The presentation will describe how the curation of prescribed learning resources has been reconceived as an enabler of an immersive block teaching model. Contemporary higher education curriculum relies on high quality learning resources to engage students, to encourage them to adopt deeper learning approaches (Gledhil et al., 2017) and to support students’ academic adjustment to university (Owusu-Ageyman & Mugume, 2023). Little has been written about learning resources and reading lists within the digital transformation of higher education in the post-pandemic environment. The presentation will showcase a new way to position prescribed learning resources accessed as an integral feature of constructively aligned pedagogy within an immersive teaching model. Through the lens of an institutional case study at Southern Cross University, the presentation will show how prescribed learning resources delivered via integrated reading list technology are an enabling element of an innovative, student-centred, university-wide curriculum renewal project. At a time of increasing student expectations of teaching quality, academic, educational design and library staff need to review whether reading lists of learning resources are fit for purpose (Brewerton, 2014) and consider the cognitive load placed on students by reading (Barile et al., 2022). The presentation will outline the evidence-based, policy-led approach adopted by Southern Cross University and will demonstrate how learning resources and reading lists can contribute to student success. Prescribed learning resources and reading lists are now seen as pedagogical tools within the immersive teaching model, providing a variety of media-rich learning resources aligned to unit learning outcomes. Reading list parameters ensure that a manageable volume of learning is implemented, reducing cognitive load and barriers to participation. The approach to reading lists taken by Southern Cross University to empower immersive teaching practices provides a refreshed model for the use of prescribed learning resources in unit and curriculum design, development, and delivery.
演讲将介绍如何将规定学习资源的策划重新视为沉浸式分块教学模式的推动因素。当代高等教育课程依赖于高质量的学习资源来吸引学生，鼓励他们采用更深入的学习方法（Gledhil et al.在后大流行环境下的高等教育数字化转型中，关于学习资源和阅读清单的论述很少。本讲座将展示一种新的方法，将规定的学习资源定位为沉浸式教学模式中建设性调整教学法的一个组成部分。演讲将通过南十字星大学的一个机构案例研究，展示通过综合阅读清单技术提供的规定学习资源如何成为一个创新的、以学生为中心的、全校范围的课程更新项目的有利元素。在学生对教学质量的期望越来越高的今天，学术、教育设计和图书馆工作人员需要审查学习资源的阅读清单是否符合目的（Brewerton，2014），并考虑学生在阅读过程中的认知负荷（Barile et al.，2022）。演讲将概述南十字星大学采用的以证据为基础、以政策为导向的方法，并将展示学习资源和阅读清单如何有助于学生取得成功。规定的学习资源和阅读清单现在被视为沉浸式教学模式中的教学工具，可提供与单元学习成果相一致的各种媒体丰富的学习资源。阅读清单参数可确保实施可管理的学习量，减少认知负荷和参与障碍。南十字星大学为增强沉浸式教学实践能力而采取的阅读清单方法，为在单元和课程设计、开发和实施中使用规定的学习资源提供了一个全新的模式。
{"title":"Reconceptualizing the curation of prescribed learning resources in an immersive block teaching model","authors":"Clare Thorpe, Tanya St. Clair Honey, Erica Wilson","doi":"10.14742/apubs.2023.504","DOIUrl":"https://doi.org/10.14742/apubs.2023.504","url":null,"abstract":"The presentation will describe how the curation of prescribed learning resources has been reconceived as an enabler of an immersive block teaching model. Contemporary higher education curriculum relies on high quality learning resources to engage students, to encourage them to adopt deeper learning approaches (Gledhil et al., 2017) and to support students’ academic adjustment to university (Owusu-Ageyman & Mugume, 2023). Little has been written about learning resources and reading lists within the digital transformation of higher education in the post-pandemic environment. The presentation will showcase a new way to position prescribed learning resources accessed as an integral feature of constructively aligned pedagogy within an immersive teaching model. Through the lens of an institutional case study at Southern Cross University, the presentation will show how prescribed learning resources delivered via integrated reading list technology are an enabling element of an innovative, student-centred, university-wide curriculum renewal project. At