Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.167
V. Pagani
. Assessment in higher education can have two functions: providing credentials or improving learning (Boud et al., 1999). As far as the latter purpose is concerned, self-assessment is seen as one of the key elements of formative assessment since its use enhances learning and achievement (Harris & Brown, 2013). Despite of this, Panadero and colleagues (2014) affirmed that “the Spanish higher education context does not have clear guidelines about what type of assessment should be implemented” (p. 371), so that Spanish university students are evaluated through traditional approaches, mostly exams and written work (Ion & Cano, 2011). Instead, using participative assessment strategies such as self-assessment improves students’ understanding of feedback (Sadler, 2010), an important factor that helps students to monitor their work as well as to regulate their learning (Nicol, 2010). Self-regulation of learning requires the exercise of meta-cognitive functioning where students monitor and evaluate their performances and generate feedback (Zimmerman, 2008). Using a mixed method, the present study explores how university students report making use of self-assessment and feedback. The subjects are 309 students enrolled in both Philosophy and Educational Sciences, at the Universidad Autónoma of Madrid. Starting from their opinions, the research has experimented the use of a metacognitive model, the Know-Want-Learn method, originally designed by Ogle in 1986, to verify if it could be useful for students to better self-assess themselves, using feedback and more active participation. Although the sample is not representative of the higher education population, it is large enough to allow reasonable reflections.
{"title":"KWL AS A POSSIBLE MODEL TO CONNECT SELF-ASSESSMENT AND FEEDBACK: THE STUDENTS’ VIEW","authors":"V. Pagani","doi":"10.33422/ictle.2019.03.167","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.167","url":null,"abstract":". Assessment in higher education can have two functions: providing credentials or improving learning (Boud et al., 1999). As far as the latter purpose is concerned, self-assessment is seen as one of the key elements of formative assessment since its use enhances learning and achievement (Harris & Brown, 2013). Despite of this, Panadero and colleagues (2014) affirmed that “the Spanish higher education context does not have clear guidelines about what type of assessment should be implemented” (p. 371), so that Spanish university students are evaluated through traditional approaches, mostly exams and written work (Ion & Cano, 2011). Instead, using participative assessment strategies such as self-assessment improves students’ understanding of feedback (Sadler, 2010), an important factor that helps students to monitor their work as well as to regulate their learning (Nicol, 2010). Self-regulation of learning requires the exercise of meta-cognitive functioning where students monitor and evaluate their performances and generate feedback (Zimmerman, 2008). Using a mixed method, the present study explores how university students report making use of self-assessment and feedback. The subjects are 309 students enrolled in both Philosophy and Educational Sciences, at the Universidad Autónoma of Madrid. Starting from their opinions, the research has experimented the use of a metacognitive model, the Know-Want-Learn method, originally designed by Ogle in 1986, to verify if it could be useful for students to better self-assess themselves, using feedback and more active participation. Although the sample is not representative of the higher education population, it is large enough to allow reasonable reflections.","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122101104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.159
Raymond Li
{"title":"Communication Preference and the Effectiveness of Clickers","authors":"Raymond Li","doi":"10.33422/ictle.2019.03.159","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.159","url":null,"abstract":"","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131043316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.162
Nnane Ebah Ndode
{"title":"Globalisation of Teaching and Learning Methodologies in secondary Education","authors":"Nnane Ebah Ndode","doi":"10.33422/ictle.2019.03.162","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.162","url":null,"abstract":"","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132974560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.168
Rufat Osmani
. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions. There is a variety of exercises which can be used in EFL Classes for the purpose of “swapping” roles with the teacher where learners are given the chance to be involved in the selection of activities. The objectives of this study are:
{"title":"Making Sense of Learner Autonomy in EFL Classes. The case of Basic English Skills Students at SEE University","authors":"Rufat Osmani","doi":"10.33422/ictle.2019.03.168","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.168","url":null,"abstract":". The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions. There is a variety of exercises which can be used in EFL Classes for the purpose of “swapping” roles with the teacher where learners are given the chance to be involved in the selection of activities. The objectives of this study are:","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129251540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.160
Y. Hao
While guided imagery has been widely used in the medical arena as a therapeutic tool and practiced as a teaching technique in elementary and secondary schools, little is known, however, about its effectiveness as a learning-teaching strategy in preschool settings. This study, by creating a curriculum model with the use of guided imagery in preschool settings, will fill the gap. It will equip teachers with an alternative teaching strategy that is creative, meaningful, and effective. Furthermore, since this model greatly encourages imagination, it will interest children and nurture the multimodal nature of young children’s learning. Finally, the provision of this curriculum guide will increase classroom’s right-brain learning activities and therefore maximize the brain power.
