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Steenkamp, Andries Willem. "Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1247.
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Thesis (DLitt (African Languages))--University of Stellenbosch, 2009.This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...
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Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.
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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.
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Roh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
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Kouame, Germain Noel. "The application of some second language teaching/learning principles in multimedia language design : a case study of a multimedia approach to an undergraduate course in Swahili." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10696.
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Bibliography: leaves 68-70.This study investigates aspects of the learning process that takes place in the Computer-Assisted Language Learning (CALL) classroom in the Department of Linguistics and Southern African Languages at the University of Cape Town. It also studies how a small sample of students make adjustments in language learning with the help of the multimedia Swahili programme. The sample comprises four UCT learners (mixed Ll 's) studying a (CD-ROM) multimedia Swahili language programme.
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Epperheimer, Dorlores Mae. "Using Hypermedia to enhance the teaching of language arts in the elementary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/740.
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Desislava, Baeva. "Main problems at integrating educational interactive multimedia in the foreign language teaching on a phonological level of language acquisition." Thesis, ВНТУ, 2012. http://ir.lib.vntu.edu.ua/handle/123456789/6993.
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Цель данного исследования является представление основные проблемы при разработке интегрированной компьютерной среде, которая поможет в процессе обучения иностранному языку на фонологическом уровне. Она позволяет модернизировать систему образования на основе использования информационных и комуникационных технологий, которые сегодня предлагают новые перспективы и возможности для обучения. В проекте рассматриваются педагогические аспекты применения учебных мультимедиа. Он имеет дело с осознанием эффективности и критическим использованием образовятельных мультимедия, а также педагогическими и этическими аспектами их применения.The aim of this paper is to present the main challenges in developing an integrated computer environment that will help foreigners in the process of language learning on constructing its phonological level.It allows mo upgrade the education system through the use of information and communication technologies, which today offer new perspectives and opportunities for learning. The project considers educational aspects of the use of educational multimedia. It deals with the realization of efficiency and the use of critical educational multimedia, as well as pedagogical and ethical aspects of their application.
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Tredoux, Francois. "Stellenbosch Safari : a multimedia program based on suggestopedic principles for the teaching of Afrikaans to international students at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2270.
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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.
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Choy, Sai-hung, and 蔡世鴻. "Using multimedia packages to teach Chinese in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256600.
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Ditaunyane, Shoadi Ezekiel. "The integration of multimedia resources in the teaching of Tswana at secondary schools in the Motheo District." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21611.
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Thesis (MPhil)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This empirical study focuses – through the use of a descriptive survey – on the viability of integrating multimedia programmes in teaching Tswana at ten secondary schools in the Motheo District of the Free State Department of Education. The study sought to explore, inter alia, the progress made by schools in providing Tswana teachers with access to computers, the extent to which Tswana teachers use multimedia programmes in their daily practice and to determine the quality of Tswana multimedia programmes that are offered in the market.
AFRIKAANSE OPSOMMING: Hierdie empiriese studie fokus – deur die gebruik van ‘n beskrywende ondersoek – op die lewensvatbaarheid om multimedia programme by die onderrig van Tswana by 10 sekondere skole in die departement opvoeding in die Motheo distrik van die Onderwysdepartement van die Vrystaat te integreer. Die studie het, onder meer, gepoog om vas te stel in watter mate daar al vordering gemaak is by skole om onderwysers van Tswana toegang tot rekenaars te verleen, hoeverre onderwysers van Tswana multimedia programme in hul daaglikse praktyk gebruik asook om die gehalte van multimedia programme wat vir Tswana beskikbaar is te evalueer.
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Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.
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Lee, Chung Hyun. "The use of media technology in foreign language teaching and learning at university level : a study of teachers' attitudes in Korea." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/292.
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Despite the potential and increased availability of media technology, including advanced technologies such as computers and CD-ROM multimedia, teachers' actual use of technology, and particularly of the advanced technologies, in FLT/L in higher education in Korea still tends to be limited. The purposes of this study were, therefore: 1) to investigate the current patterns and contexts of teachers' (and for reference, students') use of media technology and their attitudes towards its use in FLT/L at university level in Korea; 2) to examine the cause of problems and the possibilities of improvement in its use in FLT/L; and 3) based on these findings, to suggest some solutions and strategies for applying them to the Korean context. Quantitative and qualitative research methods were adopted, i.e., questionnaires, interviews, and classroom observations were used to collect the data required for this study. The subjects consisted of forty-eight teachers who teach English (and 535 students) at twelve universities in the central districts in Korea. In addition, workshopbased experiments were carried out to gather additional data on teachers' opinions and to evaluate the implications of the study. This study shows that the majority of Korean teachers (and students) have positive attitudes towards the use of media technology in FLT/L, with generally no significant gender and years of teaching experience (and academic years) differences, although they make little use of it. The study suggests that the availability of media technology equipment and appropriate materials in particular, teachers' knowledge of it, and proper teacher training have a positive impact on teachers' attitudes towards its use, and are, in addition to their positive attitudes, the other main factors influencing its successful implementation in FLT/L. It is concluded that to provide the teachers with sufficient knowledge of the capabilities of media technology and to encourage wider use, more access to hardware and software is necessary, and training to familiarise teachers with the hardware and software and its potential for language teaching is essential. Therefore, suggestions are made for the effective use of existing facilities, and for a model that could be adopted for teacher training courses.
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Van, der Merwe Cornelia Christina. "Abenteuer mit Werner und Roswitha : a multimedia program based on suggestopedic principles for the teaching of German in the first year at university." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1253.
