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Tytuł:
Effect of robot utterances using onomatopoeia on collaborative learning
Autorzy:
Jimenez, F.
Kanoh, M.
Yoshikawa, T.
Furuhashi, T.
Nakamura, T.
Powiązania:
https://bibliotekanauki.pl/articles/91733.pdf
Data publikacji:
2014
Wydawca:
Społeczna Akademia Nauk w Łodzi. Polskie Towarzystwo Sieci Neuronowych
Tematy:
robot
onomatopoeia
collaborative learning
Opis:
We investigated the effect of robot’s utterances using onomatopoeia in collaborative learning. The robot was designed to provide encouragement using onomatopoeia when students are given problems to be solved issued by a learning system. Eight college students used a mathematics learning system with a robot for three weeks and then took exams. The results indicated that the robot using utterances with onomatopoeia could comfort learners more than the robot without onomatopoeia. It suggests that the robot that praises or comforts using onomatopoeia helps learners maintain their motivation in collaborative learning.
Źródło:
Journal of Artificial Intelligence and Soft Computing Research; 2014, 4, 2; 125-131
2083-2567
2449-6499
Pojawia się w:
Journal of Artificial Intelligence and Soft Computing Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Building a Model of Successful Collaborative Learning for Company Innovativeness
Autorzy:
Sudolska, Agata
Lis, Andrzej
Powiązania:
https://bibliotekanauki.pl/articles/475089.pdf
Data publikacji:
2014
Wydawca:
Fundacja Upowszechniająca Wiedzę i Naukę Cognitione
Tematy:
innovativeness
inter-firm learning
inter-firm relationships
collaborative learning
critical success factors for collaborative learning
Opis:
The aim of the paper is to develop a model of successful collaborative learning for company innovativeness. First of all, the paper explores the issue of inter-firm learning, focusing its attention on collaborative learning. Secondly, inter-firm learning relationships are considered. Thirdly, the ex ante conditions of collaborative learning and the intra-organizational enhancers of inter-firm learning processes are studied. Finally, a model of the critical success factors for collaborative learning is developed.
Źródło:
Journal of Entrepreneurship, Management and Innovation; 2014, 10, 3; 109-138
2299-7075
2299-7326
Pojawia się w:
Journal of Entrepreneurship, Management and Innovation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Maritime Energy Efficiency in a Sociotechnical System: A Collaborative Learning Synergy via Mediating Technologies
Autorzy:
Man, Y.
Lundh, M.
MacKinnon, S.
Powiązania:
https://bibliotekanauki.pl/articles/115989.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:
energy efficiency
sociotechnical system
mediating technologies
learning synergy
maritime energy
collaborative learning synergy
collaborative learning
decision-making process
Opis:
Previous research in the domain of maritime energy efficiency has mainly addressed concerns regarding individual experiences and organizational barriers. Reflection on the reciprocal human-technology relationship, interaction design and its impact on the practitioners’ learning and organizational decision-making process is rather scarce. Informed by focus group interviews, this paper describes the essence of practitioners’ activities and the nature of interaction design and proposed improved design for energy efficiency monitoring systems. Findings suggest knowledge sharing for a mutual understanding onboard ships is critical to energy efficiency. Learning can go beyond the embodiment of individual cognitive change but becomes a collective and collaborative achievement mediated by technology, which informs opportunities for interaction design. The design needs to consider the context in which knowledge mobilisation occurs and facilitate collaborative learning. With more intelligent systems introduced to the shipping industry, it is important to consider the impact of mediating technologies in management practices and mediating technologies can be integrated into a broader collaborative learning paradigm emerging between the ship and shore. This study highlights those social-cultural dimensions important to establishing a common ground between practitioners, management and advanced technologies.
