model can obtain local and global information at the same time and enhance the reasoning ability of the model.
- Published
- 2023
- Full Text
- View/download PDF
14. The EUROCALL Review, Volume 24, Number 2
- Author
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European Association for Computer-Assisted Language Learning (EUROCALL) (United Kingdom) and Gimeno, Ana
- Abstract
"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension (Takeshi Sato); (2) Usage and efficacy of electronic dictionaries for a language without word boundaries (Etsuko Toyoda); (3) A study of Chinese engineering students' communication strategies in a mobile-assisted professional development course (Li Cheng); (4) A review of mobile language learning applications: trends, challenges and opportunities (Catherine Regina Heil, Jason S. Wu, Joey J. Lee, and Torben Schmidt); (5) BonPatron.com (Mercedes López Santiago) [paper is written in Spanish]; (6) Content and Language Integrated Learning with Technologies: a global online training experience (Letizia Cinganotto); (7) New perspectives on teaching and working with languages in the digital era (Antonio Pareja-Lora, Cristina Calle-Martínez, and Pilar Rodríguez-Arancón) (Reviewed by Rafael Seiz Ortiz); and (8) Lingora (Edmund Hutchings). Individual papers contain references. [David Perry is the associate editor for this issue.]
- Published
- 2016
15. CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
- Author
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Research-publishing.net (France), Bradley, Linda, and Thouësny, Sylvie
- Abstract
For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
- Published
- 2012
16. The Study on the Interpersonal Meanings of Modality in Micro-Blogging English News Discourse by the Case of 'Donald Trump's Muslim Entry Ban'
- Author
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Rui, Zhai and Jingxia, Liu
- Abstract
News is a kind of writing style, which is so valuable that many linguists choose it to study. This thesis aims to conduct a systemic analysis of modality type, value and orientation under the framework of Halliday's Systemic-functional Grammar in order to explore the interpersonal meanings of modality in English news discourse. The research data is drawn from microblogging official platforms, among which 20 pieces of news discourse in all are selected to establish a small type of corpus. All the 20 pieces of news discourse are taken from the microblogging in 1.20 to 2.20 of 2017. All the news is about "Donald Trump's Muslim Entry Ban" (A ban made by Donald Trump, which claimed that Muslim can't enter America). Meanwhile, both qualitative and quantitative research methods are adopted to discover the distribution of modality in micro-blogging news discourse and its interpersonal meanings, and hence to deepen people's cognition and understanding on micro-blogging news discourse. Through a detailed analysis, the study has a lot of findings. We found that modality language is widely used in micro-blogging news. From the perspective of modality type, reporters prefer to use finite modal adjunct such as "will" in the type of modulation to show their emotional attitude of the target thing. From the perspective of modality value, we can see that median value is the most popular among three values for reporters, and "will" and "would" are the most popular expressions that express the speaker's expectations, willingness and determination or the reporter's views, attitudes on the possibility of a certain event. Meanwhile, from the perspective of modality orientation, the speaker or writer tends to use implicit objective orientation in order to show objectiveness of the news discourse and get rid of writers' responsibilities. This paper attempts to analyze modality in micro-blogging English news discourse from the perspective of interpersonal functions which aims to provide a new method for discourse analysis and acts as a beneficial complementary to modality language analysis.