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Leung, Kin-yip. "A case study of using multimedia and hypertext resources in teaching and learning of Chinese vocabulary." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39848851.
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Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.
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Johannes, Elisabeth. "DEUTSCH 1, 2, 3!! : an interactive, multimedia, web-based program for the German foreign language classroom." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/741.
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Leung, Kin-yip, and 梁建業. "A case study of using multimedia and hypertext resources in teaching and learning of Chinese vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B39848851.
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Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.
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Forbes, Deidre. "Addressing the digital divide : using CALL material to teach grammar to learners of English First Additional Language in classrooms with limited computer and multimedia resources." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19962.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms.
AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.
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Cannon, Joanna Erin. "Effectiveness of a Computer-Based Syntax Program in Improving the Morphosyntax of Students Who are Deaf/Hard of Hearing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/63.
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The purpose of this study was to determine if the frequent use of LanguageLinks: Syntax Assessment and Intervention (LL), produced by Laureate Learning Systems, Inc., as a supplemental classroom activity, affected morphosyntax structures (determiners, tense, and complementizers) in participants who are Deaf/Hard of Hearing (DHH) and use American Sign Language (ASL). Twenty-six students from an urban day school for the Deaf participated in this study. Two hierarchical linear modeling (HLM) growth curve analyses were used to examine the influence of LL on the comprehension of morphosyntax based on two dependent variables: 1) the scores from LL’s Optimized Intervention (OI; Wilson, 2003) reports; and 2) the scores from a subset of the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) test. The results of the HLM analyses revealed that time was a statistically significant indicator of progress on both dependent variables: 1) LL, t(25) = 4.510, p < .001, and 2) CWG, t(25) = 4.750, p < .001. Two independent variables served as predictors of where the participants started on the level-1 intercept of the growth curve: 1) Degree of Hearing Loss; and 2) Age. The results indicated that Age, t(23) = 2.182, p = .039, was a statistically significant predictor of the level-1 intercept. A second set of independent variables served as predictors of change over time on the growth curve: 1) Diagnostic Evaluation of Language Variation Norm-Referenced (DELV-NR; Seymour, Roeper, & de Villiers, 2005) pretest scores on the syntax and semantic subtest; and 2) the Basic Reading Inventory (BRI; Johns, 2008) scores. The results indicated that the BRI scores, t(22) = 3.522, p = .002, were statistically significant predictors of change over time on the LL program. A dependent t-test was used to examine the comprehension of morphosyntax based on the third dependent variable of the DELV-NR assessment, and revealed statistically significant results on the syntax subtest, t(25) = -2.394, p = .024. The daily use of LL affected the morphosyntax of the participants in this study and may be an evidence-based practice for students who are DHH and use ASL.
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Ekron, Anna Cecilia. "Vocabulary : it's all about words working together : an interactive multimedia program to improve senior phase English first additional language learners’ functional vocabulary through an increased understanding of everyday authentic texts and classical and contemporary poetry." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1829.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008.The continuing decline in Matriculation pass rates is a matter of concern for government, educators, parents and students in South African schools. According to official statistics, only 8% of South Africans are mother-tongue English speakers, yet English is the chief language of learning and teaching in South African schools. Researchers relate the poor pass rate to inadequate proficiency in English of both English First Additional Language learners and some of their teachers. Research has further revealed a significant positive correlation between reading comprehension and academic achievement. Consensus exists among researchers about the necessity of a basic vocabulary (variously estimated at 2000 to 3000 words and more) for developing the necessary reading comprehension. Theories and approaches regarding the development of vocabulary, however, are sometimes diametrically opposed to one another. Among the most conflicting theories are those which advocate the acquisition of vocabulary by guessing the meanings of words from the context as opposed to those favouring conscious and deliberate vocabulary teaching, which may include lists of words. The current study briefly investigates underlying problems, theories, methods and approaches to enhancing learners’ vocabularies. Conclusions are applied to the development of an interactive, multimedia program for improving learners’ functional vocabularies. The content of the program is based on authentic texts and simulations of situations which call for language interaction. This is supplemented with extracts from classical literary works and poetry and entertaining verses which present possibilities for use in vocabulary building.
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Coats, Tonya Cherie. "Using technology in language arts to motivate students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2479.
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This project will serve as a media rich tool to aid students and teachers in the classroom. It is designed to examine whether or not a computer based learning environment motivates and helps fourth grade at-risk students in vocabulary development. The project included creating a guide in Macromedia Authorware to help educators develop a multimedia environment in the classroom.
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Garms-Cray, Grietje. "Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie." Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.
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This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.
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Skalban, Yvonne. "Automatic generation of factual questions from video documentaries." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/314607.