{"title":"Learning through guided imagery: A comprehensive teachers’ guide for a balanced approach in preschool settings","authors":"Y. Hao","doi":"10.33422/ictle.2019.03.160","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.160","url":null,"abstract":"While guided imagery has been widely used in the medical arena as a therapeutic tool and practiced as a teaching technique in elementary and secondary schools, little is known, however, about its effectiveness as a learning-teaching strategy in preschool settings. This study, by creating a curriculum model with the use of guided imagery in preschool settings, will fill the gap. It will equip teachers with an alternative teaching strategy that is creative, meaningful, and effective. Furthermore, since this model greatly encourages imagination, it will interest children and nurture the multimodal nature of young children’s learning. Finally, the provision of this curriculum guide will increase classroom’s right-brain learning activities and therefore maximize the brain power.","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"17 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128892310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.166
Shinobu Goto
{"title":"Content Analysis of Educational Materials on Radiation and Exhibits in the Fukushima Nuclear Disaster Memorial Museum","authors":"Shinobu Goto","doi":"10.33422/ictle.2019.03.166","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.166","url":null,"abstract":"","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116229827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.163
Kujtim Ramadani
With the emergence of Information and Instructional Technologies and their influence on teaching and learning it becomes a must to equip faculty members and students with the necessary skills to handle these developments and utilize their benefits in teaching and learning. The swift development of new technologies and their universal application in education requires innovative methods and approaches in teaching and learning a language in the digital age. This paper provides an overview of how technology has evolved in time and how it contributes to language communication, alongside political, economic and social lines in the Republic of Macedonia in general and at the Southeast European University in particular. In this respect, we will also focus on the latest trends in the area of language learning in the digital age and the efforts that our university is making in order to keep in step with them, especially through several of its units that have been specifically established with this mission in mind, such as the e-learning center and the language center.
{"title":"ENGLISH LANGUAGE LEARNING IN THE DIGITAL AGE: CASE STUDY AT THE SOUTHEAST EUROPEAN UNIVERSITY","authors":"Kujtim Ramadani","doi":"10.33422/ictle.2019.03.163","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.163","url":null,"abstract":"With the emergence of Information and Instructional Technologies and their influence on teaching and learning it becomes a must to equip faculty members and students with the necessary skills to handle these developments and utilize their benefits in teaching and learning. The swift development of new technologies and their universal application in education requires innovative methods and approaches in teaching and learning a language in the digital age. This paper provides an overview of how technology has evolved in time and how it contributes to language communication, alongside political, economic and social lines in the Republic of Macedonia in general and at the Southeast European University in particular. In this respect, we will also focus on the latest trends in the area of language learning in the digital age and the efforts that our university is making in order to keep in step with them, especially through several of its units that have been specifically established with this mission in mind, such as the e-learning center and the language center.","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125802614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.161
Anukaenyi Blessing
It is estimated that over 60 percent of Nigerians are under the age of 24. This number can be either a burden or blessing to the nation. This means there is need to make every citizen count. There is need for high value or productive citizens. In other words, there is need for high value knowledge economy that comes with quality education. It is in recognition of this critical role of education that the 1979 Constitution that brought presidential systems of government gave birth to the 1981-revised edition of the national policy on education. The five main objectives of the philosophy of Nigerian education, as stated in the policy document 1981-revised edition are: a free and democratic society; a just and egalitarian society; a united, strong and self-reliant nation; a great and dynamic economy; and a land of bright and full opportunities for all citizens. The above objectives seem to have symbiotic relationship in the light of contemporary socio-economic and political trends