Źródło:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2018, 12, 2; 239-250
2083-6473
2083-6481
Pojawia się w:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Student Agency in Translator Training: Setting a Framework for Good Practices
Autorzy:
González Davies, Maria
Powiązania:
https://bibliotekanauki.pl/articles/2028597.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
collaborative learning
self-concept
situated learning
student agency
translator training
Opis:
Both teacher and student agency have been discussed and researched for quite some time in different learning contexts. Here, I will present a general framework for pedagogical practices that enhance translator education by promoting student agency defined as the process through which learners become capable of strategic actions which form the basis for autonomy and confidence in their own proficiency and effectiveness. I will suggest how student agency and collaborative and situated learning can interact to provide students with professional and relational skills that set the basis for the development of autonomous strategic learning. This combined approach involves the acceptance and use of planned and spontaneous learning opportunities embedded in contextualised activities, tasks, and projects. Some practical examples will illustrate the main points.
Źródło:
Research in Language; 2021, 19, 2; 117-133
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
COLLABORATIVE ACADEMIC PROJECTS ON SOCIAL NETWORK SITES TO SOCIALIZE EAP STUDENTS INTO ACADEMIC COMMUNITIES OF PRACTICE
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/955834.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
collaborative learning
social network sites
English for Academic Purposes
Opis:
Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students’ attitudes towards EAP and academic content learning. Three groups of students from three disciplines, i.e. engineering (n = 54), social sciences (n = 57), and basic sciences (n = 62) participated in the study. The students participated in collaborative projects on three social network sites, i.e. Facebook, LinkedIn, and ResearchGate, for a period of four months with the help of their teachers. Questionnaires and semi-structured interviews were utilized as the instruments of the study. The results suggested that the students from the three disciplines had positive attitudes towards carrying out collaborative projects on three social network sites. No significant difference was identified regarding students’ attitudes. The perceived benefits of the project work included opportunities for having international communication, learning academic vocabulary, peer collaboration, teacher support, and opportunities for improving academic English and academic literacy. The study further explored students’ attitudes towards factors which affected students’ project work and the limitations of the use of collaborative projects on three social network sites. The students showed a preference for using Facebook; however they did not agree on their interest in the use of ResearchGate and LinkedIn. The findings can have implications for integrating the three social network sites in EAP instruction.
Źródło:
Teaching English with Technology; 2018, 18, 2; 3-20
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing teamwork skills in a course on ore deposits
Autorzy:
Barker, Abigail K.
Powiązania:
https://bibliotekanauki.pl/articles/2086567.pdf
Data publikacji:
2021
Wydawca:
Polskie Towarzystwo Mineralogiczne
Tematy:
teamwork
collaborative learning
real-time feedback
criteria based evaluation
Opis:
Teamwork has distinct pedagogic advantages and is also an important transferable skill and the dominant mode of work graduates encounter in the workplace. However, students rarely become proficient in teamwork skills during their education. The goal was to test strategies to improve teamwork skills in a course on Ores deposits, MSc Earth Science, Uppsala University. A focus on teamwork was established by presenting the collaborative practicals as a series of linked opportunities to work together, get feedback on the teamwork process and reflect on and evaluate the teamwork. During the collaborative PBL sessions sociograms were used to provide feedback. Criteria based evaluation was also used to evaluate task oriented and interpersonal skills. Sociograms and criteria based evaluation promoted behavioural changes that improved teamwork interactions.
Źródło:
Mineralogia; 2021, 52, 1; 43--48
1899-8291
1899-8526
Pojawia się w:
Mineralogia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing problem solving skills in science education with social media and an e-collaboration tool
Autorzy:
Lee, June
Koo, Yangmi
Kim, Mi Hwa
Powiązania:
https://bibliotekanauki.pl/articles/2005013.pdf
Data publikacji:
2016-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
problem solving
social media
e-collaboration
collaborative learning
science education
Opis:
This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.
