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Author: Anne Marie Zanatta Publisher: ISBN: Category : Languages : en Pages : 490
Book Description
The recent surge in studies and literature on the use of wikis and other Web 2.0 tools in language learning emphasizes the pedagogical benefits of using these tools for collaborative writing tasks in the Foreign Language classroom. Nonetheless, existing research regarding collaborative writing projects involving more than two writers is limited. This may, in part, be due to the fact that writing is a complex and challenging act which becomes even more so when it is collaborative and involves more than two people. Furthermore, the implementation of a wiki or any other digital collaborative writing tool may serve to complicate rather than facilitate it even more. This dissertation presents a mixed methods case study of the use of a wiki for a collaborative writing project carried out in the English for Tourism classroom at the higher education level. The subjects of the study, 63 first-year students enrolled in a 4-year degree program in Tourism Studies at a private institution in Barcelona, were participants of an English for Tourism language course divided into 3 different class groups based on language proficiency and led by 3 different teachers. A total of 18 small working groups of 3 or 4 students participated in the project known as Touripedia which took place over a 6 month period divided into 3 project phases. Findings from this study reveal how student use and perceptions of the wiki tool differ according to the three phases of the collaborative writing project. The overriding goal of this research is to provide understanding of how the wiki influences learner processes and perceptions when involved in a collaborative writing task. By offering insight and guidelines which increase learning opportunities and minimize the challenges of effective use of the wiki tool, this study also aims to assist language teachers considering the implementation of such activities into their own classrooms and may also help software designers to better understand the needs of both learners and teachers for the continued development of collaborative tools which specifically facilitate language learning processes. -- TDX.
Author: Anne Marie Zanatta Publisher: ISBN: Category : Languages : en Pages : 490
Book Description
The recent surge in studies and literature on the use of wikis and other Web 2.0 tools in language learning emphasizes the pedagogical benefits of using these tools for collaborative writing tasks in the Foreign Language classroom. Nonetheless, existing research regarding collaborative writing projects involving more than two writers is limited. This may, in part, be due to the fact that writing is a complex and challenging act which becomes even more so when it is collaborative and involves more than two people. Furthermore, the implementation of a wiki or any other digital collaborative writing tool may serve to complicate rather than facilitate it even more. This dissertation presents a mixed methods case study of the use of a wiki for a collaborative writing project carried out in the English for Tourism classroom at the higher education level. The subjects of the study, 63 first-year students enrolled in a 4-year degree program in Tourism Studies at a private institution in Barcelona, were participants of an English for Tourism language course divided into 3 different class groups based on language proficiency and led by 3 different teachers. A total of 18 small working groups of 3 or 4 students participated in the project known as Touripedia which took place over a 6 month period divided into 3 project phases. Findings from this study reveal how student use and perceptions of the wiki tool differ according to the three phases of the collaborative writing project. The overriding goal of this research is to provide understanding of how the wiki influences learner processes and perceptions when involved in a collaborative writing task. By offering insight and guidelines which increase learning opportunities and minimize the challenges of effective use of the wiki tool, this study also aims to assist language teachers considering the implementation of such activities into their own classrooms and may also help software designers to better understand the needs of both learners and teachers for the continued development of collaborative tools which specifically facilitate language learning processes. -- TDX.
Author: James A. West Publisher: John Wiley & Sons ISBN: 0470472219 Category : Education Languages : en Pages : 162
Book Description
How can online instructors and course designers' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities.
Author: Matthew Barton Publisher: University of Michigan Press ISBN: 0472024515 Category : Education Languages : en Pages : 282
Book Description
When most people think of wikis, the first---and usually the only---thing that comes to mind is Wikipedia. The editors of Wiki Writing: Collaborative Learning in the College Classroom, Robert E. Cummings and Matt Barton, have assembled a collection of essays that challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an engaging and accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical classroom experiences with wikis to offer a series of richly detailed and concrete suggestions to help educators realize the potential of these new writing environments. Robert E. Cummings began work at Columbus State University in August 2006 as Assistant Professor of English and Director of First-Year Composition. Currently he also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum. He recently concluded a three-year research study with the Inter/National Coalition for Electronic Portfolio Research and continues to research in the fields of computers and writing, writing across the curriculum, writing in the disciplines, and curricular reform in higher education. Matt Barton is Assistant Professor, St. Cloud State University, Department of English-Rhetoric and Applied Writing Program. His research interests are rhetoric, new media, and computers and writing. He is the author of Dungeons and Desktops: A History of Computer Role-Playing Games and has published in the journals Text and Technology, Computers and Composition, Game Studies, and Kairos. He is currently serving as Associate Editor of Kairosnews and Managing Editor of Armchair Arcade. "Wiki Writing will quickly become the standard resource for using wikis in the classroom." ---Jim Kalmbach, Illinois State University digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
Author: Hung Phu Bui Publisher: Frontiers Media SA ISBN: 2832536484 Category : Science Languages : en Pages : 206
Book Description
technologies, in education. A large body of research has attempted to measure the extent to which social media change human communication. In education, researchers and educators have employed social media to increase students’ engagement inside and outside the classroom. They have been exploring the effects of the use of social media on the learning outcome, and learners’ beliefs and experiences. However, some of their endeavors are inconclusive. As the effects of social media in education are context-sensitive, research results reflecting different contexts around the world will contribute to the literature on social media and education. Student engagement in learning, a growing interest in educational research, is widely believed to contribute to the success of learning. The contemporary literature shows that students can engage in learning affectively, behaviorally, and cognitively. Recent studies are also interested in using technology to mediate students’ social and metacognitive engagement in learning. As student engagement is a multidimensional area, interdisciplinary studies have recently expanded their literature. The use of social media to increase student engagement in learning remains underexplored.
Author: Rǩa Asztalos Publisher: ISBN: Category : Languages : en Pages : 5
Book Description
Wikis have been extensively used in language teaching for collaborative writing. However, there are very few studies about wikis as holistic learning environments. To fill this niche, the present research project aimed to explore the potential of the wiki as a platform for knowledge building and personalized learning that may enhance lifelong learning and students' self-regulation. Individual learning paths were encouraged by the introduction of a personalized evaluation system, in which points were given for any task the students had completed. A further aim was to find out about students' perceived language development, their disposition towards the wiki and the evaluation system with the help of mid-course and end-of-course questionnaires. The participants of the study were 26 tourism BA students at a university in Budapest who used the wiki for all the three terms of their language course. Results show that the integration of a wiki in a professional English course in higher education is received positively by the students. [For full proceedings, see ED565087.].
Author: Neomy Storch Publisher: Multilingual Matters ISBN: 1847699960 Category : Language Arts & Disciplines Languages : en Pages : 204
Book Description
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
Author: Howard Pitler Publisher: ASCD ISBN: 1416614966 Category : Education Languages : en Pages : 265
Book Description
Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective.
Author: Christian Ludwig Publisher: Peter Lang D ISBN: 9783631667972 Category : Group work in education Languages : en Pages : 378
Book Description
This book explores collaboration in the foreign language classroom through the use of new media. An essential resource for applied linguists and practising teachers/teacher trainees in secondary/higher education, the contributions combine theoretical, empirical and practical insights.
Author: Susan A. Ambrose Publisher: John Wiley & Sons ISBN: 0470617608 Category : Education Languages : en Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Anne Marie Zanatta
Author: Anne Marie Zanatta
Author: James A. West
Author: Matthew Barton
Author: Hung Phu Bui
Author: Rǩa Asztalos
Author: Neomy Storch
Author: Howard Pitler
Author: William Zinsser
Author: Christian Ludwig
Author: Susan A. Ambrose