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Questioning sessions are an essential part of teachers’ daily instructional activities. Questions are used to assess students’ knowledge and comprehension and to promote learning. The manual creation of such learning material is a laborious and time-consuming task. Research in Natural Language Processing (NLP) has shown that Question Generation (QG) systems can be used to efficiently create high-quality learning materials to support teachers in their work and students in their learning process. A number of successful QG applications for education and training have been developed, but these focus mainly on supporting reading materials. However, digital technology is always evolving; there is an ever-growing amount of multimedia content available, and more and more delivery methods for audio-visual content are emerging and easily accessible. At the same time, research provides empirical evidence that multimedia use in the classroom has beneficial effects on student learning. Thus, there is a need to investigate whether QG systems can be used to assist teachers in creating assessment materials from these different types of media that are being employed in classrooms. This thesis serves to explore how NLP tools and techniques can be harnessed to generate questions from non-traditional learning materials, in particular videos. A QG framework which allows the generation of factual questions from video documentaries has been developed and a number of evaluations to analyse the quality of the produced questions have been performed. The developed framework uses several readily available NLP tools to generate questions from the subtitles accompanying a video documentary. The reason for choosing video vii documentaries is two-fold: firstly, they are frequently used by teachers and secondly, their factual nature lends itself well to question generation, as will be explained within the thesis. The questions generated by the framework can be used as a quick way of testing students’ comprehension of what they have learned from the documentary. As part of this research project, the characteristics of documentary videos and their subtitles were analysed and the methodology has been adapted to be able to exploit these characteristics. An evaluation of the system output by domain experts showed promising results but also revealed that generating even shallow questions is a task which is far from trivial. To this end, the evaluation and subsequent error analysis contribute to the literature by highlighting the challenges QG from documentary videos can face. In a user study, it was investigated whether questions generated automatically by the system developed as part of this thesis and a state-of-the-art system can successfully be used to assist multimedia-based learning. Using a novel evaluation methodology, the feasibility of using a QG system’s output as ‘pre-questions’ with different types of prequestions (text-based and with images) used was examined. The psychometric parameters of the automatically generated questions by the two systems and of those generated manually were compared. The results indicate that the presence of pre-questions (preferably with images) improves the performance of test-takers and they highlight that the psychometric parameters of the questions generated by the system are comparable if not better than those of the state-of-the-art system. In another experiment, the productivity of questions in terms of time taken to generate questions manually vs. time taken to post-edit system-generated questions was analysed. A viii post-editing tool which allows for the tracking of several statistics such as edit distance measures, editing time, etc, was used. The quality of questions before and after postediting was also analysed. Not only did the experiments provide quantitative data about automatically and manually generated questions, but qualitative data in the form of user feedback, which provides an insight into how users perceived the quality of questions, was also gathered.
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Wong, Yam-man Wendy, and 王妊汶. "Acquisition of Chinese characters with interactive multimedia for children with specific learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29396827.
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Bezi, Nicole Allison. "Exploring creative writing in the middle school classroom via the effective use of multimedia." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2800.
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The purpose of this project is to develop a website by which students can improve their understanding of literary elements. This project will aid the students in completing some research as part of the initial stages of the WebQuest, to help them better understand the importance of literary elements.
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Wilson, Craig Steven. "Using a computer negotiations simulation to improve the writing of English language learners in a specially designed academic instruction in English world history class." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1672.
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Danijela, Radlović-Čubrilo. "Ефекти примене мултимедије у настави физике у првом разреду средње стручне школе." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=94221&source=NDLTD&language=en.
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У раду су приказани резултати истраживања спроведеног са циљем да се испитају свеукупни ефекти примене мултимедије у настави физике у првом разреду средње стручне школе. У оквиру првог дела истраживања испитан је утицај примене мултимедије у настави физике на квантум и квалитет знања ученика, као и њихову ретенцију у односу на традиционални облик извођења наставе. Други део истраживања је за циљ имао испитивање ставова ученика према мултимедијалној настави физике. Истраживање је спроведено на узорку од 140 ученика првог разреда Техничке школе у Кикинди.Први део истраживања реализован је експерименталном методом – експеримент са паралелним групама. Независна варијабла истраживања била је мултимедијална настава, док су зависне варијабле биле квантум и квалитет знања ученика. Квалитет знања ученика разматран је према Блумовој таксономији у три категорије когнитивног домена: знање (памћење), разумевање и примена. За испитивање утицаја главних ефеката – групе (облика наставе) и времена, као и њихове интеракције на квантум иквалитет знања ученика употребљена је анализа варијансе са поновљеним мерењима, док је за испитивање разлика у квантуму и квалитету знања између група у индивидуалним временским моментима – иницијалном, финалном и ретенционом употребљена униваријантна анализа варијансе. Утврђено је да је примена мултимедије у настави физике резултовала статистички значајним повећањем квантума и квалитета знања ученика у свим категоријама, као и ретенције знања у категорији примена у односу на традиционални облик извођења наставе.