Źródło:
The New Educational Review; 2016, 43; 248-259
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Designing Collaborative Learning Environment in Translator Training: An Empirical Research
Autorzy:
Bayraktar-Özer, Özge
Hastürkoğlu, Gökçen
Powiązania:
https://bibliotekanauki.pl/articles/1368396.pdf
Data publikacji:
2020-06-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
collaborative learning
translator training
translation skills
teamwork
undergraduate translation pedagogy
Opis:
The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.
Źródło:
Research in Language; 2020, 18, 2; 137-150
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Implementing web 2.0 tools for collaborative work of learners studying English
Autorzy:
Malinina, Irina A.
Powiązania:
https://bibliotekanauki.pl/articles/2005062.pdf
Data publikacji:
2016-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
collaborative learning
Web 2.0
studying English as a second language
Opis:
Web 2.0 provides resources and tools that make the learning process social and collaborative as they connect students with each other and help to move from the instructor-centred methods of teaching to more contextual learning and problem-solving techniques (J.West and M.West, 2009). The aim of the paper is to introduce findings on the project of implementing Web 2.0 resources for collaborative work in the National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students’ involvement in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate. The main methods used in the research were questionnaire, interview and observation as well as analyses of students’ work. The results revealed a positive attitude to Web 2.0 among the majority of the students. The offered Internet resources (Tricider.com, MeetingWords.com, TodaysMeet.com) improved communication and collaboration outside of the classroom, which is vital as increasingly less time is being allocated for studying a foreign language. Besides, Web 2.0 resources make it easier for teachers to evaluate each student’s contribution to task achievement and ensure fair assessment of each student’s work.
Źródło:
The New Educational Review; 2016, 43; 104-114
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SP4CE – strategic partnership for creativity and enterpreneurship successor openinn
SP4CE - partnerstwo strategiczne na rzecz kreatywności i przedsiębiorczości kontynuacją openinn
Autorzy:
Grabowska, A.
Urbancikova, N.
Słowikowski, M.
Zieliński, J.
Powiązania:
https://bibliotekanauki.pl/articles/952801.pdf
Data publikacji:
2015
Wydawca:
Politechnika Gdańska. Wydział Elektrotechniki i Automatyki
Tematy:
creativity
entrepreneurship
collaborative learning
education
edukacja
kreatywność
przedsiębiorczość
wspólne uczenie się
Opis:
The project SP4CE is addressed directly to aims and needs identified in Bruges Communiqué on enhanced European cooperation in vocational education and training (VET)[1]. All project results and project actions will be connected with promoting take-up of innovative practices in education, training by supporting personalised learning approaches, collaborative learning and critical thinking, strategic use of information and communication technologies (ICT), open educational resources (OER), open and flexible learning, virtual mobility and other innovative learning methods (MOOC, Gamification). Project consortium will use experiences and approach from former Lifelong Learning good practices. In the article the main achievements of OpenInn project (511583-LLP-1-2010-1-SK-KA3-K3MP) coordinated by Technical University of Kosice are introduced. The objectives and expected results of the SP4CE project (2014-1-PL01-KA200-003341) coordinated by PIAP are presented. Finally the concept of developing SP4CE learning portal based on experiences gathered in OpenInn project is described.
