首页 > 最新文献

Cartagine-Studi e Ricerche最新文献

英文 中文
Lessons On-(the)-Line Blended Learning and Pedagogy of (the) Digitally Oppressed 数字压迫者在线混合式学习和教学法的经验教训
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/002
R. Gairola
In this essay, I explore the meanings and implications of blended learning in an era of global pandemic by extending Paulo Freire’s notion of a “pedagogy of the oppressed” into the digital milieu and COVID-19 era of the 21st century. In doing so, I critically meditate on how Freire’s cue is reformulated in the context of online teaching while situating questions about online learning in the context of the Blended Learning Online South Africa (BLOSA) project based at the University of Witwatersrand. I do so as a means for tracking how, in material practice, blended learning operates in the context of knowledge dissemination and postcolonial poverty.
在本文中,我通过将保罗·弗莱雷的“被压迫者的教育学”概念扩展到21世纪的数字环境和COVID-19时代,探讨了混合学习在全球大流行时代的意义和影响。在此过程中,我批判性地思考了Freire的线索是如何在在线教学的背景下重新表述的,同时将在线学习的问题置于威特沃特斯兰德大学(University of Witwatersrand)的南非在线混合学习(BLOSA)项目中。我这样做是为了追踪混合学习在知识传播和后殖民贫困背景下如何在物质实践中运作。
{"title":"Lessons On-(the)-Line\u0000 Blended Learning and Pedagogy of (the) Digitally Oppressed","authors":"R. Gairola","doi":"10.30687/978-88-6969-529-2/002","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/002","url":null,"abstract":"In this essay, I explore the meanings and implications of blended learning in an era of global pandemic by extending Paulo Freire’s notion of a “pedagogy of the oppressed” into the digital milieu and COVID-19 era of the 21st century. In doing so, I critically meditate on how Freire’s cue is reformulated in the context of online teaching while situating questions about online learning in the context of the Blended Learning Online South Africa (BLOSA) project based at the University of Witwatersrand. I do so as a means for tracking how, in material practice, blended learning operates in the context of knowledge dissemination and postcolonial poverty.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"01 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86506072","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}
引用次数: 0
The Digital Story as a Reading Response to the Literary Text Revisiting Camus’ The Outsider in the French Foreign Language Classroom 数字故事:对文学文本的阅读回应——重读加缪《法语外语课堂中的局外人》
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/011
Fiona Horne
This contribution discusses the potentialities of the Digital Story as a complement to literary analysis in the French foreign language (L2) classroom. The case study examines the Digital Story as an instructional tool in the reading of Camus’ seminal text, The Outsider, reflecting on the role it may play in addressing learning challenges in the L2 classroom and in moving beyond traditional reading postures and approaches. The Digital Story is shown to cultivate a scholarship of engagement and collaborative action in the teaching of literature. Furthermore, as a multimodal, multigenre form, it fosters potential for mapping out new interactions between reader, text and technology in the context of emerging literacies.
这篇文章讨论了数字故事作为法语外语(L2)课堂文学分析的补充的潜力。本案例研究考察了数字故事作为一种教学工具在加缪的开创性文本《局外人》的阅读中,反映了它在解决第二语言课堂学习挑战以及超越传统阅读姿势和方法方面可能发挥的作用。数字故事在文学教学中培养了参与和协作行动的奖学金。此外,作为一种多模态、多体裁的形式,它促进了在新兴文化背景下绘制读者、文本和技术之间新互动的潜力。
{"title":"The Digital Story as a Reading Response to the Literary Text\u0000 Revisiting Camus’ The Outsider in the French Foreign Language Classroom","authors":"Fiona Horne","doi":"10.30687/978-88-6969-529-2/011","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/011","url":null,"abstract":"This contribution discusses the potentialities of the Digital Story as a complement to literary analysis in the French foreign language (L2) classroom. The case study examines the Digital Story as an instructional tool in the reading of Camus’ seminal text, The Outsider, reflecting on the role it may play in addressing learning challenges in the L2 classroom and in moving beyond traditional reading postures and approaches. The Digital Story is shown to cultivate a scholarship of engagement and collaborative action in the teaching of literature. Furthermore, as a multimodal, multigenre form, it fosters potential for mapping out new interactions between reader, text and technology in the context of emerging literacies.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"32 18","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72373788","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}
引用次数: 1
Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class 总是翻吗?以同伴为中心的英语文学教学循环
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/012
C. Gordon
In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.