Други део истраживања реализован је анкетирањем ученика упитником о мултимедијалној настави физике у форми Ликертове петостепене скале за мерење ставова. Факторском анализом упитника издвојене су три димензије ставова према мултимедијалној настави физике које су назване: Повећано интересовање за мултимедијалну наставу, Олакшано учење путем мултимедијалне наставе и Тешкоће у праћењу мултимедијалне наставе. Резултати анкетирања потврдили су да ученици имају генерално позитивне ставове према мултимедијалној настави физике. Истраживањем је такође утврђено да се ставови ученика који су били потвргнути различитом експерименталном третману не разликују, као и де не постоји повезаностставова ученика према мултимедијалној настави физике са оценом из физике иопштим успехом ученика.Резултати истраживања указују на оправданост примене мултимедије у наставној пракси са циљем да се развијају позитивни ставови према учењу физике и поспеши разумевање фундаменталних физичких концепата и закона, те самим тим повећа ефикасност наставе физике.U radu su prikazani rezultati istraživanja sprovedenog sa ciljem da se ispitaju sveukupni efekti primene multimedije u nastavi fizike u prvom razredu srednje stručne škole. U okviru prvog dela istraživanja ispitan je uticaj primene multimedije u nastavi fizike na kvantum i kvalitet znanja učenika, kao i njihovu retenciju u odnosu na tradicionalni oblik izvođenja nastave. Drugi deo istraživanja je za cilj imao ispitivanje stavova učenika prema multimedijalnoj nastavi fizike. Istraživanje je sprovedeno na uzorku od 140 učenika prvog razreda Tehničke škole u Kikindi.Prvi deo istraživanja realizovan je eksperimentalnom metodom – eksperiment sa paralelnim grupama. Nezavisna varijabla istraživanja bila je multimedijalna nastava, dok su zavisne varijable bile kvantum i kvalitet znanja učenika. Kvalitet znanja učenika razmatran je prema Blumovoj taksonomiji u tri kategorije kognitivnog domena: znanje (pamćenje), razumevanje i primena. Za ispitivanje uticaja glavnih efekata – grupe (oblika nastave) i vremena, kao i njihove interakcije na kvantum ikvalitet znanja učenika upotrebljena je analiza varijanse sa ponovljenim merenjima, dok je za ispitivanje razlika u kvantumu i kvalitetu znanja između grupa u individualnim vremenskim momentima – inicijalnom, finalnom i retencionom upotrebljena univarijantna analiza varijanse. Utvrđeno je da je primena multimedije u nastavi fizike rezultovala statistički značajnim povećanjem kvantuma i kvaliteta znanja učenika u svim kategorijama, kao i retencije znanja u kategoriji primena u odnosu na tradicionalni oblik izvođenja nastave.Drugi deo istraživanja realizovan je anketiranjem učenika upitnikom o multimedijalnoj nastavi fizike u formi Likertove petostepene skale za merenje stavova. Faktorskom analizom upitnika izdvojene su tri dimenzije stavova prema multimedijalnoj nastavi fizike koje su nazvane: Povećano interesovanje za multimedijalnu nastavu, Olakšano učenje putem multimedijalne nastave i Teškoće u praćenju multimedijalne nastave. Rezultati anketiranja potvrdili su da učenici imaju generalno pozitivne stavove prema multimedijalnoj nastavi fizike. Istraživanjem je takođe utvrđeno da se stavovi učenika koji su bili potvrgnuti različitom eksperimentalnom tretmanu ne razlikuju, kao i de ne postoji povezanoststavova učenika prema multimedijalnoj nastavi fizike sa ocenom iz fizike iopštim uspehom učenika.Rezultati istraživanja ukazuju na opravdanost primene multimedije u nastavnoj praksi sa ciljem da se razvijaju pozitivni stavovi prema učenju fizike i pospeši razumevanje fundamentalnih fizičkih koncepata i zakona, te samim tim poveća efikasnost nastave fizike.
The paper presents the results of research conducted in order to examine the overall effects ofthe multimedia application in teaching physics in the first grade of seco ndary vocationalschool. In the first part of the research, the impact of multimedia application in teachingphysics to quantum and quality of students’ knowledge was examined, as well as theirretention compared to the traditional method of teaching. The aim of the second part of theresearch was to examine students’ attitudes to multimedia in teaching physics. The researchwas carried out on a sample of 140 students of the first grade of Technical School in Kikinda.The first part of the research was conducted by the experimental method – the experimentwith parallel groups. The research independent variable was multimedia teaching, while thedependent variables were quantum and quality of students’ knowledge. The quality ofstudents’ knowledge was tested in accordance with Bloom's taxonomy in three categories ofthe cognitive domain: knowledge (memory), comprehension and application. Analysis ofvariance with repeated measurements was used to examine the influence of major effects –groups (teaching methods) and time, as well as their interactions on quantum and quality ofstudents’ knowledge, while univariate analysis of variance was used in testing the differencein quantum and quality of knowledge between groups in individual moments of time - initial,final and retention. It was found that the use of multimedia in teaching physics resulted in astatistically significant increase in the quantity and quality of students’ knowledge in allcategories, as well as the retention of knowledge in the category of application compared tothe traditional teaching method.In the second part of research the students were surveyed by a questionnaire aboutmultimedia in teaching physics in the form of the Likert-Type five-point scale for measuringattitude. Factor analysis of the questionnaire identified three dimensions of attitudes towardmultimedia teaching in physics, called: Increased interest in multimedia teaching, Learningfacilitated through multimedia teaching and Difficulties in following multimediapresentations. The survey results confirmed that students generally had positive attitudestoward multimedia in teaching physics. The survey also found that the attitudes of studentswho have been subjected to different experimental treatment did not differ, and that therewas no correlation between students' attitudes toward multimedia in teaching physics withthe grade in physics and general achievement of students.The research results indicate the validity of multimedia application in teaching practice withthe aim of developing positive attitudes towards learning physics and enhancingunderstanding of fundamental physical concepts and laws, and thus increasing the efficiencyof teaching physics.
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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.
Full textAbstract:
Educators who teach international students English as a second language (ESL) or
English speakers teaching English as a foreign language (EFL) in universities in non-
English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories.
Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.
Full textAbstract:
Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
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Ушакова, А. Д., and A. D. Ushakova. "Методика обучения описанию инфографики на иностранном языке с использованием мультимедийных средств : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100756.
