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International Research in Education, 2014
Universities are torn these days between teaching and research, particularly within research universities, leading me to probe the major reasons that motivate professors to develop innovative pedagogical projects within universities that are strongly committed to research. Thirty-two semi-structured interviews with professors at the University of Montreal, all of whom are widely known to their peers, enabled us to theorise seven action plans and three significant stages concerning the reasons for which professors innovate. In other words, the primary reasons which motivate professors in universities strongly committed to research to develop pedagogically innovative projects may be categorised into seven action plans, 1) Captivating, 2) Supporting, 3) Problem-solving, 4) Improving, 5) Re-adapting, 6) Communicating and 7) Creating, and can be theorised in three major phases, 1). Desire to establish a relationship of trust, 2). Intentionality to change and 3). Integration of the desire to change within human relationships. Thus, it is a question of the desire to establish a relationship of trust with the intention of captivating and supporting students, an intentionality to change in order to provide a solution and improvement, and about the integration of the desire to change within human relationships, with the aim of re-adapting through communication and creation.
Achieving communication Competence: an Introduction to Human Communication
In this work, I take a research on the various aspects as well as levelers of human communication. I try to put into the forefront and highlight various concepts and practices related to communication, in order to create a better basic understanding of communication in itself and to help the readers reach conclusions of how to make their communication practices better. This work is an invitation to understand various concepts such as the self, Language, Listening, verbal and non verbal communication, and formulating messages …etc, it is a work that guarantees accessibility and easy grasp of basic human communication issue and skills.
In this empirical qualitative study, I focused on the potential uses of video games elements as they transcend the entertainment field and become effective enhancement tools for onboarding new employees in organizations. The study uses grounded theory to find relationships between data collected from computer science, education, psychology and management documents in order to create new understandings of how video game elements can make onboarding more effective. Technology aided program rely on interactivity, which creates autonomous learning styles that are employee-centered and focused on individual user satisfaction. The findings dictate that internal aspects of the program and external aspects pertaining to the employee moderate effectiveness. At the same time, program effectiveness will be affected by employee’s previous experiences with video games and organizational support. The presented framework will aid future studies, video game element integrated program design and assessment and onboarding design and assessment.
TED Talks: A Multimodal Tool for Students of Technological English
Docencia e Investigación, 2018
This article presents an overview of online videos TED talks and how these can be used in a course of technological English to teach students how to communicate effectively. Skilful personalities trained in the art of public speaking from a wide range of fields exemplify good models of public speaking for ESP students. The article describes the different modes at play in many TED Talks. It is by addressing the different verbal and nonverbal modes that contribute to meaning making that lecturers can expose to students how speakers at TED achieve one important objective: to captivate and persuade their audience. Students, in turn, if able to realize how different modes are orchestrated in these talks, might be encouraged to voice their 'Ideas worth spreading' in a Ted-style and might be also emboldened to disseminate technical and scientific knowledge to a wide audience, contributing this way to the popularization of science. In the context of an ESP technology classroom, TED talks allow teacher and student to revisit to the very origins where TED techniques root from: delivering a precise concept in a succinct manner that aims to intertwine the speaker's words with diagrams and written instructions. Concurrently, students might visualize their desired language selves portrayed in TED speakers and be motivated to learn Technological English.
Communicating for Change (Syllabus)
Description: Tufts 1+4 participants will be enrolled in a full-year, 1-credit course during their Bridge Year. This course is only open to Tufts 1+4 Bridge Year participants and will be taught through a blended learning format. With a focus on communicating the Bridge Year to others, students will explore their Bridge Year service experience through related readings, investigative data collection, guided exploration of social issues, service placements and host communities, and reflections. Through a variety of communication exercises, faculty guidance and peer interaction, this course will enhance the Bridge Year experience by creating a framework for students to make connections between the work they and their peers are doing both at the local and global level. Participants will learn specific communication skills for translating social change experiences to a broader public. They will consider how their Bridge Year experience connects to their future academic interests and possible impact on campus life once they return. Learning Outcomes: Students will: 1. Demonstrate critical thinking skills and gain a deeper awareness of social issues, their service organization and their host community through structured assignments. 2. Practice and improve their writing skills through assignments that receive peer and faculty feedback. 3. Make connections across placements and locations to consider the broader context of social issues and active citizenship efforts. 4. Consider the impact of literature and written expression within social change movements and develop their writing skills for advocacy and social transformation. 5. Build community and collaboration among 1+4 Bridge Year Fellows. You will be exploring and using the core technologies for this course during your on campus orientation. The technology should enable your learning, not frustrate it. There will be staff and instructor support throughout the course to ensure you succeed. While the technology can be a challenge, almost everyone masters it. Perseverance is the key. Please make sure if you encounter ANY problems you email University IT support at it@tufts.edu as well as the instructor at felicia.sullivan@tufts.edu. Tufts uses an online learning management system (LMS) called Trunk. You can access the Trunk site at http://trunk.tufts.edu with your Tufts Username and Tufts Password. This logon is sometime referred to as UTLN (University Tufts Login Name).
Making Media Accessible: Guidance for Faculty
In 2004, the California State University system declared its commitment to making information, resources, and technology accessible to those with disabilities. Yet faculty members on several CSU campuses have struggled over the past decade to find the support they need to help them implement that goal within their instructional materials and media selections. This project was designed to fill that void by first exploring the factors critical for developing an effective resource for faculty, and then designing a practical training module based on those factors. In a review of current literature, the author examined faculty knowledge, attitudes, and practices in response to students with disabilities; how universal design for learning could improve student access to instructional materials; the way andragogical assumptions influence the structure and design of adult learning resources as well as what the implications are for online learning; and what chief characteristics of faculty should be considered in the design of a training approach. Because of their significant teaching loads and limited time to invest in training opportunities, an online learning option—with access to the material anytime and from anywhere—was identified as one effective way of offering faculty training. Consequently, the author designed a website on how to make Microsoft Word® documents accessible that included step-by-step video tutorials, a printable checklist, a self-assessment components, and links to additional resources. Subject matter experts evaluated the module, and improvements were made based on their feedback. Keywords: accessible instructional materials, AIM, andragogy, faculty training, media, Universal Design for Learning, UDL