Projekt SP4CE jest odpowiedzią na cele i potrzeby zidentyfikowane w komunikacie z Brugii w sprawie ściślejszej europejskiej współpracy w dziedzinie kształcenia i szkolenia zawodowego w latach 2011-2020. Wpisuje się on zwłaszcza w dwa cele strategiczne wskazane w tym dokumencie: „Poprawa jakości i efektywności kształcenia i szkolenia zawodowego i podnoszenie jego atrakcyjności i adekwatności” oraz „Zwiększanie kreatywności, innowacyjności i przedsiębiorczości". SP4CE ma na celu ustanowienie ścisłej współpracy między partnerami projektu poprzez wymianę nowoczesnych rozwiązań edukacyjnych i opracowanie innowacyjnych narzędzi ułatwiających komunikację i wspólne działania studentów, szkół i firm (organizacji biznesowych). Narzędzia te będą opracowane jako aplikacje internetowe z dostępem poprzez interfejs WWW, zaprojektowane do użytku dla trzech głównych grup docelowych: trenerzy (przedsiębiorstwa, przemysł), doradcy (szkoły zawodowe, uczelnie wyższe), uczniowie (szkoły zawodowe, uczelnie wyższe). W projekcie będą wykorzystane rezultaty, doświadczenia i podejście z dwóch projektów zrealizowanych w ramach programu Lifelong Learning. Z projektu OpenInn wykorzystany będzie nowy model pedagogiczny i organizacyjny dla grup i pojedynczych osób do odkrywania ich potencjału innowacyjnego z wykorzystaniem narzędzi ICT oraz wzmocnienia ich poczucia własnej wartości. Z projektu HIG zostaną wykorzystane doświadczenia dotyczące wsparcia przedsiębiorczości i zwiększenia kreatywności przez dedykowane rozwiązania „Knowledge Generating House” i „e-Assessment mode”.
Źródło:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej; 2015, 41; 15-20
1425-5766
2353-1290
Pojawia się w:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
It has potential but…’ – exploring university students’ experiences and perceptions of breakout rooms during the COVID-19 pandemic
Autorzy:
Savvidou, Christine
Alexander, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2087310.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
higher education
synchronous online teaching
breakout rooms
collaborative learning
student experiences
COVID-19
Opis:
COVID-19 has created a dramatic and rapid transition to emergency remote teaching in higher education (HE) creating both new opportunities and challenges for lecturers and their students. As HE adapts to these new circumstances, there is a need for instructors to design and teach classes that support collaborative learning and increase opportunities for student interactivity. This article reports on an ongoing study exploring university students’ experiences and perceptions of using breakout rooms (BRs), a technical feature of many synchronous online platforms, as part of their online classes. Using a mixed methods research approach, 127 students, who were registered on English language courses at a university in Cyprus during Spring 2021, participated in the study. Findings indicate that students’ experiences and perceptions of breakout rooms during this period were impacted in five key areas: (1) emotional/affective, (2) moral/ethical, (3) social, (4) pedagogical and (5) technological. These findings suggest that students’ personal feelings, attitudes to online learning, sense of connectedness to their peers, expectations of the role and presence of the lecturer and issues relating to the technology, are all considered to be significant factors in their use of BRs. This study offers initial insights for educators who wish to use, modify and/or adapt synchronous online teaching to incorporate collaborative learning opportunities through breakout rooms.
Źródło:
Teaching English with Technology; 2022, 22, 2; 3-26
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of Educational Benefits of Game Jams: Participant and Industry Perspective
Przegląd edukacyjnych walorów game jamów. Perspektywa uczestników i branży gier
Autorzy:
Kolek, Lukáš
Mochocki, Michał
Gemrot, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/28644419.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
game jam
edukacja
branża gier
produkcja gier
gamedev
umiejętności
collaborative learning
STEM skills
game jams
video games
Opis:
There are some studies on the educational potential of game jams, but their number seems insufficient given the hundreds of thousands of game jam participants every year. What emerges as the largest research gap is the game industry perspective: its involvement in game jamming and motivations for doing so. This study is a reaction to this research gap. Current research defined some educational benefits of game jams, but how these benefits are relevant for the game industry is radically underresearched. Clarifying this missing link might be essential to the widespread use of game jams as platforms for collaboration between the academia and the game industry. This explorative study answers the following questions: What do we know about the learning outcomes of game jams for participants? How are (or are not) those outcomes relevant for the game industry? How and why do (or do not) video game studios engage with game jams? If so, are the studios also motivated by educational benefits? Our paper is based on a systematic review of resources from 10 academic databases using search operators and pre-defined criteria, and also on direct data collection from the video game industry. The study suggests that game jams can improve soft and hard skills that the video game industry appreciates. Also, the findings suggest that the video game industry is aware of game jams’ educational benefits and that these benefits are one of the main motivators for game companies to get involved in game jams.