Full textAbstract:
Международное сотрудничество в различных областях науки и экономики подразумевает наличие не только профессиональных компетенций у современных выпускников высших учебных заведений, но и умение наглядно демонстрировать результаты своей научной и профессиональной деятельности, в том числе, на иностранном языке. Умение описывать различные типы инфографики представляется актуальным направлением в обучении студентов высших учебных заведений. Целью данного исследования является теоретическое обоснование и разработка методики обучения описанию инфографики на иностранном языке с использованием мультимедийных средств. В работе рассмотрены понятие, история, функции и классификации инфографики, определены основные подходы и принципы методики обучения описанию инфографики на иностранном языке, обозначены необходимые мультимедийные средства и цифровые компетенции, разработана поэтапная методика обучения описанию инфографики на иностранном языке с использованием мультимедийных средств. Методика содержит различные типы заданий для каждого этапа. Эффективное применение инфографики на иностранном языке объединяет знания в области инфографики, информационно-коммуникационных технологий и лингвистических особенностей иностранного языка, что и определяет набор заданий на каждом этапе обучения. Методика была апробирована на студентах группы УГИ-104011, обучающихся по образовательной программе 44.03.01 «Методика преподавания иностранных языков». Анализ опросов студентов показал, что после ряда занятий по описанию инфографики изменилось отношение к ее применению для демонстрации результатов своих исследований.International cooperation in various fields of science and economics implies not only the professional competence of modern graduates of higher education institutions but also the ability to demonstrate the results of their scientific and professional works in a foreign language. The ability to describe different types of infographics seems to be an actual trend in the education of students of higher education institutions. The purpose of this study is to provide a theoretical basis and develop a method of teaching the description of infographics in a foreign language with the use of multimedia tools. The paper considers the definition, history, functions and classifications of infographics, defines the basic approaches and principles of teaching methods for describing infographics in a foreign language, identifies the necessary multimedia tools and digital competencies. A step-by-step method of teaching the description of infographics in a foreign language with the use of multimedia tools has been developed. The method contains different types of tasks for each stage. Effective application of infographics in a foreign language combines knowledge in the field of infographics, information and communication technologies and linguistic features of a foreign language, which defines a set of tasks at each stage of training. The method was tested on the students of the UGI-104011 group studying on the educational programme 44.03.01 "Methods of teaching foreign languages." Analysis of student surveys showed that after a series of lessons on infographics description, the attitude towards its application to demonstrate the results of their research has changed.
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Kovács, Géza M. Eng Massachusetts Institute of Technology. "Multimedia for language learning." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85217.
Full textAbstract:
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 79-81).
Students studying foreign languages often wish to enjoy authentic foreign-language content - for example, foreign-language videos and comics. Existing means of presenting this content, however, are suboptimal from the perspective of language learning. We have developed a pair of tools that aim to help learners acquire the foreign language while enjoying authentic, foreign-language material. One tool is Smart Subtitles, which help learners learn vocabulary while watching videos. Our user evaluations have shown that Smart Subtitles help learners learn vocabulary more effectively than a popular approach for learning from video (dual subtitles). The other tool is a grammar visualization which illustrates the grammatical structure of sentences. This grammar visualization can be embedded into a number of language-learning applications. This includes a foreign-language manga reader we have built, which aims to help learners learn vocabulary, grammar and pronunciation while reading comics and manga. Our study for the grammar visualization shows that it helps monolinguals arrive at more accurate translations if we have an oracle taking the best translation of all, though there was no significant improvement in the average translation quality.
by Geza Kovacs.
M. Eng.
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Alassaf, Yaqdhan. "Integration des TIC dans l'enseignement/apprentissage du FLE en Irak : enjeux institutionnels, organisationnels et pédagogiques." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30062.
Full textAbstract:
L'enseignement/apprentissage du FLE a été influencé par les TIC au cours des dernières années et nous constatons que les évolutions récentes sont difficilement observées en Irak, où les pratiques pédagogiques, en particulier avec les TIC, sont marquées par des contraintes spécifiques. Les équipements informatiques réduits et les pratiques intégrant le multimédia peu développées ne suscitent pas de pratiques innovantes telles que celles qui sont constatées au niveau mondial. Par ailleurs, le système éducatif et les méthodes utilisées en Irak pourraient aussi bénéficier de réformes permettant de faire évoluer les pratiques. Ainsi, cette recherche s‟intéresse au changement de pratiques dans l‟enseignement/apprentissage du FLE et à l‟intégration des TIC comme un moteur pour celui-ci. Une recherche-action a été effectuée au sein de l‟université de Mossoul afin de mesurer les pratiques et les représentations auprès de différentes catégories d‟usagers. Des entretiens et des questionnaires ont ainsi permis de recueillir un certain nombre de données qui ont été analysées et vérifiées statistiquement. Ce travail a pour vocation de mettre l'accent sur l'utilité d'un dispositif innovant dans l‟enseignement/apprentissage du FLE. Pour être en phase avec ce développement, et assurer, dans le contexte irakien, le recours aux plateformes envisagées, le dispositif se doit d'appréhender « le processus d'appropriation sociale » et tenir compte de trois niveaux d'intervention, macro, méso et micro, pour initier le changement. Grâce aux résultats obtenus au cours de la phase d‟expérimentation, l‟intégration de pratiques innovantes par le biais des TIC pourra sans doute devenir opérationnelleThe teaching/learning of French as a Foreign Language (FLE) has been influenced by ICT in recent years. We note that the latest evolutions have not been observed in Iraq where pedagogical practice, in particular with the help of Information and Communication Technologies (ICT), is marked by specific constraints. IT equipment is not sufficient and computer aided practice do not quite meet innovation and global digital development. Reform of the educational system and the methods used in Iraq could also permit an evolution of practice. Thus, this research focuses on the changing practices of the teaching/learning of FLE that could result from the integration of ICT. An action research has been conducted at the University of Mosul in order to measure the level of practice and the representation of different kinds of users. Interviews and questionnaires have permitted to gather a certain amount of data that have been analyzed and verified statistically. This work aims to emphasize the usefulness of an innovative environment for the teaching/learning of FLE. To be in phase with this development, and jointly ensure, in the context of Iraq, the use of platforms, the environment had to consider "the social appropriation process" and consider three levels of intervention, macro, meso and micro to initiate change. Thanks to the results obtained during the experimental phase, the development of innovation through the integration of ICT for education is likely to become operational
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Lawlor, M. Catherine. "SLAM, a multimedia mathematics teaching support system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38391.pdf.