- Published
- 2018
17. Engaging All Readers through Explorations of Literacy, Language, and Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
- Author
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Association of Literacy Educators and Researchers, Araujo, Juan J., Babino, Alexandra, Cossa, Nedra, Johnson, Robin D., Araujo, Juan J., Babino, Alexandra, Cossa, Nedra, Johnson, Robin D., and Association of Literacy Educators and Researchers
- Abstract
For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]
- Published
- 2018
18. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2016) Volume 2016, Issue 1
- Author
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2016 proceedings: (1) The Emergence of Social Studies in Trinidad and Tobago (Leela Ramsook); (2) Opinions of Parents of Students who Studied in Secondary School Regarding Concept of 'Good Citizen' and 'Good Citizen' Education in Families and in School (Ilker Dere and Nurgul Kizilay); (3) Where Are We Now: A Critical Analysis of Historical and Present-Day Race Riots (Gregory L. Samuels); (4) Opinions of Students about the Use of Oral History as a Teaching and Learning Method in Social Studies Courses (Erkan Dinc, Ilker Dere, and Emin Kilinc); (5) Interdisciplinary Approaches to Global Education: Strategies for Internationalizing the Curriculum (Madelyn Flammia, Houman Sadri, and Cynthia Mejia); (6) The United States Pledge of Allegiance Ceremony: Reactions from Middle School Students (Leisa A. Martin); (7) Video Games in the Social Studies: Teaching and Assessment Strategies (Joshua M. Patterson and Alex Ledford); (8) Teachers' Perspectives on Culturally Responsive Teaching (Amy J. Samuels); (9) Facilitating Discussion of Challenging Topics in the Classroom (Amy J. Samuels and Gregory L. Samuels); (10) "Minecraft Made Me Sick:" The Use of Minecraft with Pre-Service Elementary Education Students (Michael Scarlett); (11) International Law on Special Education (Samantha Mrstik); (12) Digital Book Clubs as Connected Learning in Social Education (Jason K. Ritter); (13) The Outliers of the 2016 Presidential Election: Explaining the Surge of Donald Trump and Bernie Sanders (Michael L. Rogers); (14) Is Zivotofsky v. Kerry the Marbury v. Madison of Our Day? (Terri Susan Fine); (15) Social Studies Teachers' Perception of the Purpose of Civic Education (Iskender Ikinci, Emin Kilinç, and Bülent Tarman); (16) Are Turkish Pre-Service Social Studies Teachers Ready to Teach Global Citizenship? (Emin Kilinç); (17) Towards Technology Integration into Social Studies Courses in Turkey: Technology Supported Social Studies Education Program and Teachers' Attitudes (Emin Kilinç, Erhan Delen, Seray Kilinç, Enis H. Baser, Hafize Er Türküresin, Mehmet M. Kaya, and Alper Kesten); (18) Taiwan, China: Exploring Teachers' Decision-Making Toward Teaching Controversial Issues Between Taiwan and The PRC (Yu-Han Hung); and (19) Marginalized Populations and AP Enrollment and Passage Rates in Florida 2011-2012 (Bonnie Bittman, Alex Davies, and Ekaterina Goussakova). [For the 2015 proceedings, see ED565292.]
- Published
- 2016
19. Transform: UNESCO-UNEVOC in Action. Biennial Report 2014-2015
- Author
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
- Abstract
The Biennial Report presents a selection of UNESCO-UNEVOC's activities during 2014 and 2015. The activities contributed to UNESCO's sectoral priorities and programmatic objectives and assisted Member States to provide equitable, inclusive and quality education and promote lifelong learning for sustainable development. Importantly, the selected activities also illustrate some of the wider transformations that have occurred in the education sector, in part due to the development and adoption of the post-2015 development agenda. In 2014 and 2015 UNESCO-UNEVOC empowered the UNEVOC Network and engaged its members to co-develop the International Centre's work and activities and build up capacities within the network, with a specific focus on UNESCO-UNEVOC's thematic priorities: Greening TVET, ICT in TVET, and Youth and Skills. Capacity-development programmes started in 2015 promise to deliver outcomes that will enable UNEVOC Centres to contribute to the development of TVET on a national level, and to become regional and international leaders. A particular highlight was the organization of the Global Forum on "Skills for Work and Life Post-2015" held in Bonn, Germany, from 14 to 16 October 2014. Over 200 delegates from seventy-one UNESCO Member States, including eighty participants from sixty-two UNEVOC Centres, participated in discussions which helped inform and stimulate the global debate on TVET in the post-2015 development agenda. Annex 1 lists the Cluster Coordinators and Co-Coordinating Centres for each of the five UNEVOC Network regions for 2014 and 2015. Annex 2 lists UNESCO-UNEVOC workshops and conferences that were held during 2014 and 2015, but that were not reported on in the biennial report.
- Published
- 2016
20. Public Response to 'The MOOC Movement' in China: Examining the Time Series of Microblogging
- Author
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Zhang, Jingjing, Perris, Kirk, Zheng, Qinhua, and Chen, Li
- Abstract
In China, microblogging is an extremely popular activity and is proving to be an effective mechanism to gauge perceptions about social phenomena. Between 2010 and 2015 Sina Weibo, China's largest microblogging website, generated 95,015 postings from 62,074 users referencing the term massive open online courses (MOOCs), a method of online course delivery popularized in North America that has spread globally. Time series analyses revealed distinct patterns in the volume of postings during a four-year period, and subsequently by month, by week, and by the time of day. The volume of postings during the week, for example, peaked on Monday and declined daily to a low point on Saturday. Relative to maximizing learner engagement, the findings may provide insight to parties who deliver MOOCs to employ or test strategies on timing (i.e., time of year to offer/not offer a MOOC, time of week to release/not release new material, time of day to schedule/not schedule chat sessions). The paper also serves to demonstrate a mechanism to retrieve big data from social media sources, otherwise underutilized in educational research.
