Bibliography: Social Media (page 143 of 144)

Brautlacht, Regina; Ducrocq, Csilla (2013). German-French Case Study: Using Multi-Online Tools to Collaborate across Borders, Research-publishing.net. This paper examines how students learn to collaborate in English by participating in an intercultural project that focuses on teaching students to work together on a digital writing project using various online tools, and documents their reflections working in an intercultural context. Students from Université Paris Sud Orsay and Bonn Rhein-Sieg-University of Applied Sciences participated in this digital collaboration project. Mixed groups of students, two French and two German, used several synchronous and asynchronous tools to communicate with their counterparts (Facebook, WordPress blog, WIMS e-learning platform, email, videoconferencing). Students had to produce an article together, comparing French and German attitudes about a topic they negotiated freely in their groups. Before publishing their post, students were expected to peer-review the article written by their group. Once published, the posts were commented on by the other participants of the project. The final stage consisted of voting for the best posts on the e-learning platform, WIMS. A videoconference was also organized to create cohesion between the participants. The result of the student evaluations, together with the administrative, technical and intercultural difficulties encountered during the collaboration between two vastly differing university setups is presented. [For full proceedings, see ED565044.]   [More]  Descriptors: Intercultural Programs, Electronic Publishing, Cooperative Learning, Student Projects

Moeller, Mary R.; Nagy, Dianne (2013). More Questions than Answers: Assessing the Impact of Online Social Networking on a Service-Learning Project, International Journal for the Scholarship of Teaching and Learning. This article details the evolution and results of a service-learning project designed to extend cross-cultural relationships via online social networking between students at a U.S. Bureau of Indian Education boarding school and teacher candidates in a required diversity course. The goals for the partnership included helping Native American students identify personal strengths through mentoring relationships, and encouraging teacher education candidates to develop their intercultural communication skills. We assessed the project using qualitative and quantitative measures: identification of significant themes emerging from teacher candidates' reflections; comparison of recurring reflection themes to stages of Bennett's Developmental Model of Intercultural Sensitivity; and statistical analysis of candidate responses on Cushner's Inventory of Cross-Cultural Sensitivity. The analysis reveals challenges and opportunities for student and candidate learning and stimulates questions that shape future directions for service-learning in an increasingly digitized world.   [More]  Descriptors: Service Learning, Social Media, Cross Cultural Training, Cultural Pluralism

Baig, Muntajeeb Ali (2010). A Critical Study of Effect of Web-Based Software Tools in Finding and Sharing Digital Resources–A Literature Review, Journal of Educational Technology. The purpose of this paper is to review the effect of web-based software tools for finding and sharing digital resources. A positive correlation between learning and studying through online tools has been found in recent researches. In traditional classroom, searching resources are limited to the library and sharing of resources is limited to the walls of classroom, but with the advent of internet and electronic media it is possible to search and share resources beyond four walls. The objective of the study is to review the effect of web-based tools and enlist web-based tools for sharing and finding digital resources using web 2.0 technologies. Open Educational Resources were used to study the effect of Web 2.0 tools for finding and sharing digital resources. From this study, it is found that, Web 2.0 tools are versatile and effective, because of the features like, user centre, user control & communication, and making teaching learning process learner centric.   [More]  Descriptors: Literature Reviews, Web Based Instruction, Information Management, Shared Resources and Services

Murugaiah, Puvaneswary; Azman, Hazita; Ya'acob, Azizah; Thang, Siew Ming (2010). Blogging in Teacher Professional Development: Its Role in Building Computer-Assisted Language Teaching Skills, International Journal of Education and Development using Information and Communication Technology. Teaching in today's classroom is technology-driven. For language teachers, computer-assisted language learning (CALL) is exciting yet challenging as they are required to possess appropriate skills and knowledge to teach in such an environment. Both technical skills and pedagogical knowledge are crucial for teaching and learning in a technologically-enhanced classroom (Hubbard & Levy 2006). Consequently, teachers must be provided opportunities to learn and develop these skills. Online interactive platforms like blogs and Facebook can expose teachers to this. Through interaction with peers, teachers are not only made aware of the skills but also learn how to integrate the skills in their instruction. This paper attempts to demonstrate that teacher involvement in a community of practice can assist them in this endeavor. It is based on a study involving Malaysian Smart School English language teachers who shared their knowledge and experiences with other members in their community of practice through blogging. The findings suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences.   [More]  Descriptors: Foreign Countries, Electronic Publishing, Web Sites, Faculty Development