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Wayanti, Rina. "Interactive multimedia instruction for teaching western animation /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136876.
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Winn, Andrea Michelle. "Multimedia workshop, enhancing usability in multimedia authoring with a visual scripting language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39710.pdf.
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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.
Full textAbstract:
This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.
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Козловська, Ганна Борисівна, Анна Борисовна Козловская, and Hanna Borysivna Kozlovska. "Multimedia applications in the foreign language classroom." Thesis, ВВП «Мрія», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59454.
Full textAbstract:
The article deals with some multimedia applications in the foreign language classroom. There are some recommendations for people who are directly involved in the educational context and those who are interested in integrating multimedia computers in their undertakings.У статті розглядається застосування мультимедіа на заняттях з іноземної мови. Є деякі рекомендації для людей, які беруть безпосередню участь в освітньому контексті і тих, хто зацікавлений в інтеграції мультимедіа у сфері своєї професійної діяльності
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Cannan, Carisa J. Bencastro Mario. "Arbol de la vida : multimedia adaptation /." Online version of thesis, 1995. http://hdl.handle.net/1850/12134.
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Hawken, Leanne. "Teaching nonsexist language." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2299.
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Studies have shown that people are opposed to writing in nonsexist language and that attempts to teach nonsexist language have been unsuccessful in causing people to change their writing styles. Previous studies focused on how to write in nonsexist language, but did not focus on why using nonsexist language is important. In the present study an attempt was made to change attitudes toward sexist language, as well as to teach how to write in nonsexist language by comparing two methods of teaching nonsexist language. All participants completed an interactive computer program that taught nonsexist language. The experimental group then discussed/role played the importance of writing in nonsexist language whereas the control group discussed/role played ethical issues involved in experimental research. Groups were compared on their attitudes towards sexist language using the Hawken Sexist Language Questionnaire, designed for this study. Groups were also compared on how well they recognized sexist language using the Gender-Specific Language Scale and wrote in nonsexist language when answering six short essay questions.
Results showed no difference between the experimental group and the control group on any of the dependent measures post-intervention or during a 3-week follow-up. Implications for future research are discussed.
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Vizentim, Rosimeire Moreira. "Os recursos de linguagem como contribuição à construção de sentido entre formadores e professores em formação em ambientes virtuais." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/18244.
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Previous issue date: 2009-10-16This is a case study that investigates a group of teachers, attendees of the 10th edition of the Distance Learning Training Course for Teachers at Uniso - University of Sorocaba. It intends to understand how the use of visual, verbal and digital languages contributes to the construction of meaning between teacher and learners. The research procedures involved the analysis of documents of the Institutional Educational Project at Uniso, the 10th edition of the Distance Learning Training Course CD-ROM, and interviews with attendees. The results of this study suggest that, despite the difficulties faced by teachers in the use of multimedia languages, the experience has set them to a privileged position in their teaching online training and has enabled the understanding of how to use this educational practice
A presente pesquisa é um estudo de caso que investiga um grupo de professores, participantes da 10ª edição do Curso de Formação de Professores para EAD da Universidade de Sorocaba. Com o objetivo de compreender em que medida o uso das múltiplas linguagens veiculadas no meio digital contribuem para a construção de sentido entre o formador e professores em formação no aludido curso de formação, optou-se pela análise de cunho qualitativo. Para alcançar tal objetivo, os procedimentos de pesquisa utilizados neste trabalho foram a análise documental do Projeto Pedagógico Institucional da Uniso, o CD-ROM da 10ª edição do Curso de Formação de Professores para EaD e a análise das entrevistas com sujeitos de pesquisa. O roteiro de entrevista foi elaborado de forma que permitisse saber como se dá a negociação de sentidos entre o formador e o professor em formação, no que se refere ao uso das múltiplas linguagens no ambiente virtual. O quadro teórico de referência para a análise interpretativa dos dados coletados delineia-se com os estudos de formação de professores na vertente culturalista, em distintas matrizes midiáticas e no pensamento ecossistêmico. Os resultados desta pesquisa parecem indicar que, apesar das dificuldades apresentadas pelos professores no uso de linguagens multimidiáticas, essa experiência tende a colocá-los em uma posição privilegiada em sua formação para a docência online, pois possibilita a compreensão de como se dão as práticas educativas mediadas por essas linguagens e a criação de formas de apropriação das mesmas
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Козловська, Ганна Борисівна, Анна Борисовна Козловская, and Hanna Borysivna Kozlovska. "Introduction of multimedia in the foreign language classroom." Thesis, Друкарський дім «ПАПІРУС», 2014. http://essuir.sumdu.edu.ua/handle/123456789/59578.
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The article deals with the introduction of multimedia in the foreign language classroom. There are some recommendations for people who are directly involved in the educational context and those who are interested in integrating multimedia computers in their undertakings.У статті розглядається проблема впровадження мультимедіа на заняттях з іноземної мови. Є деякі рекомендації для людей, які беруть безпосередню участь в освітньому контексті і тих,хто зацікавлений в інтеграції мультимедіа у сфері своєї професійної діяльності.