a time of increasing student expectations of teaching quality, academic, educational design and library staff need to review whether reading lists of learning resources are fit for purpose (Brewerton, 2014) and consider the cognitive load placed on students by reading (Barile et al., 2022). The presentation will outline the evidence-based, policy-led approach adopted by Southern Cross University and will demonstrate how learning resources and reading lists can contribute to student success. Prescribed learning resources and reading lists are now seen as pedagogical tools within the immersive teaching model, providing a variety of media-rich learning resources aligned to unit learning outcomes. Reading list parameters ensure that a manageable volume of learning is implemented, reducing cognitive load and barriers to participation. The approach to reading lists taken by Southern Cross University to empower immersive teaching practices provides a refreshed model for the use of prescribed learning resources in unit and curriculum design, development, and delivery.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139217195","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}
With your laptop open in front of you, you’re ready to take notes on the new teaching intervention being introduced at today’s session. You’re feeling distracted by the research ideas you wanted to work on this morning, and the assessment grading you need to finish this afternoon. Today wasn’t a good time to focus on course development, but it was the only time this professional development session was being offered. At the end of the session you leave with a collection of notes, some great ideas, and the enthusiasm to implement changes that really make a difference. You go back to your grading, your research, and your teaching. Weeks later you look at your notes and wonder how you’re going to actually make those changes. There has to be a better way. As a TELedvisor, you find these one-off professional development sessions just as frustrating. Fresh teaching ideas are presented, champions share their exemplary practice, and opportunities for collaboration are provided, but often the same fully engaged academics attend each session. Overall improvement in course development across the institution doesn’t take place. You could run a day or three of focused course design sessions, if lecturers could commit to attending. You could have instructional designers develop the online or blended elements of a course, but if the teacher isn’t invested, or doesn’t understand the reasoning behind the design or the activities that have been implemented, then time-poor lecturers often teach in the way that they’ve been used to. Formal qualifications in tertiary teaching can support the development of a greater understanding, but only a few lecturers have the time or the enthusiasm to undertake these. There has to be a better way. The Academic Development team are trying something different at the University of Canterbury. We are implementing a learner centric process for professional development for teaching and course development. We have designed a flexible, blended, learner driven professional development process, in which lecturers are invited to take part. This process utilises many of the recommended practices for effective professional development (Cordingley et al.,2015; Darling-Hammond et al.,2017; Hertz et al., 2022; Richardson & Díaz Maggioli, 2018) as well as strategies we recommend for tertiary teaching, and is undertaken at a time and pace that works for the lecturer(s) of a course. Through both format and content, the process provides examples of good practice, involves lecturers in flipped learning, offers expert support, incorporates collaborative course development, and promotes reflective practice. How has this process been designed? How does it work? How is it being implemented? Is it having an impact? Commit seven minutes of your time to finding out (and bring your laptop to take notes).