Gifford, Gregory T. (2010). A Modern Technology in the Leadership Classroom: Using B Logs for Critical Thinking Development, Journal of Leadership Education. Web-based resources are increasing both in number and conventionality. In particular, blogs have become a popular method for self-expression. Educators have been encouraged to utilize blogs in the classroom. This paper presents a model for effectively using blogs in the leadership classroom to enhance critical thinking capacity and provide leadership students with more effective reflection opportunities.   [More]  Descriptors: Critical Thinking, Leadership Training, Technology Uses in Education, Classroom Techniques

Duffy, Peter (2008). Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning, Electronic Journal of e-Learning. YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and user-guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new "Learning Ecology" is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience.   [More]  Descriptors: Social Media, Teaching Methods, Technology Uses in Education, Web 2.0 Technologies

Jones, Sylvia; Lea, Mary R. (2008). Digital Literacies in the Lives of Undergraduate Students: Exploring Personal and Curricular Spheres of Practice, Electronic Journal of e-Learning. This paper reports on the initial findings from a project which offers a complementary perspective to much of the research on e-learning and student learning in a digital age. Rather than foregrounding technological applications and their associated affordances, its focus is on texts and practices and textual engagements in digital environments. Drawing on previous research into academic literacies (Lea & Street 1998; Lea & Stierer 2000; Lillis, 2001; Thesen & Van Pletzen 2006), it takes a textual lens to the experience of undergraduate students' learning in a digital age. The project contributes to our understanding of a changing environment in exploring the nature of literacies, learning and technologies and how these intersect in students' lives as learners. The research has been carried out in three very different institutions of higher education in the UK, using qualitative, text-based methods. Forty-five undergraduates participated in the project and were interviewed on three occasions over a six month period. The interviews included discussions around their use of digital texts and technologies in their lives as students. In discussion with the research team, participants in the project accessed websites across a range of personal and curricular spheres, including social networking sites and resources directly or indirectly linked to their studies. They also showed examples of their work for assessment and guidance from tutors. This has provided a rich base from which to examine the nature of digital literacies for today's undergraduates and the implications of engagement in a range of texts and practices around technologies for learning.   [More]  Descriptors: Undergraduate Students, Technological Literacy, Technology Uses in Education, Electronic Learning

Li, Shuai, Ed.; Swanson, Peter, Ed. (2014). Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes, IGI Global. Web 2.0 technologies, open source software platforms, and mobile applications have transformed teaching and learning of second and foreign languages. Language teaching has transitioned from a teacher-centered approach to a student-centered approach through the use of Computer-Assisted Language Learning (CALL) and new teaching approaches. "Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes" provides empirical studies on theoretical issues and outcomes in regards to the integration of innovative technology into language teaching and learning. This reference work discusses empirical findings and innovative research using software and applications that engage learners and promote successful learning, essential tools for educational researchers, instructional technologists, K-20 language teachers, faculty in higher education, curriculum specialists, and researchers. Following a foreword and preface, the following chapters are included in this book: (1) Computer-Assisted Character Learning Using Animation and Visual Chunking (Yi Xu, and Li-Yun Chang); (2) Enhancing Grammatical Accuracy and Linguistic Fluency: English Article Tutor (Helen Zhao); (3) Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study (Ilka Kostka, and Miriam Eisenstein Ebsworth); (4) Computer-Assisted vs. Classroom Instruction on Developing Reference Tracking Skills in L2 Chinese (Liu Li); (5) Investigating Optimal Computer-Mediated Cultural Instruction to Foster Intercultural Sensitivity in Online Peer Discussions (Paula Garrett-Rucks); (6) Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development (Keiko Kitade); (7) Pragmatic Development through Blogs: A Longitudinal Study of Telecollaboration and Language Socialization (Noriko Ishihara, and Yumi Takamiya); (8) (Dis)Engagement in Internet Linguistic Practices among Sojourners in China (Wenhao Diao); (9) Using Skype to Focus on Form in Japanese Telecollaboration: Lexical Categories as a New Task Variable (Yuka Akiyama); (10) Innovative Wiki Ways: Engaging Students in Collaborative Writing Processes (Mimi Li, and Julie Dell-Jones); (11) Teachers' Perceptions and Use of Information and Communication Technologies (ICTs) in Chinese Language Education (Dongbo Zhang, Shouhui Zhao, and Li Li); (12) Use of Computer Technology for Writing Consultations: Tutors' Opinions and Implications (Cynthia Lee); (13) Theory and Practice in Computer-Assisted Vocabulary Learning: A Case Study (Peter Prince); and (14) Vocabulary CALL for Young ESL/EFL Learners: A Systematic Review of the Research Evidence (Zöe Handley). An index is included.   [More]  Descriptors: Second Language Instruction, Technology Integration, Second Language Learning, Computer Assisted Instruction