- Published
- 2015
21. Using Blogs to Share Learner-Generated Content
- Author
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Dowling, Sean
- Abstract
Learner-generated content (LGC) has always been produced as part of the learning process; however, it often generally goes no further than the teacher. Research has shown that by exposing LGC to a wider audience, students are motivated to produce work of a higher quality. The process of publishing and sharing LGC also helps students develop key 21st century skills. Furthermore, LGC becomes a valuable learning resource for peers as using the resources ensures that the peers are learning within their zone of proximal development (ZPD). This paper describes how blogs have been used to allow students to publish and share LGC. It also outlines how quality-control mechanisms have been used to ensure that any shared LGC is of appropriate, high-quality content.
- Published
- 2013
22. Graduate Education--The Social Context. Proceedings of the Annual Meeting of the Council of Graduate Schools in the United States (26th, San Antonio, Texas, December 2-5, 1986).
- Author
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Council of Graduate Schools in the U.S., Washington, DC. and Khalil, Edna M.
- Abstract
This report of the proceedings of a meeting on graduate education in the United States contains papers from plenary and concurrent sessions, information on the Council of Graduate Schools' (CGS) business meeting, copies of the CGS constitution and bylaws, CGS list of member institutions, and accounts of award presentations. Papers have the following titles and authors: "Problems of Research at Master's Level Institutions" (Linda Mantel); "Encouraging Scholarship by the Graduate Faculty" (Michael L. Mark); "Report from Washington Agencies: Issues and Opportunities" (Sara S. Chapman); "The Graduate Dean in University Administration: Changing Roles and Responsibilities" (Anne Clark and others); "Dissertations and Theses: Roles in Graduate Education" (Leila S. Edwards and others);"Graduate Education for Teachers" (Dean Corrigan); "Tell Me What Is Your Specialty?" (John Ziman); "Graduate Engineering for Minorities Program (GEM)" (Martha Conley); "The Talent Pool for 1990 and Beyond" (Betty M. Vetter); "Minority Graduate Education: Models and Successes" (Sarita E. Brown); "Minority Recruitment in Physics at M.I.T." (George Koster); "What Scholars Think about Scholarly Communication" (Herbert C. Morton); "The Electronic Scholar" (Patricia Battin); "Electronic Publication: Its Impact on Scholarship" (Adam Hodgkin); "International Educational Exchange: The Case of China" (David M. Lampton); "Latin Americanist Perspective on the Fulbright Program" (C. W. Minkel); "Perspectives on Research Funding" (Charles L. Hosler; Karen Hiiemae); "Perspectives on Research Funding--The Private Sector" (Kenneth L. Hoving); "Graduate Student Financial Aid" (Sheila Cooper and others). (LPT)
- Published
- 1987
23. Using Social Networking Environments to Support Collaborative Learning in a Chinese University Class: Interaction Pattern and Influencing Factors
- Author
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Lu, Jie and Churchill, Daniel
- Abstract
This paper reports a study that investigated the social interaction pattern of collaborative learning and the factors affecting the effectiveness of collaborative learning in a social networking environment (SNE). A class of 55 undergraduate students enrolled in an elective course at a Chinese university was recruited for the study. The participants used an SNE to support their learning activities over a semester. Data was collected through interviews, classroom observations, and from digital artifacts created in the SNE. Social network analysis and content analysis were adopted to analyze data. The results showed that social interaction in the SNE tended to be teacher-centered, social-oriented, fragmented, and short-lived. Pre-existing social relations, perceptions of the teacher and peer feedback, preferred learning approaches and collaboration strategies, nature of the task, and the individualistic nature of social networking technology were factors that influenced how students interacted with each other in collaborative learning mediated by the SNE. The findings have both practical and theoretical implications.
- Published
- 2014
24. The Effects of Blog-Mediated Peer Feedback on Learners' Motivation, Collaboration, and Course Satisfaction in a Second Language Writing Course
- Author
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Zhang, Haisen, Song, Wei, Shen, Suping, and Huang, Ronghuai
- Abstract
This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced.