{"title":"There has to be a better way","authors":"Susan Tull","doi":"10.14742/apubs.2023.457","DOIUrl":"https://doi.org/10.14742/apubs.2023.457","url":null,"abstract":"With your laptop open in front of you, you’re ready to take notes on the new teaching intervention being introduced at today’s session. You’re feeling distracted by the research ideas you wanted to work on this morning, and the assessment grading you need to finish this afternoon. Today wasn’t a good time to focus on course development, but it was the only time this professional development session was being offered. At the end of the session you leave with a collection of notes, some great ideas, and the enthusiasm to implement changes that really make a difference. You go back to your grading, your research, and your teaching. Weeks later you look at your notes and wonder how you’re going to actually make those changes. There has to be a better way. As a TELedvisor, you find these one-off professional development sessions just as frustrating. Fresh teaching ideas are presented, champions share their exemplary practice, and opportunities for collaboration are provided, but often the same fully engaged academics attend each session. Overall improvement in course development across the institution doesn’t take place. You could run a day or three of focused course design sessions, if lecturers could commit to attending. You could have instructional designers develop the online or blended elements of a course, but if the teacher isn’t invested, or doesn’t understand the reasoning behind the design or the activities that have been implemented, then time-poor lecturers often teach in the way that they’ve been used to. Formal qualifications in tertiary teaching can support the development of a greater understanding, but only a few lecturers have the time or the enthusiasm to undertake these. There has to be a better way. The Academic Development team are trying something different at the University of Canterbury. We are implementing a learner centric process for professional development for teaching and course development. We have designed a flexible, blended, learner driven professional development process, in which lecturers are invited to take part. This process utilises many of the recommended practices for effective professional development (Cordingley et al.,2015; Darling-Hammond et al.,2017; Hertz et al., 2022; Richardson & Díaz Maggioli, 2018) as well as strategies we recommend for tertiary teaching, and is undertaken at a time and pace that works for the lecturer(s) of a course. Through both format and content, the process provides examples of good practice, involves lecturers in flipped learning, offers expert support, incorporates collaborative course development, and promotes reflective practice. How has this process been designed? How does it work? How is it being implemented? Is it having an impact? Commit seven minutes of your time to finding out (and bring your laptop to take notes).","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218197","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}
D. Wardak, Lilia Mantai, Eve Guerry, Jane Thogersen
Universities and museums often operate on different educational paradigms and partnerships between museums and universities have been relatively unexplored in some disciplines, making it difficult to generate new and innovative patterns of learning, research and scholarship. The day-to-day complexities of such inter-disciplinary partnership often remain hidden with much of the collaborative work conducted by individuals without formal university support. In this paper, we advocate for a more systematic and sustained partnership between university museums and educators and present a case study of a partnership between an on-campus museum and a business school to teach students about responsible leadership. We outline the benefits and challenges of such interdisciplinary partnership and present a case study where we explore Object-Based Learning (OBL) as the central element of this collaboration.
{"title":"Business school and museum partnership to change student perceptions on leadership","authors":"D. Wardak, Lilia Mantai, Eve Guerry, Jane Thogersen","doi":"10.14742/apubs.2023.596","DOIUrl":"https://doi.org/10.14742/apubs.2023.596","url":null,"abstract":"Universities and museums often operate on different educational paradigms and partnerships between museums and universities have been relatively unexplored in some disciplines, making it difficult to generate new and innovative patterns of learning, research and scholarship. The day-to-day complexities of such inter-disciplinary partnership often remain hidden with much of the collaborative work conducted by individuals without formal university support. In this paper, we advocate for a more systematic and sustained partnership between university museums and educators and present a case study of a partnership between an on-campus museum and a business school to teach students about responsible leadership. We outline the benefits and challenges of such interdisciplinary partnership and present a case study where we explore Object-Based Learning (OBL) as the central element of this collaboration.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219648","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}
Carmen Vallis, Wendy Taleo, Penny Wheeler, Alison Casey, Sue Tucker, Julie Luu, S. Zeivots
Educators are wrestling with the changes wrought by generative AI (GenAI), particularly the widespread adoption of ChatGPT. This paper introduces creative and collaborative sensemaking with GenAI as an alternative form of academic and professional development to spark reflection on the implications of this technology for educators and to increase GenAI literacy. By combining human and AI-generated text in iterative loops, we created a text and a creative process to collectively investigate the use of GenAI in education. Collaborative poetic inquiry, an arts-based research method, was used in tandem with generative experiments using AI tools, culminating in an ode to collaborative sensemaking. Drawing on the authors’ collective experience as a group of educational professionals and academics, we then critically analysed how GenAI may impact educators and augment creative practices to generate new insights. Further implications for practice from this sensemaking with GenAI in education are discussed.