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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
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Ramsden, K. W. "A multimedia computational aid to gas turbine design teaching." Thesis, Cranfield University, 1995. http://dspace.lib.cranfield.ac.uk/handle/1826/11013.
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The ambitions of the teacher to fully prepare engineering students for the working
environment are usually limited by the length of the lecture course. Consequently, few
opportunities exist in the learning process for the student to gain experience in both
design and design-optimisation.
This document describes a suite of integrated personal computer based programmes
designed to illustrate many important aspects of gas turbine component design and
overall
performance estimation for use both inside and outside the classroom.
Accordingly, the objectives of the programmes are to provide a broad understanding
of the whole engine and its major components by enabling the following:
o a rapid and in depth method for the assessment of design point, off
design and deteriorated performance principles for a wide range of gas
turbine types and applications.
a demonstration of the needs and implications of performance
compromise arising from design constraints.
a demonstration of how the design and performance limitations
imposed by one component influence others.
a demonstration of the design compromises required by the
interactions between the disciplines of aerodynamics, thermodynamics
and mechanical integrity.
O
O
O
When used in conjunction with a programme of lectures, tutorials, case studies, and
computer based workshops, the new software enables a rapid and in depth
understanding of gas turbine performance and component design.
ln addition, the programme suite has extensive general application to gas turbine
overall performance assessment and to the preliminary design of compressors and
turbines.
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Dukovich, Adam. "Design Patterns go to Hollywood: Teaching Patterns with Multimedia." DigitalCommons@CalPoly, 2008. https://digitalcommons.calpoly.edu/theses/9.
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Design Patterns have insinuated themselves into the forefront of computer science and software engineering practice. To this end, there has been much scholarship about the proper way to introduce them into the classroom. Studies indicate that understanding the contexts in which design patterns are to be used is one of the most (if not the most) difficult challenge in applying design patterns. However, little research on the topic attempts to solve the problem of better illuminating this context problem, preferring instead to focus on simplification of the patterns and better examples to explain them. This paper discusses a new paradigm through which the teaching of design patterns can be viewed, one which focuses on conceptual examples and contexts as the key elements in teaching design patterns. To better illustrate this new ideology, several short instructional videos, each employing this approach with a different design pattern were created. Their effectiveness was subsequently assessed, relative to traditional lecture that focused more on teaching the structure of the patterns.
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Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.
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Tsui, Chi-Yan. "Teaching and Learning Genetics with Multiple Representations." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1614.
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This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and learn at school because it is conceptually and linguistically complex for students who have little or no prior knowledge about it. Yet genetics is now central to learning and research in biomedical sciences and is essential for understanding contemporary issues such as genetic engineering and cloning. Interactive multimedia programs such as BioLogica have provided new opportunities for learning as these programs feature multiple external representations (MERs) of knowledge in different formats, including visualgraphical and verbal-textual and at different levels of organisation. Users can manipulate and observe the behaviour of these MERs. Ainsworth (1999) summarised three functions of MERs claimed by researchers in supporting learners - to provide complementary information or processes, to constrain interpretations of phenomena and to promote construction of deeper understanding of the domain. Using an interpretive, case-based research approach with multiple methods and multiple sources of data, this study was guided by two foci of inquiry - teachers' integration and implementation of BioLogica in their classroom teaching, and students' learning with BioLogica alongside other resources. The theoretical framework drew on perspectives from educational psychology, the conceptual learning model in science education, and cognitive/computational sciences.Student learning was interpreted using a multidimensional conceptual change framework (Tyson, Venville, Harrison, & Treagust, 1997)-social/affective dimension in terms of students' interests and motivations, epistemological dimension in terms of genetics reasoning of six types (Hickey & Kindfield, 1999), and ontological dimension in terms students' gene conceptions (Venville & Treagust, 1998). Teaching and learning with BioLogica were also analysed and interpreted using Ainsworth's three functions of MERs. Necessary techniques including triangulation were used to increase the rigour of data analysis and interpretation in keeping with the qualitative research tradition. The study was conducted during the years 2001 and 2002 at six classroom sites across four senior high schools of different contexts in the metropolitan Perth area in Western Australia. Five teachers and their Year 10 students (four classes) and Year 12 students (two classes) - 117 students (90 girls and 27 boys), aged from 14 to 18, - participated in the study. Data were collected in response to the initial research questions and the reformulated case-specific research questions. The findings in terms of general assertions were generated from within-case and cross-case analyses and interpretations. Findings of the study suggest that teachers idiosyncratically incorporated (rather than integrated) BioLogica activities in their classroom teaching based on their beliefs and referents for normal classroom teaching. The teachers' implementation and scaffolding of student learning with BioLogica were affected by their knowledge of the software and beliefs about its usefulness based on the salient features of the MERs rather than their functions.Institutional support, technical issues, and time constraints were the possible barriers for using BioLogica in teaching. The findings also suggest that most students were motivated and enjoyed learning with BioLogica but not all who were actively engaged in the activities improved their genetics reasoning. Mindfulness (Salomon & Globerson, 1987) in learning with the BioLogica MERs, learning together with peers, scaffolded learning within the zone of proximal development (Vygotsky, 1978) were deemed important to students' conceptual learning. The postinstructional gene conceptions of most students were not sophisticated and were generally intelligible-plausible (IP) but not intelligible-plausible-fruitful (IPF). While most students identified two salient features of BioLogica MERs, visualisation and instant feedback, some students who substantially improved their reasoning believed that these two features helped their understanding of genetics. Overall, students exhibited social/affective (motivational) and epistemological conceptual change but little or no ontological change. The findings have implications for further and future research. First, Thorley's status analysis is useful in analysing multidimensional conceptual change (Tyson et al., 1997). Second, MERs have provided new learning opportunities and challenges for classroom learning and science teacher education. Third, there is urgency for improving Year 10 genetics teaching and learning. Fourth, the notion of multiple representations is promising in unifying theoretical constructs in psychology, cognitive/computational sciences, science education and science teacher education.
