Relevant bibliographies by topics / Pedagogy of error

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Pedagogy of error'

Author: Grafiati
Published: 8 March 2025

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Journal articles on the topic "Pedagogy of error"

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Han, Z., and L. Selinker. "Error resistance: towards an empirical pedagogy." Language Teaching Research 3, no. 3 (1999): 248–75. http://dx.doi.org/10.1191/136216899666888878.

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Han, ZhaoHong, and Larry Selinker. "Error resistance: towards an empirical pedagogy." Language Teaching Research 3, no. 3 (1999): 248–75. http://dx.doi.org/10.1177/136216889900300304.

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Artem'eva, Svetlana Vadimovna, and Tat'yana Sergeevna Kur'yakova. "Formation of Future Mathematics Teachers’ Professional Competences Using Error Correction Tasks." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 22–26. http://dx.doi.org/10.30853/pedagogy.2020.1.4.

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Hamid, M. Obaidul, and Linh Dieu Doan. "The problematic of second language errors." Australian Review of Applied Linguistics 37, no. 2 (2014): 123–44. http://dx.doi.org/10.1075/aral.37.2.03ham.

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The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Finding
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BIVOL, Ninela. "The error-a fundamental instrument in the study of the french language." Univers Pedagogic 83, no. 3 (2024): 18–23. https://doi.org/10.52387/1811-5470.2024.3.03.

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In the process of learning a foreign language, the term of “error” is absolutely indispensable. Traditional pedagogy avoids the aspect of making an error, penalizing the student by doing it. But, the evaluation methodology in foreign languages teaching has acquired another dimension. The concept of an error benefits a the significance in the school space. Thus, the moment when the student commits an error is not equal with an inability to understand the subject, but on the contrary, a thorough analysis of the factors that determined this moment in the learning process. The guidance of the teac
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Kurzer, Kendon. "Accuracy Gains from Unfocused Feedback: Dynamic Written Corrective Feedback as Meaningful Pedagogy." Journal of Language and Education 8, no. 4 (2022): 102–16. http://dx.doi.org/10.17323/jle.2022.13380.

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Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) to support student learning. One promising WCF method is Dynamic Written Corrective Feedback, in which instructors provide unfocused/comprehensive feedback using a coding system coupled with regular rounds of editing on short, in-class student-written paragraphs.
 Purpose. In this study, I explored the impact on student accuracy of unfocused DWCF on brief student-produced texts in intermediate and advanced developmental ESL writing classes. This study was motivated by the d
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Heift, Trude. "Multiple Learner Errors and Meaningful Feedback." CALICO Journal 20, no. 3 (2013): 533–48. http://dx.doi.org/10.1558/cj.v20i3.533-548.

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This paper describes a web-based ICALL system for German that provides error-specific feedback suited to learner expertise. The main focus of the discussion is on the Domain Knowledge and the Filtering Module. The Domain Knowledge represents the knowledge of linguistic rules and vocabulary, and its goal is to parse sentences and phrases to produce sets of phrase descriptors. Phrase descriptors provide very detailed information on the types of errors and their location in the sentence. The Filtering Module is responsible for processing multiple learner errors. Motivated by pedagogical and lingu
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Adams, Whitney Jordan. "Rhetorical Error: Combating Post-Truth and AI Nihilism Through Active Discourse Production." Papers in Arts and Humanities 4, no. 2 (2025): 78–86. https://doi.org/10.52885/zpft0851.

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Using the classical pedagogical strategies of Isocrates as a framework, this paper investigates how a renewed focus on civic rhetoric in the classroom will allow for increased dialogue and active discourse production between those inside and outside the Academy. Although Isocrates did not use the word “rhetoric” himself, reading his translated texts through a current lens allows the application of rhetoric through renewed frameworks. As we find ourselves mainly existing in a post-truth world, there is a proclivity among many to replace facts with pathos. As Lee McIntyre (2018) explores in his
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Mohamad Sazali, Nur Asiah Syafikah, Nor Azira Mohd Radzi, Nor Alifah Rosaidi, and Razlina Razali. "A CORPUS-BASED STUDY OF SIMPLE PAST TENSE ERRORS IN MALAYSIAN LEARNERS’ ENGLISH WRITING." International Journal of Modern Education 6, no. 21 (2024): 359–71. http://dx.doi.org/10.35631/ijmoe.621026.

