Improving Undergraduate Sociology Students' Presentation Skills through Reflective Learning in an Online Learning Environment
The increasing growth of online learning creates opportunities for language learners to improve their academic proficiency. However, quite often, foreign language educators claim that an online learning environment is not suitable for developing students' oral speaking proficiency. This paper is a case study of teaching academic presentation skills using a blended learning format. It takes a closer look at the existing web-based presentation skills pedagogy, discussing the challenges, perspectives of development, and methods of improving online academic presentation teaching through students' reflective learning practices. It is suggested that reflective learning stages applied to an online course design and proper face-to-face instruction mode foster students' academic oral proficiency and makes online learning highly effective.
The article describes the use of a number of alternative blended learning models based on a mixture of traditional face-to-face classes with some elements of e-learning in the course of “English for Academic Purposes” (EAP) and “English for Specific Academic Purposes” (ESAP) taught to junior and senior undergraduate students of computer sciences in the undergraduate program of Business Informatics and Software Engineering over a period of time from 2009 to 2012 at the National Research University Higher School of Economics (NRU HSE), Moscow, Russia
The commented famous work by S.J. Gould and R.C. Lewontin is crucial not only to sociobiology critique but to polemics on evolutionary theory in general. Reflection provoked by Gould and Lewontin’s paper in the field of philosophy of biology enables to clarify the relation between the adaptationist program and biological reductionism.
ля сопровождения и обеспечения учебного процесса на всех уровнях образования, а также профессиональной подготовки.
We calculate determinants of weighted sums of reflections and of (nested) commutators of reflections. The results obtained generalize the matrix-tree theorem by Kirchhoff and the Pfaffian-hypertree theorem by Massbaum and Vaintrob.
The reflection diagnostic technique is based on long-term fundamental theoretical and methodological researches of Russian psychologists. A new approach to reflection diagnostics is focused on the study of reflexivity mechanisms within the structure of activity. The reflection is considered as the process of person’s consciousness of the means and ways of his/her activity, and of the causes of its successes or failures. By reflection it becomes possible to reproduce past experience, to get the experience and to turn it into the way to act in problem situation.
The assessment of the reflexivity mechanisms quality in activity processes enables to understand the activity as it is processing, to enhance its productivity, to minimize expenditure of time and efforts in life and professional task solving. The technic is based on ideas of subject-activity approach developed by such Russian psychologists as Rubinstein S.L., Abulkhanova K.A. and Brushlinsky V.A., and the psychological model of functional activity system developed by Shadrikov V.D. In keeping with this model the following indices of reflection have been identified:degree of basic need and motive of activity, action and deed awareness (the awareness of what is person actually wants); character of activity, action and deed goal (the presence of clear image of expected result); assessment of extrinsic and intrinsic motive of activity, action and deed; decision-making in activity, action and deed preformation; program (plan) of activity, action and deed; fulfillment of activity, action and deed; assessment of activity, action and deed progress results; qualitative and quantitative descriptions of achieved final result.
The reflection diagnostic technique is a questionnaire that consists of 56 closed questions. The questions are structured according to sequentially solved tasks of activity. The in-depth analysis is implemented by series of open questions. The technic is oriented to adult from 16 to 65 years old.
This book has been created to facilitate advanced students' reading and speaking competences in the sphere of business English. The articles selected from open access business sources center around 15 most frequently discussed in business English classrooms topics, such as Alliances, Banking, Investment, etc. The exercises are designed to teach and practice all types of reading comprehension. The follow up exercises aim to develop writing and speaking skills. The book can be used to prepare students for BEC Vantage and BEC HIgher.
Alongside socio-economic development of the Russian Federation, the requirements to the quality of graduates training currently increase. The article brings forward viability of e-tutoring as a teaching aid in a higher school virtual learning environment. Interactive learning is considered as a learner-centered approach.
This study focuses on the assessment process and evaluation tools in a case study or a role play in a non-linguistic university. The multi-skill and multi-level communication activity assessment scheme is presented herein to enhance the students’ performance.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.