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Child, Gregory S. "The Language Teaching Puzzle." DigitalCommons@USU, 2012. http://digitalcommons.usu.edu/etd/1310.
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This portfolio is a compilation of beliefs about effective foreign language (FL) teaching. The core of this portfolio is a teaching philosophy, in which theories, such as comprehensible input, teacher and student roles, and activities are explained. The teaching philosophy is accompanied by a reflection of the authors teaching observed from a video. Following the teaching philosophy and personal teaching reflection are three artifacts centered on language, culture, and literacy. The language artifact contains an observational study in which instructors’ practices are compared with their beliefs. The cultural artifact is focused on storytelling. Many civilizations employ storytelling in the form of oral traditions to pass on learning. In the artifact, effectiveness of storytelling as an approach to FL teaching and learning is examined. The literacy artifact is a proposal for a research study. In the proposal, questions are raised about the effectiveness of computer-aided support materials offered to students as they navigate various texts. The final sections of the portfolio contain a “looking forward” section, an annotated bibliography, and references.
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Alaca, Aygul Filiz. "Natural Language Query Processing In Ontology Based Multimedia Databases." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611816/index.pdf.
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In this thesis a natural language query interface is developed for semantic and spatio-temporal
querying of MPEG-7 based domain ontologies. The underlying ontology is created by attaching
domain ontologies to the core Rhizomik MPEG-7 ontology. The user can pose concept,
complex concept (objects connected with an &ldquoAND&rdquo
or &ldquo
OR&rdquo
connector), spatial (left, right . . . ), temporal (before, after, at least 10 minutes before, 5 minutes after . . . ), object trajectory and directional trajectory (east, west, southeast . . . , left, right, upwards . . . ) queries to the system. Furthermore, the system handles the negative meaning in the user input. When the user enters a natural language (NL) input, it is parsed with the link parser. According to query type, the objects, attributes, spatial relation, temporal relation, trajectory relation, time filter and time information are extracted from the parser output by using predefined rules. After the information extraction, SPARQL queries are generated, and executed against the ontology by using an RDF API. Results are retrieved and they are used to calculate spatial, temporal, and trajectory relations between objects. The results satisfying the required relations are displayed in a tabular format and user can navigate through the multimedia content.
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Vijayan, Usha. "A user interaction language for accessing multimedia news documents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ40236.pdf.
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Подъячева, А. М., and A. M. Podyacheva. "Метод тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100753.
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В настоящей работе тренинг рассматривается как метод обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств. Для достижения цели работы – теоретическое обоснование, разработка и опытная проверка эффективности метода тренинга, как способа обучению лексике иностранного языка для специальных целей с использованием мультимедийных средств – были выполнены следующие задачи: проведен сравнительный анализ традиционного метода обучения и метода тренинга на основе исследования научно-методической литературы, были рассмотрены понятие, функции, структура и приемы тренинга; описаны особенности использования тренинга в обучении иностранным языкам; описана технология подготовки и проведения тренингов, направленных на изучение лексики иностранного языка для специальных целей с использованием мультимедийных средств; проведен анализ и апробацию учебного процесса, отвечающего требованиям метода тренинга; проверена эффективность разработанной методики для обучения лексике иностранного языка в ходе опытно-поисковой работы. Магистерская диссертация по теме «Метод тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств» содержит 80 страниц текстового документа, 10 рисунков, 70 использованных источников. В первой главе была рассмотрена роль мультимедийных средств в образовательном процессе, основные подходы и принципы обучения иностранному языку с использованием информационно-коммуникационных технологий и тренинг как метод обучения. Во второй главе описана организация, апробация и сделан анализ практической работы по проведению тренинга для обучения лексике иностранного языка для специальных целей с использованием мультимедийных средств. В заключении был сделан вывод об эффективности данного метода.In this work, training is considered as a method of teaching foreign language vocabulary for special purposes using multimedia. To achieve the goal of the work – theoretical justification, development and experimental verification of the effectiveness of the training method, as a way of teaching foreign language vocabulary for special purposes using multimedia – the following tasks were completed: a comparative analysis of the traditional teaching method and the training method based on the research of scientific and methodological literature was carried out, the concept, functions, structure and methods of training were considered; the features of raining usage in teaching foreign languages are described; the technology of preparing and conducting trainings aimed at studying the vocabulary of a foreign language for special purposes using multimedia is described; the analysis and approbation of the educational process that meets the requirements of the training method was carried out; the effectiveness of the developed methodology for teaching foreign language vocabulary in the course of experimental search work was tested. Master's thesis on the topic "Method of training for teaching foreign language vocabulary for special purposes using multimedia" contains 80 pages of a text document, 10 pictures, 70 used sources. The first chapter examined the role of multimedia in the educational process, the main approaches and principles of teaching a foreign language using information and communication technologies and training as a teaching method. The second chapter describes the organization, approbation and analysis of practical work on conducting training for teaching foreign language vocabulary for special purposes using multimedia. To sum up, it was concluded that this method is effective.