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In mastering the English language, learners need to be able to comply with its grammatical rules. Most previous corpus-based studies about learners’ grammar errors have examined the non-Malaysian context. Therefore, the overarching aim of this study is to investigate simple past tense errors in Malaysian English as a Second Language (ESL) secondary school learners’ writing. Employing a corpus-based error analysis approach, it specifically intends to identify the types of simple past tense errors in Malaysian ESL secondary school learners’ writing and the frequency of simple past tense errors i
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Guénette, Danielle. "The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge." TESL Canada Journal 30, no. 1 (2013): 117. http://dx.doi.org/10.18806/tesl.v30i1.1129.

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Should we correct our students’ language errors? Most ESL teachers would an- swer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on writing and develop their awareness in this regard. To this end, the teacher trainees acted as corrective-feedback tutors to high school learners during one school semester. During the course of the proj- ect, they kept journals documenting their r
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Dissertations / Theses on the topic "Pedagogy of error"

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PETTERSSON, JENNY. "Elever måste få göra fel för att göra rätt : Hur korrigerar lärare uttalsvariationer i engelsk språkinlärning i årskurs 4 - 6?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104775.

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Syftet med denna litteraturstudie är att ta reda på vad den senaste forskningen säger om lärares korrigering av uttal hos elever i engelskundervisningen. Detta är viktigt då eleverna behöver ett funktionellt tal för att göra sig förstådda på målspråket och vissa uttalsfel kan försvåra begripligheten. Studien är baserad på sju artiklar som valts ut genom sökning i databaser. Artiklarna har systematiskt analyserats genom att ett kategoriseringsschema skapats med olika begrepp för att kunna identifiera mönster. Förr i tiden skulle alla fel alltid korrigeras eftersom målet var att uppnå ett moders
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Louw, Henk. "MarkWrite : standardised feedback on ESL student writing via a computerised marking interface / Henk Louw." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6687.

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The research reported on in this thesis forms part of the foundation of a bigger research project in which an attempt is made to provide better, faster and more efficient feedback on student writing. The introduction presents the localised and international context of the study, and discusses some of the problems experienced with feedback practice in general. The introduction also gives a preview of the intended practical implementation of the research reported on in this thesis. From there on, the thesis is presented in article form with each article investigating and answering a part of tw
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Souza, Regina Aparecida Marques de. "A mediação pedagógica da professora : o erro na sala de aula." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253389.

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Orientador: Sergio Antonio da Silva Leite<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-09-20T17:11:32Z (GMT). No. of bitstreams: 1 Souza_ReginaAparecidaMarquesde_D.pdf: 5167571 bytes, checksum: 68e16f1f3742db55ba298f899b50c273 (MD5) Previous issue date: 2006<br>Resumo: Esta pesquisa objetivou observar, analisar e descrever os elementos constitutivos das relações de mediação de uma professora, que se efetivaram no cotidiano de uma sala de aula da primeira série do ensino fundamental, visando à superação/compreensão do erro
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Aghaeilindi, Somayé. "La pédagogie de l'erreur en production écrite dans l'apprentissage du français langue étrangère, chez les étudiants persanophones." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00973497.

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Pendant longtemps, l'erreur était considérée comme l'effet de l'ignorance. Etant donné l'omniprésence de l'erreur dans l'apprentissage, elle occupe une place importante au centre de la didactique moderne. Cette thèse vise à étudier le rôle de l'erreur en production écrite dans l'apprentissage du français chez les étudiants persanophones qui apprennent le français comme langue étrangère. Elle se matérialise autour de la conjugaison du verbe et l'emploi des formes temporelles. Il s'agit d'une expérimentation didactique dans laquelle des pédagogies différentes apparaissent traitant l'erreur chacu
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Paillussiere, Lisa. "Pour une sémiotique de l'erreur : pédagogie de l'art et projets interdisciplinaires : parcours au sein du projet Augmented Artwork Analysis." Electronic Thesis or Diss., Lyon, École normale supérieure, 2024. http://www.theses.fr/2024ENSL0104.

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Afin de répondre à une double sollicitation – d’une part, l’intégration du projet de recherche Augmented Artwork Analysis (budget ANR, 2021-2025) et d’autre part l’inscription idéale dans la suite du projet pédagogique et gouvernemental « Vers une société apprenante » (Rapport Taddei &amp; al., 5 avril 2017) – notre thèse se propose d’étudier la fécondité d’une sémiotique de l’erreur pour (i) la recherche interdisciplinaire, de (ii) la pédagogie et de (iii) l’art en tant qu’outil d’apprentissage, et ce en vue d’une histoire de l’art augmentée comprenant la prise en charge du processus artistiq
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Carrola, Manuela Mendes. "Prevalência dos erros na escrita: contributos para a sua pedagogia." Master's thesis, Universidade da Beira Interior, 2011. http://hdl.handle.net/10400.6/1997.