Pareja-Lora, Antonio, Ed.; Calle-Martínez, Cristina, Ed.; Rodríguez-Arancón, Pilar, Ed. (2016). New Perspectives on Teaching and Working with Languages in the Digital Era, Research-publishing.net. This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (M¬ª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1×1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (M¬ª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]   [More]  Descriptors: Teaching Methods, Technology Uses in Education, Educational Technology, Telecommunications

Aragon, Antonette; Kaminski, Karen (2012). Racist Facebook Event against Native Americans: Preservice Teachers Explore Ethical and Critical Multicultural Implications, Journal of Educational Technology. This exploratory case study sought to analyze data from Collaborative Learning Modalities (Brantmeier, Aragon & Folkestad, 2011) on-line threaded discussions in a teacher education course where pre-service teachers examined the nature of a Facebook event revealing unethical and racist notions against Native Americans. In 2010 a university student posted a Facebook event titled, "Cowboys vs. Indians" inviting fellow students to wear "Indian headdress" to rouse team spirit for a rival basketball game. This Facebook event stimulated commentary from many university students decrying Native Americans. Participants in this study believed unethical racism was present in this event because of the prolific nature of on-line communication where offensive statements and ideas were cruelly exposed about Native Americans. Such offensive ideas asserted against Native Americans were performed under a false sense of anonymity or autonomy. Yet anonymity was revealed by the media and such information was exposed displaying unethical behavior to a large unanticipated audience.   [More]  Descriptors: Racial Bias, Social Media, American Indians, Preservice Teachers

Hurt, Nicole E.; Moss, Gregory S.; Bradley, Christen L.; Larson, Lincoln R.; Lovelace, Matthew; Prevost, Luanna B.; Riley, Nancy; Domizi, Denise; Camus, Melinda S. (2012). The "Facebook" Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking, International Journal for the Scholarship of Teaching and Learning. Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students' (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, post-course analysis revealed significant changes in students' opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site's familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse.   [More]  Descriptors: College Students, Student Attitudes, Computer Mediated Communication, Social Media