in Nigeria. However, the policy objectives of education in Nigeria are couched in English language been the nation's lingua Franca and as such Language of Education at all levels. It should be realised that a great number of Nigerians do not speak the language in which all the education policy in Nigeria is written. Nigeria has over 250 linguistic ethnic groups. This means that even if the will to be democratic, egalitarian, a united, strong and self-reliant nation; a great and dynamic economy; and a land of bright and full opportunities for all citizens were there, and even if most Nigerians were otherwise literate and able to access the policy materials, or if someone read it to them, half of the country’s population would not understand the language in which the goals are stated in the first place. To put it in numbers, approximately ninety million Nigerians (53% of the population) do not and also cannot speak English. They cannot therefore, understand the National Policy of Education or hardly any policy decision making at national level for that matter. There are therefore, convincing reasons
{"title":"Language Diversity and Language Policy in Education in Nigeria – A Critical Review","authors":"Anukaenyi Blessing","doi":"10.33422/ictle.2019.03.161","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.161","url":null,"abstract":"It is estimated that over 60 percent of Nigerians are under the age of 24. This number can be either a burden or blessing to the nation. This means there is need to make every citizen count. There is need for high value or productive citizens. In other words, there is need for high value knowledge economy that comes with quality education. It is in recognition of this critical role of education that the 1979 Constitution that brought presidential systems of government gave birth to the 1981-revised edition of the national policy on education. The five main objectives of the philosophy of Nigerian education, as stated in the policy document 1981-revised edition are: a free and democratic society; a just and egalitarian society; a united, strong and self-reliant nation; a great and dynamic economy; and a land of bright and full opportunities for all citizens. The above objectives seem to have symbiotic relationship in the light of contemporary socio-economic and political trends in Nigeria. However, the policy objectives of education in Nigeria are couched in English language been the nation's lingua Franca and as such Language of Education at all levels. It should be realised that a great number of Nigerians do not speak the language in which all the education policy in Nigeria is written. Nigeria has over 250 linguistic ethnic groups. This means that even if the will to be democratic, egalitarian, a united, strong and self-reliant nation; a great and dynamic economy; and a land of bright and full opportunities for all citizens were there, and even if most Nigerians were otherwise literate and able to access the policy materials, or if someone read it to them, half of the country’s population would not understand the language in which the goals are stated in the first place. To put it in numbers, approximately ninety million Nigerians (53% of the population) do not and also cannot speak English. They cannot therefore, understand the National Policy of Education or hardly any policy decision making at national level for that matter. There are therefore, convincing reasons","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128468353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
. The importance of a healthy diet is unquestionable nowadays. Scientific evidence shows increased risk of obesity, diabetes as well as cardiovascular diseases attributable to an inadequate diet, both in developed and developing countries. At the same time, the dietary patterns of our population are increasingly based on nutrient-poor foods with high levels of fat, gradually moving away from a healthy eating pattern. Achieving healthy habits in our fast-food society might not be an easy task. Research undertaken in school contexts after interventions through educational programmes indicates more or less significant results in the short term. The problem lies in how to instil understanding and awareness about the importance of dietary changes and ensure the acquisition of good eating habits. Schools can and must provide a variety of opportunities to allow constructive dialogues and an effective consciousness. The aim of this paper is to reveal how the reading of a classic novel in a fourth-grade class might become a link in the chain which enables the promotion of health-consciousness about food in children, simultaneously with the implementation of curricular contents in both Spanish and English languages. This task provoked an enriching and reflective dialogue whilst creating a positive and appropriate climate for the development of a conscious attitude and the subsequent construction of healthy behaviours. The discussion with 9-10-year-old children regarding messages derived after the reading of children literature, promotes changes in the perception of healthy lifestyles.