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Entrar no Ciclo da Escrita pode ser mais complexo do que se imagina, sendo um dos assuntos que mais preocupa os pais das crianças que ingressam para o 1º Ciclo do Ensino Básico. Finalmente, a criança vai poder aprender a decifrar todas as palavras que vê diariamente, o que pode ser para algumas crianças motivo de ansiedade. Com este trabalho, pretendeu-se analisar e reflectir sobre os mecanismos que envolvem a apreensão e compreensão da escrita, primeiro no que respeita à identificação dos grafemas que compõe o nosso alfabeto e segundo, nos aspectos ortográficos e gramaticais. Verificámos qu
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Strömbeck, Wendel. "Error i cisblicken : en normkritisk studie om cisnormen." Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7690.

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The cis norm could be described as the norm that forces everyone to be either female or male and that genitals, gender identity and juridical sex should be constant throughout a person’s lifetime. “Cis” means “on the same side” in Latin, and in this study Wendel Strömbeck, student at the Pedagogy Institution of Konstfack, University College of Arts, Crafts and Design, has coined the notion “the cis gaze”. “The cis gaze” refer to a performative act of sorting bodies into a female or male category. Wendel study how people with trans* experiences could experience gazes and pictures in relation to
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CONCHIERI, MICHELE. "ERRORE E REDIMIBILITA': CATEGORIE DELLA RIFLESSIONE PEDAGOGICA E DELL'INTERVENTO EDUCATIVO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/323.

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La tesi si articola in tre capitoli, allo scopo di esaminare il tema dell'errore secondo tre differenti prospettive: antropologica, epistemologica e pedagogica. L'azione educativa, in questo caso centrata l'impiego dell'errore come strumento di crescita, non può esimersi dal porsi le domande riguardanti l'identità della persona (antropologia) e la validità dell'azione educativa messa in atto (epistemologia). La riflessione su tali questioni chiarifica, in primo luogo, quali sono i limiti dell'azione educativa, cioè cosa può essere fatto e cosa no sulla base di una ben precisa scelta valoriale;
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CONCHIERI, MICHELE. "ERRORE E REDIMIBILITA': CATEGORIE DELLA RIFLESSIONE PEDAGOGICA E DELL'INTERVENTO EDUCATIVO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/323.

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La tesi si articola in tre capitoli, allo scopo di esaminare il tema dell'errore secondo tre differenti prospettive: antropologica, epistemologica e pedagogica. L'azione educativa, in questo caso centrata l'impiego dell'errore come strumento di crescita, non può esimersi dal porsi le domande riguardanti l'identità della persona (antropologia) e la validità dell'azione educativa messa in atto (epistemologia). La riflessione su tali questioni chiarifica, in primo luogo, quali sono i limiti dell'azione educativa, cioè cosa può essere fatto e cosa no sulla base di una ben precisa scelta valoriale;
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Kawanishi, Kei. "Constructing a genre-based instructional model for English academic writing: A focus on learners’ discourse-level errors." Kyoto University, 2019. http://hdl.handle.net/2433/236632.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21471号<br>人博第872号<br>新制||人||209(附属図書館)<br>2018||人博||872(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授 高橋 幸, 教授 桂山 康司, 准教授 DALSKY,David Jerome, 教授 田地野 彰<br>学位規則第4条第1項該当
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Books on the topic "Pedagogy of error"

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Baldini, Massimo. Virtù dell'errore: Fra epistemologia e pedagogia. Editrice La scuola, 2012.

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Paul, Tassoni John, and Thelin William H, eds. Blundering for a change: Errors & expectations in critical pedagogy. Boynton / Cook Publishers, 2000.

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Possamai, Fabíola. A pedagogia do bacharel: A práxis do ensaio e erro : um estudo de caso na Universidade da Região de Joinville - Univille. Editora Univille, 2003.

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Seifried, Jürgen, and Eveline Wuttke. Professional Error Competence of Preservice Teachers: Evaluation and Support. Springer, 2017.

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Malik, Muhammad Khan Abdul. Interlanguage Error Analysis: An Appropriate and Effective Pedagogy for Efl Learners in the Arab World. Xlibris Corporation LLC, 2020.

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Malik, Muhammad Khan Abdul. Interlanguage Error Analysis: An Appropriate and Effective Pedagogy for Efl Learners in the Arab World. Xlibris Corporation LLC, 2020.