Na podstawie przeglądu literatury i danych od 14 producentów gier wideo artykuł omawia edukacyjne walory game jamów pod kątem kariery w branży gier. Jest to obszar słabo zbadany – wśród 362 wstępnie wybranych tekstów z 10 baz naukowych znaleziono 15 odpowiednich do części 1 (z punktu widzenia uczestników) i 12 do części 2 (z punktu widzenia samej branży). Część 3 uzupełnia ten przegląd o dane pozyskane przez autorów z wstępnego badania 14 czeskich firm. Wnioski końcowe potwierdzają, że game jamy mogą rozwijać miękkie i twarde umiejętności cenione przez branżę gier. Można stwierdzić, że nie tylko branża jest świadoma tych walorów edukacyjnych, ale należą one do głównych motywacji, które sprawiają, że firmy angażują się w game jamy. Oprócz korzyści edukacyjnych inne motywatory to korzyści w obszarach rekrutacji, networkingu, PR, firmowej kultury organizacyjnej, a także wartość samego tworzenia gier (jako produktów komercyjnych lub dla portfolio). Game jamy często są też platformą współpracy między branżą a akademią, a ponadto stymulują rozwój lokalnych społeczności branżowych.
Źródło:
Homo Ludens; 2022, 1(15); 115-140
2080-4555
Pojawia się w:
Homo Ludens
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Maritime students’ use and perspectives of cloud-based desktop simulators: CSCL and implications for educational design
Autorzy:
Gyldensten, W.
Wiig, A. C.
Sellberg, C.
Powiązania:
https://bibliotekanauki.pl/articles/24201443.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:
maritime education and training
ethnographic study
navigational simulator
collaborative learning
maritime navigation cloud
students approaches to learning
maritime students
new learning methods
Opis:
This study investigates the challenges and opportunities of using cloud-based simulators for training in maritime education and training (MET). The aim is to map bachelor students’ use and perspectives to inform educational design when implementing cloud simulation into the curricula. This study uses an ethnographic design approach in the tradition of Computer Supported Collaborative Learning (CSCL) and draws on video-recorded exercises and interviews (n=22) from 1st and 3rd-class maritime bachelor’s students engaged in navigation exercises on cloud simulation. The findings suggest that individual training with cloud-based simulators in MET can enhance the repetition of skills necessary for better performance in a full-mission simulator with current technology and rather straightforward instructional designs. However, the findings also emphasise that simulator exercises need to be more engaging for students in order to provide a meaningful learning experience. Hence, simulator software needs to provide the means for students to collaborate during exercises, and feedback provided by the system needs to be carefully aligned with the student’s previous knowledge in order to provide adequate scaffolding.
Źródło:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2023, 17, 2; 315--321
2083-6473
2083-6481
Pojawia się w:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Realizm dźwiękowy i muzyczny w grach wideo o kontekście historycznym
Sonic and musical realism in historical games
Autorzy:
Pietruszewski, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/28642865.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
realizm w grach
gry historyczne
muzyka historyczna
historyczne instrumenty muzyczne
collaborative learning
STEM skills
game jams
video games
Opis:
Muzyka i dźwięk w  grach wideo o  kontekście historycznym w  znacznej części bazują na memicznych skojarzeniach świadomości zbiorowej. O ile konteksty realizmu wizualnego i narracyjnego są dobrze przebadane, o  tyle kwestia realizmu dźwiękowego gier historycznych wymaga głębszej analizy. Artykuł próbuje dać odpowiedź na następujące pytania: jak mocno warstwa muzyki zbliża gracza do rzeczywistej muzyki okresu historycznego, w którym toczy się akcja gry? Jakie zabiegi dźwiękowe decydują o tym, iż przeciętny gracz jest w stanie rozpoznać ścieżkę dźwiękową z punktu widzenia historycznego i geograficznego? W tekście przyglądam się zagadnieniu pod kątem użycia w grach form muzycznych zgodnych z daną epoką historyczną oraz w odniesieniu do instrumentarium historycznego i ulokowania geograficznego. Świadome wyważanie tych elementów przez twórców przyczynia się do głębszego zanurzenia gracza w epoce i miejscach, w których toczy się rozgrywka. Tym samym należy do elementów potęgujących immersję.