- Published
- 2014
25. Pay Big to Publish Fast: Academic Journal Rackets
- Author
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Truth, Frank
- Abstract
In the context of open-access (OA) academic publishing, the mounting pressure cross global academe to publish or perish has spawned an exponentially growing number of dodgy academic e-journals charging high fees to authors, often US$300-650, and even triple that amount, promising super-fast processing and publication open-access (OA) online. Jeffrey Beall (Scholarly Open Access, http://scholarlyoa.com) has characterized this phenomenon as "predatory OA publishing," since it is oriented largely to extorting a high fee from authors. This exponential growth in start-up cyber-journals galore of questionable quality and dubious upstart origin is driven largely by the globalization of Euro-Atlantic research cultures into the Global South and lower-income economies everywhere, part of the now rapid internationalization of scientific research (Jha 2011) and "researching under the audit" (Illner 2011: 70), and is potentially a form of "academic racketeering." It tends to attract and exploit lesser-privileged academics, often on "knowledge production peripheries." They are a segment of a hugely expanding global constellation of researchers, in some ways a "research proletariat" (Harvie 2000), many of whom can can least afford the "cyber-services" of these start-up, fee-gouging OA journals. Yet researchers anywhere, including doctoral students and others in an "academic precariat," may be lured to publish there, given a turnaround time of three weeks from submission to acceptance and publication often offered and implemented (Stratford 2012). A certain kind of "market cynicism" (Power 2010) may take hold, where young academics are forced to think of themselves largely in economic terms and the "price" of quick dubious publication. In essential ways, the phenomenon of predatory academic journals is also part of the largely ex-colonial and subalternized "academic periphery striking back" against that Eurodominance of research cultures, involving basic contestations about asymmetrical power and representation and the geopolitics of hegemonic and subaltern knowledge production and dissemination on a global scale, the "coloniality of power/knowledge" (Quijano 2000; Grosvoguel 2008; Jaramillo 2012) within the changing face of biopolitical production and the emergence of a new "common" (Hardt 2010; Hardt & Negri 2009) inside globalized immaterial capitalist production. Racist subtexts about "academic scams based in Africa and South Asia" need to be confronted and avoided. In resisting trends toward corporate, high-cost Western-dominated academic publication, cost-free OA knowledge publication paradigms need to be expanded in the (re)appropriation of a "knowledge commons" under late capitalism. These include arXiv.org, journals like JCEPS, the Forum Qualitative Sozialforschung/Qualitative Social Research (bit.ly/xjc0mD), and more than 7,000 others associated with the Directory of Open Access Journals (www.doaj.org) -- in the spirit of the Imaginary Journal of Poetic Economics (bit.ly/zPYYFJ) and the work of the Public Knowledge Project (http://pkp.sfu.ca), Open Journal Systems (tinyurl.com/2ydklr), SciELO (http://socialsciences.scielo.org/) in Latin America--and other initiatives for "Green OA" in open-access repositories elsewhere. These OA needs to be reconceived in the struggle for a "communism of the common" (Hardt 2010: 140). That re appropriation and its self-organization should become a main goal in confronting and dismantling the regime of monopolistic knowledge control today by giant "knowledge enclosure" corporations like Thomson-Reuters, Springer and Wiley. A key aim of the present paper is to spotlight these "predatory" journals and urge further empirical research. Despite the huge amount of largely bourgeois analysis of OA, there is very scant critical inquiry into such academic journals and their burgeoning conglomerates.
- Published
- 2012
26. Learning Effects of an Experimental EFL Program in Second Life
- Author
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Wang, Charles Xiaoxue, Calandra, Brendan, Hibbard, Susan T., and McDowell Lefaiver, Mary L.
- Abstract
This paper reports on the effects an experimental English as a Foreign Language (EFL) program in Second Life (SL) had on Chinese student EFL learning. The study took an evaluative approach using quasi-experimental design with participants from one Chinese university and one American university in the southeastern United States. Results indicated significant main effects between a control group and the SL group on EFL measures, as well as significant gains in total score and several subcomponents between pre-test and post test. Further analysis using a post study survey, students' blog posting, and interview transcripts revealed that the SL_EFL Program had a positive impact on students' EFL learning.