在英语系,默认的“阅读和讨论”的文学教学方法使学生的表现特别容易受到深度阅读方面的不足的影响。如果学生在阅读文学文本之前依赖于在线内容资源,他们就会有效地翻转课堂,减少而不是增加主动学习。本文提出了一个混合模型,通过对等的同伴学习反馈循环来缓解这一趋势。以同伴为中心的循环最大限度地减少了在线或课堂上的直接指导,并使用在线到课堂的反馈循环将大多数课堂活动转变为互惠的同伴学习,将其与翻转课堂教学法以及RPL作为偶尔的课堂策略区分开来。
{"title":"Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class","authors":"C. Gordon","doi":"10.30687/978-88-6969-529-2/012","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/012","url":null,"abstract":"In English departments, the default literary pedagogy of ‘read and discuss’ renders student performance particularly vulnerable to shortfalls in the area of deep reading. Where students rely on online content resources before reading literary texts, they effectively flip the class, decreasing rather than increasing active learning. This article presents a blended model for mitigating this trend by means of a reciprocal peer learning feedback loop. The Peer-Centred Cycle minimises direct instruction online or in class, and uses an online-to-classroom feedback loop to shift the majority of classroom activity to reciprocal peer learning, distinguishing it from both flipped classroom pedagogies, as well as from RPL as an occasional classroom strategy.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84865189","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}
引用次数: 0
Blended Learning and the Global South Virtual Exchanges in Higher Education 高等教育中的混合学习与全球南方虚拟交流
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2
G. Carloni, Christopher Fotheringham, Anita Virga, Brian Zuccala
This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.
本卷收集了全球混合学习领域的一系列理论和实践干预措施。它旨在向在发展中国家高等教育环境中工作的教师展示成功的混合学习计划的模式,这些模式是由致力于与学生群体合作的教育工作者设计和实施的,这些学生群体的特点是获得技术和连接的机会不平等。本卷的12个单独章节是教育工作者的宝贵实用资源,但当作为一个整体,收集提供了一个反关于混合学习起源于富裕国家的机构普遍的信念。它为思考混合学习在全球南方的位置提供了理论、材料和社会基础的潮流,是对带有“第一世界”和新自由主义偏见的教学认识论的抵抗。
{"title":"Blended Learning and the Global South\u0000 Virtual Exchanges in Higher Education","authors":"G. Carloni, Christopher Fotheringham, Anita Virga, Brian Zuccala","doi":"10.30687/978-88-6969-529-2","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2","url":null,"abstract":"This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75096893","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}
引用次数: 1
Promoting Student-Centred Language Learning Via eTandem The Case of Mexican and South African Students 通过eTandem促进以学生为中心的语言学习——以墨西哥和南非学生为例
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/005
A. Mendoza
eTandem is a type of virtual and synchronic way of learning an additional language in collaboration with peers who speak the target language and who are also learning their counterparts’ language. eTandem is usually incorporated as part of the activities that students have to complete whilst learning a language. However, these virtual activities are seldom part of the curriculum or the course syllabus and they are hardly ever part of the assessment process. The aim of this paper is to highlight the benefits of learning a language as the means of promoting a student-centred learning approach through autonomy, peer and self-assessment, self-reflection, feedback and by using the language to understand cultural and intercultural differences. The study was carried out via eTandem activities between Mexican students learning English and South African students learning Spanish. The results suggest that virtual exchanges whilst learning a language foster a wide ray of social, cultural and pragmatic means of learning a language in context. This paper has implications in promoting the inclusion of blended language learning in higher education settings.