{"title":"TOWARDS A HEALTHY DIET BY THE HAND OF PHILEAS FOGG AND PASSEPARTOUT","authors":"Beatriz Mederer, Hengstl Aurora Bueno, Cavanillas Pilar Núñez-Delgado","doi":"10.33422/ictle.2019.03.165","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.165","url":null,"abstract":". The importance of a healthy diet is unquestionable nowadays. Scientific evidence shows increased risk of obesity, diabetes as well as cardiovascular diseases attributable to an inadequate diet, both in developed and developing countries. At the same time, the dietary patterns of our population are increasingly based on nutrient-poor foods with high levels of fat, gradually moving away from a healthy eating pattern. Achieving healthy habits in our fast-food society might not be an easy task. Research undertaken in school contexts after interventions through educational programmes indicates more or less significant results in the short term. The problem lies in how to instil understanding and awareness about the importance of dietary changes and ensure the acquisition of good eating habits. Schools can and must provide a variety of opportunities to allow constructive dialogues and an effective consciousness. The aim of this paper is to reveal how the reading of a classic novel in a fourth-grade class might become a link in the chain which enables the promotion of health-consciousness about food in children, simultaneously with the implementation of curricular contents in both Spanish and English languages. This task provoked an enriching and reflective dialogue whilst creating a positive and appropriate climate for the development of a conscious attitude and the subsequent construction of healthy behaviours. The discussion with 9-10-year-old children regarding messages derived after the reading of children literature, promotes changes in the perception of healthy lifestyles.","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132568809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-15DOI: 10.33422/ictle.2019.03.158
Miloud Fekih
In this study, Algerian EFL (English as a Foreign Language) teachers’ awareness of, and familiarity with, dyslexia was explored to understand their perspectives on learners with the condition. A purposive sample of 42 EFL teachers from all over Algeria (North, South, West and, East) was surveyed, starting with a web-based questionnaire that addressed teachers’ awareness and knowledge about reading difficulties. Semi-structured interviews were then conducted with 15 EFL teachers in order to dig deeply into teachers’ understanding and comprehension, followed by two focus group discussions conducted with 8 teachers for more understanding. Findings revealed that the overwhelming majority of Algerian EFL teachers in this sample are not aware of dyslexia but instead linked it to other disabilities. In addition to that, participants’ answers demonstrated that because of their poor knowledge of dyslexia they misconceive affected learners and see them as lazy, stupid and or incapable to learn. Overall, the study revealed that awareness and acquaintance among EFL Middle school teachers in Algeria are poor in relation to dyslexia. Thus, it is recommended that all teachers need to have compulsory training programs that stress the understanding of learning disabilities especially dyslexia and the importance of accommodating learners’ needs.
{"title":"EFL Teachers’ Awareness of Dyslexia in Algerian Middle Schools","authors":"Miloud Fekih","doi":"10.33422/ictle.2019.03.158","DOIUrl":"https://doi.org/10.33422/ictle.2019.03.158","url":null,"abstract":"In this study, Algerian EFL (English as a Foreign Language) teachers’ awareness of, and familiarity with, dyslexia was explored to understand their perspectives on learners with the condition. A purposive sample of 42 EFL teachers from all over Algeria (North, South, West and, East) was surveyed, starting with a web-based questionnaire that addressed teachers’ awareness and knowledge about reading difficulties. Semi-structured interviews were then conducted with 15 EFL teachers in order to dig deeply into teachers’ understanding and comprehension, followed by two focus group discussions conducted with 8 teachers for more understanding. Findings revealed that the overwhelming majority of Algerian EFL teachers in this sample are not aware of dyslexia but instead linked it to other disabilities. In addition to that, participants’ answers demonstrated that because of their poor knowledge of dyslexia they misconceive affected learners and see them as lazy, stupid and or incapable to learn. Overall, the study revealed that awareness and acquaintance among EFL Middle school teachers in Algeria are poor in relation to dyslexia. Thus, it is recommended that all teachers need to have compulsory training programs that stress the understanding of learning disabilities especially dyslexia and the importance of accommodating learners’ needs.","PeriodicalId":196816,"journal":{"name":"Proceedings of The International Conference on Teaching, Learning and Education","volume":"887 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131554038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：