- Published
- 2012
- Full Text
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27. Design, Sharing and Co-Construction of Learning Resources: A Case of Lifelong Learning Communities in Shanghai
- Author
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Gu, Xiaoqing, Zha, Chongping, Li, Shusu, and Laffey, James M.
- Abstract
A key problem in developing a virtual community for co-constructing learning resources is the need to have people volunteer to share their expertise. In this paper, we introduce the first phase of our research in which we examine strategies for encouraging participants to share in the system. We began by designing an intervention model based on creating and sustaining social capital among the participants for the entire resource development process. Data collected in this pilot for the first phase showed that this design was effective in attracting and maintaining users' interest in contributing to this virtual community, while leaving some designed functions and tools still in need of improvement. These findings will be used to make modifications for a future version of the system, and their implications to the social computing field are addressed also. (Contains 3 figures and 1 table.)
- Published
- 2011
28. New Technology Research and Practices in Digital Publishing in China.
- Author
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Niu, Yi, Li, Hui, and Qing, Qing
- Subjects
DIGITAL technology ,PUBLISHING ,TECHNOLOGICAL innovations ,ELECTRONIC publishing ,OPEN access publishing - Abstract
Enjoying widespread government support and encouragement for the digital projects of publishers and media industry. The Chinese publishing business continues to show steady development in the past year. At the same time, significant changes are taking place in the structure of the publishing industry. The content production, marketing, operating, and consumption are not linear upstream-downstream related any more. Instead, they have fused together, and thus formed a new industrial ecosphere. In this paper, we investigate the new technology research and practice in the digital publishing industry. There is obvious indication that new technology plays an important role in the structural change of the publishing industry. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
29. Electronic journal provision and use in China: an initial study.
- Author
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JOHNSON, IAN M., HONG WANG, and FEI NIE
- Subjects
ELECTRONIC journals ,ACADEMIC libraries ,PUBLIC libraries ,ELECTRONIC publishing ,GOVERNMENT policy - Abstract
The growth of electronic journals (e-journals) in Western Europe and North America has been widely reported. The rapid development of e-journal publishing in China is less well known. This paper provides a brief introduction to the development of e-journals in China before examining their impact on libraries,particularly academic libraries. Several factors that may have affected the growth of e-journals are noted, including the nature of government initiatives and pedagogical methods. As well as pointing to and reviewing some of the limited literature on the development of the publishing industry, the researchers also conducted some interviews in China. To provide an initial understanding of the impact on libraries, a small survey of academic libraries was undertaken. In addition, a study of the perspectives of the academic and library staff of Shandong University, one of China's largest universities, identified specific effects on user behaviour, the library staff and the budget. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
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30. Mobile and Digitally-Mediated Publishing Strategies in China: An Overview of Evolving Business Models.
- Author
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Peng, Ying
- Subjects
ELECTRONIC publishing ,DIGITAL technology ,PUBLISHING ,BUSINESS models ,DIGITIZATION - Abstract
This paper provides an overview of the e-book publishing industry in China and its changing business models. As the conventional publishing industry has continued to contract, digitization is becoming increasingly popular. Although China is an influential developing country undergoing rapid change, a dearth of research on its digital publishing industry exists at the present time. This article therefore explores two main research questions: (1) What are the recent trends and business models of digital publishing in China? (2) How might we evaluate the effectiveness and efficiency of such business models? To this end, multiple case studies are employed, as is the paradigm of structure-conduct-performance (SCP). It is proposed that Content plus App and Content plus Device are the basic business models for Chinese digital content producers and distributors. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
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31. Reading the Signs: What is Really Happening with Digital Publishing in China?
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Tian, Xuemei and Martin, Bill
- Subjects
ELECTRONIC publishing ,ELECTRONIC books ,PRINTING industry ,BUSINESS models ,TELECOMMUNICATION ,COPYRIGHT of electronic publishing ,INTERNET publishing - Abstract
Based upon a recent review of the relevant literature in both English and Chinese, this paper assess the current state of and future prospects for digital publishing in China. It addresses developments both in the context of ongoing technological and organizational change and with regard to the wider social and cultural dimensions. Embodying a simulated SWOT exercise it considers the current and likely future state of digital publishing in China through the eyes of western publishers seeking to do business in that country. Digital publishing in China is still in its infancy, while perhaps remaining more opaque to western observers than was expected. Issues around ownership, industry structure, operating platforms, stakeholders, piracy and intellectual property remain critical. Perhaps more than anything, and certainly much more than in the West, the issue of culture, not only in terms of national values and perspectives but also in terms of how things are done, remains a potent influence on business relationships with foreigners. In the West this continues to feed perceptions of legal and commercial uncertainties, risks to intellectual capital and obstacles to the production and distribution of knowledge and ideas. Whatever the perceived downside to such phenomena however, China is still regarded as a major growth market for western publishers. It concludes that whereas there are many opportunities for both parties, and that both can learn from each other, the learning curve is likely to be much steeper on the western side, owing to the significance of the social and cultural dimension. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
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32. To Become Immortal: Chinese Fantasy Literature Online.