Orleans, Myron, Ed. (2014). Cases on Critical and Qualitative Perspectives in Online Higher Education, IGI Global. Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning. "Cases on Critical and Qualitative Perspectives in Online Higher Education" offers a collection of informal, personalized articles that identify, describe, and examine actual experiential domains of online program and course production. Administrators, developers, instructors, staff, technical support, and students in the field of online higher education will benefit from these case studies to reinforce and enhance their work. Following a foreword and preface, this book includes the following chapters: (1) eLearning Pedagogy: The Art of Teaching Online (Gina M. Suriano); (2) Challenges and Solutions when Designing and Teaching Online Courses (Jennifer Bachner); (3) Program Administration and Implementation of an Online Learning Initiative at a Historically Black College University (S. Suzan J. Harkness); (4) Faculty Participation in Online Higher Education: What Factors Motivate or Inhibit their Participation? (Michael S. Hoffman); (5) Getting Time to Teach: The Adoption of Online Courses by University Professors (Scott Reid); (6) Navigating the Lack of Face Time: The Instructor Role in the Online Classroom (Zawadi Rucks-Ahidiana); (7) Building Learning Spaces: Creating Online Learning Environments (David Starr-Glass); (8) How to Hollow Out an Education (John K. Davis); (9) Conflicting Worlds or Unique Partnerships: When Online Learning and Undergraduate Honors Education Collide (Melissa L. Johnson); (10) Developing, Implementing, and Experiencing an Online Sociology Degree Completion Program at a Large California Public University (Alan Emery, Patricia Literte, and Echo Chang); (11) Game On! Teaching Foreign Language Online (Kim Carter-Cram); (12) Redesigning Student's Thinking Processes through Advanced Discussion Forums (Janine Martins-Shannon, and Jason Ghibesi); (13) Hard-Learned Lessons: Online Course Development in the Years Following Hurricane Katrina (Sandra E. Weissinger, and Ashraf Esmail); (14) Beyond the Horizon: Teaching an Online Humanities Course (Diane M. T. North); (15) Orchestrating an Enrollment Management Transformation (Karen L. Pedersen, Terri Hayes, and Tim Copeland); (16) Moving Your College toward Online Programs Including a Quality Matters Implementation Plan (Deborah A. Allen); (17) Ethical Challenges and Adaptive Solutions Regarding Support of Online Graduate Student Research in Regions with Limited Infrastructure (Leilani Endicott, and Jenny Sherer); (18) Improving the Online Dissertation Writing Process (Libi Shen, and Irene Linlin Chen); (19) Learning across Multiple Spaces: An Integrated Approach to Formal Online and Face-to-Face Contexts (Laura Fedeli, Pier Giuseppe Rossi, and Lorella Giannandrea); (20) Evidencing Quality: Using the Sloan-C Quality Scorecard (Kaye Shelton, Karen L. Pedersen, and Lisa A. Holstrom); (21) Integrating Course Quality within a Community of Practice (Jocelyn Sherman, Michelle Yener, Casey Price, Linda Grant, Karla Gable, and Nick White); (22) Efficiency and Quality Improvement in Online Course Development (Erick Hilbert, and Kim Mierau); (23) Comparing "Pracademic" Teaching Techniques and Career Outcomes in Online and Traditional Criminal Justice Educational Environments (Robert D. Hanser, Attapol Kuanliang, and Nathan R. Moran); (24) Academic Dishonesty in Online Courses (Kimberly Nehls); and (25) Conducting Online Posting Activity on a Social Networking Site (SNS) to Replace Traditional Learner Diaries (Noor Saazai Mat Saad, Melor Md Yunus, Mohamed Amin Embi, and Mohamad Subakir Mohd Yasin). An index is included.   [More]  Descriptors: Higher Education, Electronic Learning, Case Studies, Instruction

Papadima-Sophocleous, Salomi, Ed.; Bradley, Linda, Ed.; Thouôsny, Sylvie, Ed. (2016). CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016), Research-publishing.net. 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 Ãìlafsson, 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, DaÅ°a FarkaÅ°, 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.   [More]  Descriptors: Conference Papers, Computer Assisted Instruction, Second Language Instruction, English (Second Language)

Grover, Pooja; Gupta, Nehta (2010). E-Learning as an Emerging Technology in India, Journal of Educational Technology. E-learning is a combination of learning services and technology that allow us to provide high value integrated learning any time, any place. It is about a new blend of resources, interactivity, performance support and structured learning activities. This methodology makes use of various types of technologies in order to enhance or transform the learning process, thereby achieving real business and educational value, and so reaching a larger, more diverse learner population with minimal expenditure. Due to the introduction of advanced technology, e-learning is rapidly becoming one of the top methods of educational delivery. This paper provides a comprehensive insight into the current status of e-learning education in India. In addition, it also presents findings of some of the problems, strategies and key issues in the e-learning process, while focusing on some of the emerging technologies which support e-learning. The paper also examines the effects of implementing e-learning in two organizations–the first of which deals with people with special requirements (visually handicapped), using a specific Case Study, and concludes with the growth of the population interested in education. It will also be shown that successful e-learning models can be developed and implemented in universities across the country. Finally, the paper will analyze a method which may enhance the status of e-learning in India if applied as a future prospect.   [More]  Descriptors: Foreign Countries, Electronic Learning, Educational Technology, Technology Uses in Education

Herrington, Anthony; Herrington, Jan; Kervin, Lisa; Ferry, Brian (2006). The Design of an Online Community of Practice for Beginning Teachers, Contemporary Issues in Technology and Teacher Education (CITE Journal). Beginning teachers face enormous challenges in their first year of teaching. High attrition rates of teachers within the first five years attest to the difficulties inherent in commencing professional life as a teacher. This paper describes the design of a Web site developed to overcome many of the problems of professional isolation encountered by beginning teachers. The Web site allows new teachers to access curriculum resources that are dynamically updated through RSS feeds, to communicate with each other and expert teacher mentors through discussion boards, and to reflect on practice through weblogs. The paper describes the theoretical foundations of the approach, the features of the site in detail, and the plan for evaluation of the site.   [More]  Descriptors: Communities of Practice, Beginning Teacher Induction, Online Courses, Computer System Design

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