eTandem是一种虚拟的、同步的学习额外语言的方式,与说目标语言的同龄人合作,他们也在学习对方的语言。eTandem通常是学生学习一门语言时必须完成的活动的一部分。然而,这些虚拟活动很少是课程或课程大纲的一部分,也很少是评估过程的一部分。本文的目的是强调学习一门语言的好处,通过自主、同伴和自我评估、自我反思、反馈和使用语言来理解文化和跨文化差异,作为促进以学生为中心的学习方法的手段。本研究通过eTandem活动在学习英语的墨西哥学生和学习西班牙语的南非学生之间进行。研究结果表明,在学习一门语言的同时,虚拟交流可以培养广泛的社会、文化和实用的语言学习方式。本文对促进混合语言学习在高等教育中的包容性具有启示意义。
{"title":"Promoting Student-Centred Language Learning Via eTandem\u0000 The Case of Mexican and South African Students","authors":"A. Mendoza","doi":"10.30687/978-88-6969-529-2/005","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/005","url":null,"abstract":"eTandem is a type of virtual and synchronic way of learning an additional language in collaboration with peers who speak the target language and who are also learning their counterparts’ language. eTandem is usually incorporated as part of the activities that students have to complete whilst learning a language. However, these virtual activities are seldom part of the curriculum or the course syllabus and they are hardly ever part of the assessment process. The aim of this paper is to highlight the benefits of learning a language as the means of promoting a student-centred learning approach through autonomy, peer and self-assessment, self-reflection, feedback and by using the language to understand cultural and intercultural differences. The study was carried out via eTandem activities between Mexican students learning English and South African students learning Spanish. The results suggest that virtual exchanges whilst learning a language foster a wide ray of social, cultural and pragmatic means of learning a language in context. This paper has implications in promoting the inclusion of blended language learning in higher education settings.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85040752","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}
引用次数: 0
What Really Works in Telecollaborative Pedagogy? A Case Study of an Algerian-Moldovan Project 远程合作教学中真正有效的是什么?阿尔及利亚-摩尔多瓦项目案例研究
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/004
Rachida Sadouni
This chapter presents and discusses an international telecollaborative text-writing and translation project conducted during the second semester of a translation course in 2017, 2018 and 2019. The participants were non-native intermediate students of French from universities in Algeria and Moldova. This paper firstly provides theoretical background on telecollaboration and its benefits for learners from different geographical, linguistic, and cultural contexts. Secondly, it analyses the challenges of telecollaborating via asynchronous and exolingual communication (email). To do this, I analyse student perspectives on the efficacy of the approach in the form of reports administered before and after the tellecollaborations. The chapter concludes that telecollaboration between learners from different backgrounds is difficult, but can succeed and remains an opportunity to develop linguistic, cultural and digital skills along with intercultural awareness. In the conclusions I give an overall evaluation of the case study, and suggestions for a future telecollaborative work.