- Author
-
Xinkai Huang
- Subjects
SELF-realization ,INTERNET ,VIRTUAL reality ,ELECTRONIC publishing ,CHINESE fantasy literature - Abstract
The Internet provides individuals alternative approaches of self-realization. Virtual communities bind people who prefer the fantasy literature that bypasses the gate-keeping of mainstream culture. Through there, amateur writers upload their stories and people pick their readings and pay for that. The paper presents thick description of selected fantasy stories from QIDIAN (the most popular Chinese fantasy literature website and fan community) and studies the interactions between the writers and readers. From the analysis, the study expects to learn more about people's reading experience of the fantasy fiction and understand the underlying mechanism of publishing stories on the Internet. [ABSTRACT FROM AUTHOR]
- Published
- 2011
33. Annual Report on the Digital Publishing Industry in China: 2007–2008.
- Author
-
Zhang Li
- Subjects
ELECTRONIC publishing ,ELECTRONIC journals ,ELECTRONIC books ,BLOGS ,VIDEO games ,DIGITAL media ,COPYRIGHT of electronic data ,ONLINE information services industry ,ECONOMICS - Abstract
The annual report captures the rapid growth over the past 5 years with a focus on the past 2 year of the digital publishing industry in China. The growth is evaluated in relation to new revenues generated, the size of the market segments represented by e-journals, eBooks, digital newspapers, blogs, online music and games. The leading companies in each of these sectors are identified as there is still a reluctance of traditional publishes to move more aggressively into the new media publishing. Finally, a review of the challenges that the lack of copyright present to the industry as legal systems have not caught up with the rapid developments of the media or online information industries. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
34. Evolution of open access publishing in Chinese scientific journals.
- Author
-
Weihong Cheng and Shengli Ren
- Subjects
OPEN access publishing ,SCIENCE periodicals ,ELECTRONIC publishing ,PUBLISHING ,ELECTRONIC publications ,PERIODICALS - Abstract
Based on the 1,608 journals covered by the Chinese Science & Technology Journal Citation Reports (2005 edition), we analyzed the open access (OA) publishing situation of Chinese scientific journals. From this database we identified 91 journals offering full OA; a further 139 journals offered delayed OA. Data collected at three different time points (January 2006, July 2006, and January 2007) showed that the OA status of these journals is not stable; some OA journals subsequently became non-OA. Most of the Chinese OA journals are not part of a larger aggregation, but are published independently. Relatively more OA journals are published in the fields of medicine and biology. Citation indicators of OA journals were found to be higher than those of non-OA journals. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
35. SOME STUDENTS STILL READ BOOKS IN THE 21ST CENTURY: A STUDY OF USER PREFERENCES FOR PRINT AND ELECTRONIC LIBRARIES.
- Author
-
Bodomo, Adams, Lam, Mei-ling, and Lee, Carmen
- Subjects
ELECTRONIC books ,DIGITAL libraries ,ELECTRONIC publishing ,LIBRARY users - Abstract
With a rise in the technology for the production of electronic or digital materials, funders and administrators of libraries are increasingly leaning towards providing digital reading materials to users. In crowded cities like Hong Kong where space is a scarce commodity, the save-space feature of digital libraries is an even more attractive reason why users of library facilities in academic and public libraries are being encouraged to read electronic versions of publications. In this article we show that, however laudable the advantages of electronic books may be over physical print books, user preferences in every situation must be carefully analyzed before a paradigm shift from print to digital library resources can be successfully effected. The data for this paper come mainly from a survey of user preferences among students of the University of Hong Kong, which shows that an overwhelming majority (77%) of the respondents prefers print to digital materials. We conclude that the success or otherwise of the paradigm shift from print to digital libraries would depend on measures taken to encourage a positive attitude of users for digital library resources. [ABSTRACT FROM AUTHOR]