{"title":"Collaborative sensemaking with generative AI","authors":"Carmen Vallis, Wendy Taleo, Penny Wheeler, Alison Casey, Sue Tucker, Julie Luu, S. Zeivots","doi":"10.14742/apubs.2023.514","DOIUrl":"https://doi.org/10.14742/apubs.2023.514","url":null,"abstract":"Educators are wrestling with the changes wrought by generative AI (GenAI), particularly the widespread adoption of ChatGPT. This paper introduces creative and collaborative sensemaking with GenAI as an alternative form of academic and professional development to spark reflection on the implications of this technology for educators and to increase GenAI literacy. By combining human and AI-generated text in iterative loops, we created a text and a creative process to collectively investigate the use of GenAI in education. Collaborative poetic inquiry, an arts-based research method, was used in tandem with generative experiments using AI tools, culminating in an ode to collaborative sensemaking. Drawing on the authors’ collective experience as a group of educational professionals and academics, we then critically analysed how GenAI may impact educators and augment creative practices to generate new insights. Further implications for practice from this sensemaking with GenAI in education are discussed.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220532","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}
Code review is a common type of peer review in Computer Science (CS) education. It’s a peer review process that involves CS students other than the original author examining source code and is widely acknowledged as an effective method for reducing software errors and enhancing the overall quality of software projects. While code review is an essential skill for CS students, they often feel uncomfortable to share their work or to provide feedback to peers due to concerns related to coding experience, validity, reliability, bias, and fairness. An automated code review process could offer students the potential to access timely, consistent, and independent feedback about their coding artifacts. We investigated the use of generative Artificial Intelligence (genAI) to automate a peer review process to enhance CS students’ engagement with code review in an industry-based subject in the School of Computing and Information System, University of Melbourne. Moreover, we evaluated the effectiveness of genAI at performing checklist-based assessments of code. A total of 80 CS students performed over 36 reviews in two different weeks. We found our genAI-powered reviewing process significantly increased students’ engagement in code review and, could also identify a larger number of code issues in short times, leading to more fixes. These results suggest that our approach could be successfully used in code reviews, potentially helping to address issues related to peer review in higher education settings.
{"title":"AI-powered peer review process","authors":"Eduardo Oliveira, Shannon Rios, Zhuoxuan Jiang","doi":"10.14742/apubs.2023.482","DOIUrl":"https://doi.org/10.14742/apubs.2023.482","url":null,"abstract":"Code review is a common type of peer review in Computer Science (CS) education. It’s a peer review process that involves CS students other than the original author examining source code and is widely acknowledged as an effective method for reducing software errors and enhancing the overall quality of software projects. While code review is an essential skill for CS students, they often feel uncomfortable to share their work or to provide feedback to peers due to concerns related to coding experience, validity, reliability, bias, and fairness. An automated code review process could offer students the potential to access timely, consistent, and independent feedback about their coding artifacts. We investigated the use of generative Artificial Intelligence (genAI) to automate a peer review process to enhance CS students’ engagement with code review in an industry-based subject in the School of Computing and Information System, University of Melbourne. Moreover, we evaluated the effectiveness of genAI at performing checklist-based assessments of code. A total of 80 CS students performed over 36 reviews in two different weeks. We found our genAI-powered reviewing process significantly increased students’ engagement in code review and, could also identify a larger number of code issues in short times, leading to more fixes. These results suggest that our approach could be successfully used in code reviews, potentially helping to address issues related to peer review in higher education settings.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139222273","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}
This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course design. It started with a reflection on the learners and the learning environment. It then moved into an iterative process of investigation, creation and refinement of a new course that addresses the characteristics of the learners, the learning environment, authentic assessment and the learning outcomes holistically. This paper details the design process from initial conceptual thinking through to the final proposal ready for the University governance process and accreditation approval. Future directions could consider investigating the experience of all stakeholders involved in the process, as well as the student experience of the new course, to inform the process of collaborative course design.
