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《Ethnography and Education》2013,8(3):305-325
This paper reports the key findings of a critical ethnography, which documented the enactment of the multiliteracies pedagogy in an Australian elementary school classroom. The multiliteracies pedagogy of the New London Group is a response to the emergence of multimodal literacies in contemporary contexts of increased cultural and linguistic diversity. Giddens’ structuration theory was applied to the analysis of systems relations. The key finding was that students, who were culturally and linguistically diverse, had differential access to multiliteracies. Existing degrees of access were reproduced among the student cohort, based on the learners’ relation to the dominant culture. Specifically, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally or socio-economically marginalized. These experiences were influenced by the agency of individuals who were both enabled and constrained by structures of power within the school and the wider educational and social systems. 相似文献
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蔡婷婷 《集美大学学报(教育科学版》2014,(2):109-112
在全球信息一体化和符号资源表达多模态化的时代,商务英语教育应重视对学生多元识读能力的培养。通过深入理解多元识读能力的概念,并将多元识读教学法中的四个要素——情景操练、明确指导、批判性构架和转变式操练运用到多模态商务英语课堂中,可以创设出基于多元识读教学法的商务英语课程教学模式。该模式不仅能为学生营造一个更加真实化、立体化和多元化的商务环境,而且对学生多元识读能力的提高和学习积极性的提升起到了至关重要的作用。 相似文献
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Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts. 相似文献
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Veronica Molina Tammy Molina-Moore Francine E. Pratt 《Journal of Teaching in Social Work》2018,38(1):18-27
ABSTRACTField work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a “signature pedagogy,” field directors are tasked with finding placements that can support these explicit competencies. Through the utilization of a learning contract that combines the Council on Social Work Education Educational Policy and Accreditation Standards competencies (including component behaviors) students and supervisors can begin to discuss their joint progress on meeting each of these prior to the final evaluation. This process will ensure that students have demonstrated the necessary outcomes to become a generalist social work practitioner. 相似文献
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通过介绍多元识读（能力）与多元识读教学的理论框架、教与学模式以及特点,结合高职公共英语特点,从师生角色、课程设置、教材、教学方法、评价及教学理念等方面讨论了其对我国高职公共英语教与学的启示。 相似文献
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In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments. 相似文献
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CHEN Yiping 《重庆大学学报(英文版)》2004,3(1)
Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the realization of the great potential brought by the development of technology, some viewpoints about the relationship among technology, teaching and pedagogy are put forward: firstly, technology is a tool, not a strategy; secondly, pedagogical concerns and theory should drive the way technology is used in education, not the other way around; thirdly, what matters more than technology is how the technology is used for learning, and how it is integrated into the daily classroom scheme so that active engagement in acquisition-oriented work take place; and finally, the change of learning environment inevitably calls for parallel changes in teaching and learning procedures. Available technologies can greatly enhance both student-teacher and student-student interaction and can afford students increased opportunities for self directed learning. To be most effective, technology must be used to support well-planned curricular goals and should involve carefully designed activities providing students with meaningful educational experiences. 相似文献
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Reflections on Web-based language teaching 总被引：1，自引：0，他引：1
CHEN Yiping School of Education the University of Queenslan Australia College of Foreign Languages Chongqing University Chongqing P.R. China 《重庆大学学报(英文版)》2004,3(1):43-46
1.IntroductionRecentinformationtechnologicaldevelopments,especiallytheWorldWideWeb,haveprovidedapowerfulstimulusfortheproductionofarangeofelectronicmaterialsforeducationandthereforechangedthewayofeducationquitedramatically.ThemajorcontributionoftheWebisthewayinwhichinformationcanbeassessedandreviewed.Theuseofagraphical,coherentinterface,andtheuseofhyperlinksthatenableonetoassociativelybrowsethroughseriesofdocumentsprovideauser-friendlyfrontendtotheInternet.TheWebenablesanyuserthatisconnecte… 相似文献
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This article analyses the kinds of pedagogical approaches in universities that are provided for young and mature students and produce relevant outcomes for them in Germany, the UK and Japan. Andragogy is a concept of pedagogical approaches for adult learners in lifelong learning, but it should be empirically examined now in higher education in relation to assessment of the outcomes of education. In this article, with the help of the CHEERS graduate survey data, different learning experiences, institutional pedagogical orientation and provisions of universities are classified and examined in the pedagogy mode for young students and the andragogy mode for mature students. Freedom of choice, independent learning, practical emphasis and libraries are elements of the andragogy mode for the mature students and class attendance, contacts with fellow students and teachers and teaching quality are elements of the pedagogy mode for the young students. In Germany, both the pedagogical mode for the young and the andragogy mode for mature students are more developed than in the UK and Japan. Then, policy and theoretical implications are discussed. 相似文献