- Published
- 2003
36. Open Access-Philosophy, Policy, and Practice: A Comparative Study.
- Author
-
Wang, Xuemao and Su, Chang
- Subjects
OPEN access publishing ,SCHOLARLY electronic publishing ,ELECTRONIC publishing ,DEVELOPED countries ,DEVELOPING countries - Abstract
Open Access (OA), a movement aiming at providing free access to scholarly literature over the Internet, has recently gained enormous momentum. Although OA started with developed countries, it is appealing to developing countries and is spreading throughout the world quickly. Based on a comprehensive literature review, this paper outlines the concept of OA, various OA operational models, and key stakeholders. Built upon deep Web searches, this paper summarizes and describes major OA projects in the developing countries with focused discussions on major issues in OA development in China. Aiming at gaining first-hand data, the authors interviewed six prominent Chinese scholars and analyzed their perspectives of OA development in China. In addition, this paper evaluates the similarities and differences of OA development by using the developed counties as best practice benchmark. This paper concludes with suggestions and recommendation of improved research methods and questions for future studies. [ABSTRACT FROM AUTHOR]
- Published
- 2007
37. Use of Digitization to Modernize China’s Publishing Industry.
- Author
-
Liu, Binjie
- Subjects
ELECTRONIC publishing ,PUBLISHING ,INTERNET publishing ,DIGITAL technology ,MODERNIZATION (Social science) ,STRATEGIC planning ,COMPUTER network resources - Abstract
To develop digital publishing, is an important part for China’s progress into an informed country, and the new designated direction for the development of publishing industry in China. This article introduces the macro-planning for developing digital publishing in China, the present status and problems of this industry, as well as personal viewpoints on how to develop a digital publishing industry in the near future. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
- View/download PDF
38. NEWS BYTES.
- Subjects
COPYRIGHT ,LIBRARY associations ,LIBRARIES ,UNIVERSITIES & colleges ,PUBLISHING ,ELECTRONIC publishing ,ABSTRACTING & indexing services ,ADVERTISING ,COOPERATIVE cataloging databases ,COMPUTER input-output equipment ,COMPUTER software ,MERGERS & acquisitions ,INTERNATIONAL agencies ,MOTION pictures ,PHOTOGRAPHY ,PHYSICS ,PUBLIC libraries ,SOCIAL networks ,WEATHER ,WIRELESS communications ,ELECTRONIC commerce ,REFERENCE sources ,HEALTH care industry ,ONLINE library catalogs ,ACCESS to information ,PROFESSIONAL licenses - Abstract
The article presents information industry news briefs as of June 2012. The Motion Picture Licensing Corp. launched its Umbrella License to supplement existing licenses for public libraries. Online social network Facebook recently acquired the photo-sharing company Instagram, Inc. Internet-based electronic book (ebook) library Bilbary partnered with The State Library of Kansas and publisher Taylor & Francis Group to boost Bilbary's collection of ebooks.
- Published
- 2012
39. PRODUCT NEWS.
- Subjects
ALTERNATIVE medicine ,BUSINESS intelligence ,COMPUTER software ,DATABASE industry ,DATABASES ,ELECTRONIC publishing ,INFORMATION resources management ,INFORMATION retrieval ,INTERNET ,JURISPRUDENCE ,MOTION pictures ,RESEARCH ,SCIENCE ,SOCIAL networks ,SOUND recordings ,TEXTBOOKS ,ELECTRONIC publications ,REFERENCE sources ,BLOGS - Abstract
The article offers information on several information industry products and services including the MetaProducts Offline Browser (MOB) from MetaProducts Corp., Make It Your Own (MIYO) automated system for sharing modified textbooks from Flat World Knowledge Inc., and ProLaw XII financial and practice management system from Elite.
- Published
- 2011
40. Publish or perish.
- Subjects
SCIENCE periodical publishing ,SCIENCE publishing ,PUBLISHING ,OPEN access publishing ,ELECTRONIC publishing - Abstract
The article discusses the need to elaborate plans to modernize the slackening scientific journals in China. It emphasizes that the country's General Administration of Press and Publication (GAPP) must provide a sensible reform and must be more aggressive in evaluating journals, improving the strong, and killing off the weak. It adds that an open-access platform is the best opportunity to revive Chinese publishing and making content freely available would help to popularize journals.
- Published
- 2010
- Full Text
- View/download PDF
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