{"title":"A journey through course development","authors":"Lisa Bugden, Angel Mok","doi":"10.14742/apubs.2023.553","DOIUrl":"https://doi.org/10.14742/apubs.2023.553","url":null,"abstract":"This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course design. It started with a reflection on the learners and the learning environment. It then moved into an iterative process of investigation, creation and refinement of a new course that addresses the characteristics of the learners, the learning environment, authentic assessment and the learning outcomes holistically. This paper details the design process from initial conceptual thinking through to the final proposal ready for the University governance process and accreditation approval. Future directions could consider investigating the experience of all stakeholders involved in the process, as well as the student experience of the new course, to inform the process of collaborative course design.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139222630","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}
Sadia Nawaz, Katherine Mayle, Grace Martens, Rebecca Stein, R. S. Baker
Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how this design decision may impact learners’ self-regulation and motivation to learn, as well as their perceptions of confidence and challenge associated with the learning content. This study aims to answer the above questions while considering learners’ final learning outcomes in a massive open online course (MOOC). In this study, learners were divided into high and low frequency groups. The high frequency group were given a question almost every 2 minutes whereas the low frequency group were given a question only once at the end of the video. No significant differences on any of the above factors were found between the two groups. Educators may take these results into account when designing MOOCs in the future. MOOCs are costly and time-consuming to create, and this experiment suggests that using resources on this level of detail may not be necessary.
{"title":"Question Dosage in MOOCs","authors":"Sadia Nawaz, Katherine Mayle, Grace Martens, Rebecca Stein, R. S. Baker","doi":"10.14742/apubs.2023.508","DOIUrl":"https://doi.org/10.14742/apubs.2023.508","url":null,"abstract":"Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how this design decision may impact learners’ self-regulation and motivation to learn, as well as their perceptions of confidence and challenge associated with the learning content. This study aims to answer the above questions while considering learners’ final learning outcomes in a massive open online course (MOOC). In this study, learners were divided into high and low frequency groups. The high frequency group were given a question almost every 2 minutes whereas the low frequency group were given a question only once at the end of the video. No significant differences on any of the above factors were found between the two groups. Educators may take these results into account when designing MOOCs in the future. MOOCs are costly and time-consuming to create, and this experiment suggests that using resources on this level of detail may not be necessary.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223280","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}
Developments in virtual reality (VR) technology and the increased availability of high-speed internet, have increased the affordability and accessibility of VR. This paper investigates the potential of VR to supplement the theoretical coursework of a large criminal justice course in Aotearoa New Zealand. By simulating interactions with people in prison, VR could offer a unique training platform where students develop essential skills, including communication, conflict resolution, and empathy, within a controlled environment. This ensures that trauma-sensitive issues can be addressed safely and effectively, providing students with invaluable experiential learning opportunities. Using VR, students could engage in simulated scenarios that mirror real-life. This immersive environment would allow them to gain firsthand experience and explore their emotional responses in a safe setting. Students could develop a deeper understanding of their triggers, manage their trauma, and acquire the necessary coping mechanisms to handle the challenging situations they may face in their future careers.