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Casalini, Cristiano, and Christoph Sander. Benet Perera’s Pious Humanism: Aristotelianism, Philology, and Education in Jesuit Colleges. An Edition of Perera’s Documenta quaedam perutilia. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0001.

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This chapter discusses the philosophical pedagogy of Benet Perera (1535–1610) through an analysis and transcription of his treatise on the useful, error-free study of Christian philosophy, the Documenta quaedam perutilia iis qui in studiis philosophiae cum fructu et sine ullo errore versari student. It places Perera’s treatise within its historical context—that of the Jesuit Roman college of the 1560s—in order to elucidate how his promotion of his own idea of a Christian philosophy for schools provoked criticism among his fellow Romans Diego de Ledesma and Achille Gagliardi. It shows the posit
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Tassoni, John Paul, and William H. Thelin. Blundering for a Change: Errors ; Expectations in Critical Pedagogy. Boynton/Cook, 2000.

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Book chapters on the topic "Pedagogy of error"

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Bogdanova, Daria, and Monique Snoeck. "Learning from Errors: Error-based Exercises in Domain Modelling Pedagogy." In Lecture Notes in Business Information Processing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02302-7_20.

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Korczak, Jerzy J., and Ilona Pawełoszek. "Constructive Approach to Students’ Error Processing in E-learning Courses." In Smart Education and e-Learning - Smart Pedagogy. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3112-3_15.

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Leone, Giuliana. "L’errore nella scuola di Epicuro." In Studi e ricerche del Dipartimento di Lettere e Filosofia. Società Editrice Fiorentina, 2024. http://dx.doi.org/10.35948/dilef/978-88-6032-734-5.06.

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L’esame di testi epicurei trasmessi nei papiri ercolanesi o attraverso la tradizione manoscritta medievale consente di studiare l’ampiezza e la profondità di applicazione della nozione di errore nella scuola di Epicuro in più ambiti, dall’epistemologia all’etica, dalla filologia alla pedagogia. Si comprende come Epicuro e i suoi, nella consapevolezza che la possibilità di errare è insita nella natura atomica dell’individuo, si siano impegnati, da un lato, nella ricerca di precise indicazioni di metodo da fornire agli allievi per evitare di incorrere nell’errore o per correggerlo, e, dall’altro, nella spietata messa a nudo degli errori più o meno in malafede degli avversari e degli ignoranti.
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Shafique, Haroon, and Rashed Mahmood. "Prepositional Errors Among Undergraduate ESL Learners in Pakistan." In English Language Teaching: Theory, Research and Pedagogy. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_14.

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Wang, Lei. "Limitations, misunderstandings and translation errors." In John Dewey’s Democratic Education and its Influence on Pedagogy in China 1917-1937. Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27568-6_5.

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Jin, Hong Gang, Jie Zhang, and Hongyin Tao. "Learner Errors and L2 Processing in Chinese Verb Complements of Manner/State." In Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language. Routledge, 2022. http://dx.doi.org/10.4324/9781003161646-10.

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Schulte, Kim. "Chapter 11. Do translators need a different knowledge of their target language?" In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.11sch.

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This chapter aims to identify areas in which students of translation can benefit from specific language teaching geared towards their needs as future translators who will normally be expected to translate from as well as into their second language. Drawing on data from translations by several hundred students at a Spanish university, it is shown that general English teaching as it is currently conceived is not sufficient to prepare these students for the job, mainly because they require specific knowledge and contrastive awareness to be able to produce linguistically, stylistically and formally correct translations of the written texts they will be confronted with as professional translators. The data allows us to distinguish several types of frequent mistakes caused by linguistic interference, providing insights into the specific language teaching needs of translation students and setting a starting point for establishing a cross-linguistically valid inventory of the most common types of interference-based errors in translation.
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Alcorn, Alyssa M., Judith Good, and Helen Pain. "Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_49.

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Katz, Adi, and Ronit Shmallo. "Learning from Errors as a Pedagogic Approach for Reaching a Higher Conceptual Level in Database Modeling." In Lecture Notes in Business Information Processing. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39564-7_9.

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Blum, Susan D. "Pedagogy and Pedagogizing." In Schoolishness. Cornell University Press, 2024. http://dx.doi.org/10.7591/cornell/9781501774188.003.0004.

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This chapter focuses on the key concepts of pedagogy and pedagogizing. It elaborates on the differences between direct instruction and independent learning. Since much of childhood is about school even at the earliest ages, pedagogy permeates life in the United States and in many other countries. The chapter clarifies that schoolishness is not the only way to learn since children learn to be members of their families and societies through observation, and trial and error for most of human history. In WEIRD (wealthy, educated, industrial, rich, democratic) populations, pedagogizing is assumed as the default condition of learning since schoolishness dominates.
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Conference papers on the topic "Pedagogy of error"

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Abu Deeb, Fatima, Antonella DiLillo, and Timothy Hickey. "Using Fine Grained Programming Error Data to Enhance CS1 Pedagogy." In 10th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006666400280037.