本章介绍并讨论了在2017年、2018年和2019年翻译课程第二学期进行的国际远程协作文本写作和翻译项目。参与者是来自阿尔及利亚和摩尔多瓦大学的非本国法语中级学生。本文首先介绍了远程协作的理论背景及其对来自不同地理、语言和文化背景的学习者的好处。其次,分析了通过异步和外语言通信(电子邮件)进行远程协作的挑战。为了做到这一点,我分析了学生对这种方法有效性的看法,形式是在智力合作之前和之后进行的报告。本章的结论是,来自不同背景的学习者之间的远程协作是困难的,但可以成功,并且仍然是发展语言、文化和数字技能以及跨文化意识的机会。在结论部分,笔者对案例研究进行了总体评价,并对今后的远程协作工作提出了建议。
{"title":"What Really Works in Telecollaborative Pedagogy?\u0000 A Case Study of an Algerian-Moldovan Project","authors":"Rachida Sadouni","doi":"10.30687/978-88-6969-529-2/004","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/004","url":null,"abstract":"This chapter presents and discusses an international telecollaborative text-writing and translation project conducted during the second semester of a translation course in 2017, 2018 and 2019. The participants were non-native intermediate students of French from universities in Algeria and Moldova. This paper firstly provides theoretical background on telecollaboration and its benefits for learners from different geographical, linguistic, and cultural contexts. Secondly, it analyses the challenges of telecollaborating via asynchronous and exolingual communication (email). To do this, I analyse student perspectives on the efficacy of the approach in the form of reports administered before and after the tellecollaborations. The chapter concludes that telecollaboration between learners from different backgrounds is difficult, but can succeed and remains an opportunity to develop linguistic, cultural and digital skills along with intercultural awareness. In the conclusions I give an overall evaluation of the case study, and suggestions for a future telecollaborative work.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"33 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74607240","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}
引用次数: 0
Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses Developing Intensive Italian for Gamers 以内容为导向的外语课程中的混合设计与翻转课堂:为游戏玩家开发强化意大利语
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/010
S. Bregni
In recent years, scholars have increasingly indicated content-based language teaching (CBLT) as a potential successful response to the increasing challenges faced by language departments in higher education. This article is a case study on the advantages of using a hybrid format in a content-based intensive foreign language video game-based (VGBL) course. For decades now, video games have been a pervasive part of our culture. My experiments in introducing video games as a learning device in the F/L2 language classroom have led me to explore the option of teaching a gaming-based language course. I further developed language acquisition strategies using video games and related media. In spring 2017, I used the SLU state-of-the-art learning studio to teach Intensive Italian for Gamers, which combines “traditional” intensive language instruction with gaming-based interaction. Within the pedagogical premise that language acquisition is a process that involves, and benefits from, daily interactions in the language in and outside the classroom, the course targeted the specific segment of the student population that self-identifies as gamers. A specific content-oriented intensive foreign language course of this kind would not have been possible without a hybrid course design format. Flipping the classroom allowed learners to spend more time in contact with the target-language and focus their attention on exploring the spoken language through the digital gaming realia and communicating with one another in the target language on the specific course topic: video games. Flipping the classroom also encouraged students to explore more of the language independently. In an online survey conducted approximately six months after completing the course (response rate was 83.3%), all of the respondents reported that they autonomously continued to play games in the target language in their own spare time, and most of them did so often”. Pilot data show that students attained the desired level, continued learning on their own, and less stress was involved than in a traditional course. My course could serve as a model for a mixed/blended learning format that could be applied to other languages and even other fields. After all, video games lend themselves to some interesting potential multidisciplinary developments in, among other subjects, History, Art and Architecture.