Music and sound in historical games are largely based on memic associations of collective consciousness. While the contexts of visual and narrative realism are already quite well researched, the issue of the audio realism of historical games is one that requires more thorough analysis. The article tries to ponder the following questions: how closely does the sound layer bring a player to the real music of the historical period in which the game takes place? What sound “tricks” determine the phenomenon of an average player being able to recognize and associate the soundtrack from a geohistorical point of view? In the text, I take the issue under scrutiny in terms of musical forms usage in games aligned with a given historical phase as well as in relation to period instruments and geographic location. Creators’ well-balancing with these elements contributes to a deeper im-mersion of the player in the era and location in which the game takes place. Thus, it is one of the immersion enhancing elements.
Źródło:
Homo Ludens; 2022, 1(15); 155-175
2080-4555
Pojawia się w:
Homo Ludens
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwijanie umiejętności miękkich na zajęciach wspomaganych narzędziami online – kurs języka angielskiego technicznego
Developing soft skills during web-enhanced classes – Technical English course
Autorzy:
Mokwa-Tarnowska, I.
Powiązania:
https://bibliotekanauki.pl/articles/269084.pdf
Data publikacji:
2018
Wydawca:
Politechnika Gdańska. Wydział Elektrotechniki i Automatyki
Tematy:
zajęcia wspomagane zadaniami online
umiejętności miękkie
język angielski techniczny
umiejętność współpracy
praca zespołowa
web-enhanced learning
soft skills
technical English
collaborative learning
teamwork
Opis:
Kurs języka angielskiego technicznego powinien pomóc studentom w zdobyciu różnego typu umiejętności, zarówno językowych, czyli twardych, jak i pozajęzykowych, zwanych miękkimi. Skuteczne zintegrowanie tradycyjnego nauczania z zadaniami online może dzięki afordancjom i funkcjonalnościom wykorzystanych narzędzi internetowych zachęcić uczących się do wchodzenia w bardziej zróżnicowane interakcje, skutkujące rozwojem wielu umiejętności potrzebnych w przyszłej pracy, bardzo poszukiwanych przez pracodawców z różnych sektorów. Zadania online w postaci projektów zespołowych mogą stać się ciekawym i stymulującym do zwiększonego wysiłku dodatkiem do tradycyjnego kursu akademickiego. W niniejszym artykule zaprezentowano wyniki kolejnego etapu badań nad efektywnością nauczania online, w którym poddano analizie opinie studentów Politechniki Gdańskiej wyrażone w ankietach przeprowadzonych w latach 2017 i 2018.
A Technical English course for students of science and engineering can be designed to allow them to acquire not only language but also non-language, soft skills, which will help them become competent and competitive workers in the years to come. Language learning curricula which innovatively integrate technology with traditional textbook-based activities can focus on developing analytical, reflective and critical thinking, communication, problem solving, flexibility, resilience, as well as negotiations and time management skills. This can be achieved through web-enhanced classes structured around collaborative tasks. Different types of interactions evoked by various stimuli triggered by the affordances and functionalities of web tools may help the teacher prepare an effective educational environment. Profession-related content and teamwork may be two major factors in students being more engaged in learning and more satisfied from their progress. The ideas presented above are supported by the opinions and attitudes of the students of Gdansk University of Technology who have attended English language classes with online collaboration modules. The research into the nature of web-enhanced courses and their impact on an increase in student competencies is in its initial stage and may include subjective results.
Źródło:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej; 2018, 58; 51-56
1425-5766
2353-1290
Pojawia się w:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 18

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