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Reflecting on how “the very nature of language learning has changed”(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google’s 20% approach, this study explored how mentorship, digital tools, and student interests provide “opportunities [for students] to find their own voices” (NLG, 1996, p. 71). In particular, this article analyzes student inquiry based on the 4 pedagogical foundations of multiliteracies: situated practice, overt instruction, critical framing, and transformed practice. By focusing on the voices and experiences of students, this framework highlights what multiliteracies can look like within classrooms. Ultimately, this study of literacies within inquiry-driven classrooms responds to the call of multiliteracies research from 20 years ago that, “Students need to develop the capacity to speak up, to negotiate, and to be able to engage critically with the conditions of their working lives” (New London Group, 1996, p. 67). 相似文献
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钱秀金 《海南师范大学学报(社会科学版)》2013,(7):127-131
社会生活多模态化背景下多元读写教学方式成为语言教学的必然趋势。Halliday系统功能语法背景下的多模态话语分析理论为多元读写能力培养提供了理论框架。国内外学者在探讨多元读写能力培养的理论框架和教学模式上已经做出了一些研究,但对于教学实践中存在的问题和困难没有足够重视。文章在已有研究的基础上,对大学生多元读写教学中存在的问题和困难进行深入探讨,并提出相应的对策,指出多元读写研究未来的发展方向。 相似文献
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Sue Gordon 《Environmental Education Research》2018,24(2):172-190
Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will need. The ability of role-play pedagogy to develop these competencies was assessed through a case study of students in a first-year subject/course at an Australian university. Analysis of the students’ written comments indicate that the students were involved in significant learning, and had made substantial progress in developing five key skills for sustainability. The enjoyment and engagement they demonstrated was an added benefit of their experience and potentially of the role-play approach. While it is acknowledged that a role-play requires careful planning and support, and may be considered resource intensive, it can be argued that the student learning achieved is worth the effort. 相似文献
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房爽 《宁波大学学报(教育科学版)》2013,(6):105-107
基于新伦敦小组提出的多元读写教学法,阐述了多元读写能力的内涵,并着力构建了培养学生多元读写能力的EPICC教学模式,认为多模态教学环境、实践（模拟实践和课外实践）、明确指导、批评性意识、多元文化是提高多元读写能力的重要因素。 相似文献
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Alfred K. Anderson 《Journal of Food Science Education》2006,5(2):25-30
ABSTRACT: The assessment of learning gains of students in science and other disciplines is becoming a reality following the gradual shift from the traditional style of teaching to a curriculum-based assessment of learning outcomes. The degree to which students perceive to have obtained the outcomes of a course can be measured through an assessment of students' learning gains. This study evaluated the perceived learning gains of freshmen students in an introductory class FSC 110-Introduction to Human Nutrition and Food Science (FSC 110)-over a 4-semester period. Students used the Assessment of Learning Gains Survey Instrument, developed by the Wisconsin Center for Education Research, to assess the level of their perceived learning gains. The data collected indicated that, overall, students favorably perceived their learning gains in the course. Through the instrument, students identified areas of the course that they perceived to have contributed positively to their learning experiences and those they perceived to have not contributed in any meaningful way to their learning experiences. The students' perception of their learning gains could be useful to the instructor because it offers opportunities to revise the course with respect to delivery method, assessment methods and tools, and course resources, and to improve individual support given to students to enhance their learning experience. Such alterations in pedagogy could lead to significant improvements in course quality, which could be archived and transferred to subsequent classes. 相似文献
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学科教育技术课程是培养教师实施信息技术与学科教学深度融合能力的重要载体.为了探讨如何建设深入学科的教育技术课程,采用内容分析和深度访谈等方法研究了英属哥伦比亚大学的一门在线教育硕士项目课程--"运用技术教数学与科学".研究发现:该课程以TPACK理论和有意使用技术的教学思维框架为指导,其课程特色是以融合为导向,以问题为纽带,以探究为核心,以作品为中心,以协作为形式.这充分体现了整合性STEM教育的5个关键特征:STEM多学科融合,基于问题的学习,基于探究的学习,基于设计的学习,基于协作的学习.研究启示:(1)以学科教育技术为依托培养教师的信息化教学能力;(2)以学科交叉融合为导向培养教师的跨学科教学能力;(3)以信息技术支持的跨学科教育为切入点培养社会需要的创新型人才. 相似文献
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The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was 0.51, a moderate but notable effect size in educational research. The effect was greatest on process outcomes, followed by knowledge outcomes, and affective outcomes. The sizes of the effects were moderated by types of technology and pedagogy, educational levels of learners, and learning domains. Moderators further interacted so that effects of technology and pedagogy varied depending on the modes of collaboration, learners' educational levels, and domains of learning. The current study demonstrates the overall advantage of CSCL in STEM education and highlights a need to understand how these variables may interact to contribute to overall CSCL effectiveness. 相似文献
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Collaborative learning has been used in anatomy courses to support students’ learning of challenging topics but the success of group work depends significantly on the students’ ability to communicate in a professional manner. Veterinary students’ experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students’ experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession. 相似文献
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Jesper Jensen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):505-517
This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development. 相似文献