近年来,学者们越来越多地指出,基于内容的语言教学(CBLT)是一种潜在的成功应对高等教育语言部门面临的日益严峻的挑战的方法。本文是一个案例研究,在基于内容的强化外语视频游戏(VGBL)课程中使用混合格式的优势。几十年来,电子游戏已经成为我们文化中无处不在的一部分。我在F/L2语言课堂中引入电子游戏作为学习工具的实验,使我探索了教授一门基于游戏的语言课程的选择。我进一步发展了使用电子游戏和相关媒体的语言习得策略。2017年春季,我使用SLU最先进的学习工作室教授游戏玩家意大利语强化课程,将“传统”强化语言教学与基于游戏的互动相结合。在语言习得的教学前提下,语言习得是一个涉及并受益于课堂内外的日常语言互动的过程,该课程针对的是自认为是游戏玩家的特定学生群体。如果没有混合的课程设计格式,这种特定的以内容为导向的强化外语课程是不可能的。翻转课堂可以让学习者花更多的时间与目标语言接触,将注意力集中在通过数字游戏现实探索口语上,并就特定的课程主题——电子游戏——用目标语言相互交流。翻转教室也鼓励学生独立探索更多的语言。在完成课程大约6个月后进行的在线调查中(回复率为83.3%),所有受访者都表示他们会在业余时间自主地继续玩目标语言的游戏,而且大多数人都经常这么做。”试点数据显示,学生们达到了期望的水平,继续自主学习,而且比传统课程所涉及的压力更小。我的课程可以作为混合/混合学习模式的典范,可以应用于其他语言甚至其他领域。毕竟,在历史、艺术和建筑等学科中,电子游戏提供了一些有趣的潜在多学科发展机会。
{"title":"Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses\u0000 Developing Intensive Italian for Gamers","authors":"S. Bregni","doi":"10.30687/978-88-6969-529-2/010","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/010","url":null,"abstract":"In recent years, scholars have increasingly indicated content-based language teaching (CBLT) as a potential successful response to the increasing challenges faced by language departments in higher education. This article is a case study on the advantages of using a hybrid format in a content-based intensive foreign language video game-based (VGBL) course. For decades now, video games have been a pervasive part of our culture. My experiments in introducing video games as a learning device in the F/L2 language classroom have led me to explore the option of teaching a gaming-based language course. I further developed language acquisition strategies using video games and related media. In spring 2017, I used the SLU state-of-the-art learning studio to teach Intensive Italian for Gamers, which combines “traditional” intensive language instruction with gaming-based interaction. Within the pedagogical premise that language acquisition is a process that involves, and benefits from, daily interactions in the language in and outside the classroom, the course targeted the specific segment of the student population that self-identifies as gamers. A specific content-oriented intensive foreign language course of this kind would not have been possible without a hybrid course design format. Flipping the classroom allowed learners to spend more time in contact with the target-language and focus their attention on exploring the spoken language through the digital gaming realia and communicating with one another in the target language on the specific course topic: video games. Flipping the classroom also encouraged students to explore more of the language independently. In an online survey conducted approximately six months after completing the course (response rate was 83.3%), all of the respondents reported that they autonomously continued to play games in the target language in their own spare time, and most of them did so often”. Pilot data show that students attained the desired level, continued learning on their own, and less stress was involved than in a traditional course. My course could serve as a model for a mixed/blended learning format that could be applied to other languages and even other fields. After all, video games lend themselves to some interesting potential multidisciplinary developments in, among other subjects, History, Art and Architecture.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"31 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75301308","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}
引用次数: 0
A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching 外语学习与反思性教学的远程合作国际交流
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/008
G. Carloni, Federica Franzè
This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.
本章分享了对一个联合国际研究教育项目的反思,该项目涉及哥伦比亚大学学习意大利语的学生和意大利乌尔比诺大学就读意大利语作为外语教学硕士课程的意大利职前教师。以2014年北半球秋季学期项目为例,探讨远程会议在外语学习和教学中的有效性。结果表明,视频会议对学生的学习过程有积极的影响,同时也促进了职前教师的反思性教学。
{"title":"A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching","authors":"G. Carloni, Federica Franzè","doi":"10.30687/978-88-6969-529-2/008","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/008","url":null,"abstract":"This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"107 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80981330","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}
引用次数: 0
Virtual Exchanges and Gender-Inclusive Toponymy An Intercultural Citizenship Project to Foster Equality 虚拟交流和性别包容性地名:促进平等的跨文化公民项目
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/007
F. Calamita, Roberta Trapè
This paper focuses on a virtual exchange project between the University of Virginia, United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-21), and with direct reference to the transnational model of virtual exchange for global citizenship education proposed in 2019 by Robert O’Dowd. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. The project aims to foster gender equality and help students to reflect on the sociocultural evolution of the language and how it can be used to address issues of identity, diversity and inclusion.