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Akin, Ömer. "Precedent-Based Learning: An Approach for Studio Pedagogy in the Early Years." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.1.

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Precedent-Based learning is related to a very old method of teaching, particularly in the studio setting. Usually it takes the form of precedent analysis. An empirical study was conducted in order to better understand how experienced designers use precedents in the course of a brief design session. Normative theories of learning suggest that success is most likely to be achieved when students learn (1) the principles governing events or phenomenon in a discipline, and (2) ways of applying these principles to specific situations to solve problems of various kinds. We call this the didactic meth
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Dissanayake, Achala K. "The Use of the Literary Present Tense in Literary Analyses Written by Undergraduates of English Literature in Sri Lanka: An Error Analysis." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/xlko6426.

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In literary analyses, the literary present tense is used to discuss certain events that take place in literary works. In other words, in literary analyses, writers sometimes use the present tense in reference to works of literature written in the past. Literature students for whom English is a second language can find it daunting to grasp the concept of using the simple present to discuss past events. Apart from this confusion, undergraduate students of English literature can face difficulty in distinguishing between the creative and academic writing styles, especially as they are exposed to b
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Rafiqa, Syarifa, and Nofvia De Vega. "Grammatical Errors Analysis in the Thesis Abstracts Made by the Students of Borneo University Tarakan." In 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211219.045.

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Marczal, Diego, Alexandre Direne, Gabriel Ramos, et al. "Um arcabouço para apoiar a generalização de conceitos através da pedagogia de representações externas." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2010. http://dx.doi.org/10.5753/wie.2010.25388.

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Inicialmente, são apresentados os aspectos que justificam a necessidade de se projetar a implementar um controlador genérico de interatividade que pode ser aplicado e reutilizado por diversos objetos de aprendizagem. Os principais objetivos do controlador são detalhados em termos de acesso ao conteúdo e como ele enfatiza aspectos meta-cognitivos envolvidos nas tarefas típicas de aprendizagem. A abstração por meio da generalização, tal qual foi proposta por Ainsworth (2006), fudamenta a pedagogia associada ao processo de aprendizagem. Ao final, a arquitetura e a implementação do arcabouço denom
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Cumming, Geoff, and Fiona Fidler. "Interval estimates for statistical communication: problems and possible solutions." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05201.

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In many behavioural and social sciences reformers are urging wider use of interval estimates. We believe confidence intervals can improve research communication markedly, but several problems are raised by our empirical studies of how people understand and misunderstand intervals. We describe three of these problems: an incorrect belief about confidence interval overlap and its relation to statistical significance; failure to distinguish between confidence intervals and standard error bars; and finally, neglect of the importance of research design in applying and interpreting intervals. Our su
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Bajtl, Dunja, Josip Barać, and Vladimir Bajtl. "PRIKAZ SVIJETA OČIMA OSOBA S OŠTEĆENJIMA VIDA KAO PRILOG BOLJIM INKLUZIVNIM PRAKSAMA U OBRAZOVNIM USTANOVAMA." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/pixl9066.

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Persons with various degrees of visual impairment are part of the education system and often pose a pedagogic challenge to educators and teachers. Despite advances in medicine, many children and parents struggle with vision difficulties such as strabismus, large refractive errors, and various congenital defects that cause inadequate visual development and amblyopia. Teachers and educators often lack opportunities to receive training on vision difficulties. The paper is intended for teaching staff in educational institutions and non-teaching staff who work with the visually impaired. The aim of
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Mangual-Martínez, Isaac A., Larisa Sherbakova, Ryan Craney, Garret Wood-Sternburgh, and Misri Patel. "Digital Digital Fabrication Fabrication: Remote collaborative teaching and learning in advanced fabrication." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.4.

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Many schools of architecture are facing a pressing issue: How do we offer access to fabrication in an equitable and inclusive manner? Furthermore, how can we create a sustainable, pedagogical model for our institutions to share knowledge about machinery and fabrication processes that are often inaccessible? Two architecture programs, one a PWI (Predominately White Institution) and one an HBCU (Historically Black College/University), joined forces during the 2020-2021 academic year. Together they explored the teaching of advanced fabrication in a virtual/remote learning space. Advanced fabricat
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