{"title":"Unlocking empathy and preparedness","authors":"Helen Farley, Erika Herrera","doi":"10.14742/apubs.2023.578","DOIUrl":"https://doi.org/10.14742/apubs.2023.578","url":null,"abstract":"Developments in virtual reality (VR) technology and the increased availability of high-speed internet, have increased the affordability and accessibility of VR. This paper investigates the potential of VR to supplement the theoretical coursework of a large criminal justice course in Aotearoa New Zealand. By simulating interactions with people in prison, VR could offer a unique training platform where students develop essential skills, including communication, conflict resolution, and empathy, within a controlled environment. This ensures that trauma-sensitive issues can be addressed safely and effectively, providing students with invaluable experiential learning opportunities. Using VR, students could engage in simulated scenarios that mirror real-life. This immersive environment would allow them to gain firsthand experience and explore their emotional responses in a safe setting. Students could develop a deeper understanding of their triggers, manage their trauma, and acquire the necessary coping mechanisms to handle the challenging situations they may face in their future careers.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226021","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}
Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated learning (CLIL). This pilot case study investigates how these tools mediate postgraduate EAL learners’ mathematics learning, spotlighting their video consumption approaches and thinking processes. Findings from video-stimulated recall (VSR) and semi-structured interviews highlight the distinct advantages of both transcripts and subtitles in facilitating CLIL. While transcripts provide a robust textual reference, enabling learners to navigate through complex mathematical concepts efficiently, bilingual subtitles foster translanguaging and crosslinguistic strategies, empowering learners to leverage their full linguistic and cognitive repertoire for understanding mathematical concepts. Our findings enhance and refine existing knowledge of video designs, highlighting the crucial, complementary roles of subtitles and transcripts for EAL learners, with implications for developing and implementing instructional videos, endorsing strategic use of both tools to accommodate varied learning needs.
{"title":"The impact of subtitles and transcripts in disciplinary videos for EAL learners","authors":"Shihua Yu, Michael Henderson, Kim Dang","doi":"10.14742/apubs.2023.580","DOIUrl":"https://doi.org/10.14742/apubs.2023.580","url":null,"abstract":"Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated learning (CLIL). This pilot case study investigates how these tools mediate postgraduate EAL learners’ mathematics learning, spotlighting their video consumption approaches and thinking processes. Findings from video-stimulated recall (VSR) and semi-structured interviews highlight the distinct advantages of both transcripts and subtitles in facilitating CLIL. While transcripts provide a robust textual reference, enabling learners to navigate through complex mathematical concepts efficiently, bilingual subtitles foster translanguaging and crosslinguistic strategies, empowering learners to leverage their full linguistic and cognitive repertoire for understanding mathematical concepts. Our findings enhance and refine existing knowledge of video designs, highlighting the crucial, complementary roles of subtitles and transcripts for EAL learners, with implications for developing and implementing instructional videos, endorsing strategic use of both tools to accommodate varied learning needs.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226360","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 use of Intelligent Computer Assisted Language Learning (ICALL) in foreign language learning holds great promises, but the identification of rigorous design principles to develop students’ capability through practical learning design are still insufficient. As capability concerns how people use their competencies in the unknown rather than in familiar situations, ensuring students' capability development becomes crucial in today’s complex, dynamic, and rapidly changing system of modern society. One critical question to firstly answer regarding the numerous variety and available options of ICALL applications is what and how to choose appropriate and relevant ICALL applications which would effectively enhance students’ capability. This paper proposes a framework for the intervention design of the ICALL learning environment to develop EFL students’ capability based on the pedagogy-andragogy-heutagogy continuum and the authentic learning framework.
{"title":"Heutagogical-based ICALL environment","authors":"Dwi Maharrani, Thomas Cochrane","doi":"10.14742/apubs.2023.486","DOIUrl":"https://doi.org/10.14742/apubs.2023.486","url":null,"abstract":"The use of Intelligent Computer Assisted Language Learning (ICALL) in foreign language learning holds great promises, but the identification of rigorous design principles to develop students’ capability through practical learning design are still insufficient. As capability concerns how people use their competencies in the unknown rather than in familiar situations, ensuring students' capability development becomes crucial in today’s complex, dynamic, and rapidly changing system of modern society. One critical question to firstly answer regarding the numerous variety and available options of ICALL applications is what and how to choose appropriate and relevant ICALL applications which would effectively enhance students’ capability. This paper proposes a framework for the intervention design of the ICALL learning environment to develop EFL students’ capability based on the pedagogy-andragogy-heutagogy continuum and the authentic learning framework.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226420","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}
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