本文以美国弗吉尼亚大学与意大利帕维亚一所高中的虚拟交流项目为研究对象。该项目以性别平等问题为中心,计划进行三年(2018- 2021年),并直接参考罗伯特·奥多德(Robert O 'Dowd)于2019年提出的全球公民教育虚拟交换跨国模式。作为语言学习课程的一个组成部分,该项目创造了一个虚拟空间,与传统课堂教学的时空平行,学生可以在其中拥有很大程度的自主权。该项目旨在促进性别平等,帮助学生反思语言的社会文化演变,以及如何利用语言来解决身份、多样性和包容性问题。
{"title":"Virtual Exchanges and Gender-Inclusive Toponymy\u0000 An Intercultural Citizenship Project to Foster Equality","authors":"F. Calamita, Roberta Trapè","doi":"10.30687/978-88-6969-529-2/007","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/007","url":null,"abstract":"This paper focuses on a virtual exchange project between the University of Virginia, United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-21), and with direct reference to the transnational model of virtual exchange for global citizenship education proposed in 2019 by Robert O’Dowd. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. The project aims to foster gender equality and help students to reflect on the sociocultural evolution of the language and how it can be used to address issues of identity, diversity and inclusion.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80095368","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}
引用次数: 0
Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education 利益相关者在高等教育中对混合学习和在线学习的吸收和使用中的挣扎
IF 0.3 0 ARCHAEOLOGY Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/003
L. Dison, K. Padayachee
Recommendations for greater adoption of blended and online learning pedagogies pre-date COVID-19 by many years. However, the uptake and implementation of blended and online learning was largely ignored by lecturers in many contact institutions, despite the introduction of policies and various resources to support such a shift. In this chapter, we critically explore the reluctance of lecturers to adopt blended and online learning pedagogies, drawing on the Epistemic Pedagogic Device (EPD) of Legitimation Code Theory (LCT) and the elements of Archer’s theory of Social Realism to explicate the roles and contestations among the various stakeholders involved in teaching and learning in higher education institutions. In particular, we examine the struggles for legitimacy faced by instructional designers and academic developers in the sites of teaching and learning, sites which have traditionally been controlled by lecturers. We posit that successful, sustainable implementation of online and blended learning requires institutional recognition of multiple stakeholders as legitimate role-players in teaching and student learning.
关于更多采用混合式和在线学习教学法的建议比2019冠状病毒病早了许多年。然而,尽管引入了政策和各种资源来支持这种转变,但许多联系机构的讲师在很大程度上忽视了混合和在线学习的吸收和实施。在本章中,我们批判性地探讨了讲师不愿意采用混合和在线学习教学法的问题,利用合法性代码理论(LCT)的认识论教学法(EPD)和阿切尔的社会现实主义理论的要素来解释高等教育机构中涉及教学和学习的各种利益相关者之间的角色和争论。特别是,我们研究了教学设计师和学术开发者在教学和学习场所所面临的合法性斗争,这些场所传统上由讲师控制。我们认为,在线和混合学习的成功、可持续实施需要制度性地承认多个利益相关者在教学和学生学习中的合法角色。
{"title":"Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education","authors":"L. Dison, K. Padayachee","doi":"10.30687/978-88-6969-529-2/003","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/003","url":null,"abstract":"Recommendations for greater adoption of blended and online learning pedagogies pre-date COVID-19 by many years. However, the uptake and implementation of blended and online learning was largely ignored by lecturers in many contact institutions, despite the introduction of policies and various resources to support such a shift. In this chapter, we critically explore the reluctance of lecturers to adopt blended and online learning pedagogies, drawing on the Epistemic Pedagogic Device (EPD) of Legitimation Code Theory (LCT) and the elements of Archer’s theory of Social Realism to explicate the roles and contestations among the various stakeholders involved in teaching and learning in higher education institutions. In particular, we examine the struggles for legitimacy faced by instructional designers and academic developers in the sites of teaching and learning, sites which have traditionally been controlled by lecturers. We posit that successful, sustainable implementation of online and blended learning requires institutional recognition of multiple stakeholders as legitimate role-players in teaching and student learning.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"99 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83347711","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}
引用次数: 4
期刊
Cartagine-Studi e Ricerche
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1