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    Wyświetlanie 1-11 z 11
    Tytuł:
    Warsztat duetu autorskiego. O pisaniu kolaboratywnym Jolanty Fuchsówny i Jana Brzękowskiego
    The Dual Author Technique. On Collaborative Writing by Jolanta Fuchsówna and Jan Brzękowski
    Autorzy:
    Wójtowicz, Aleksander
    Boruszkowska, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/2036671.pdf
    Data publikacji:
    2021-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Black Paris
    Jolanta Fuchsówna
    collaborative writing
    multi-author work
    Jan Brzękowski
    Opis:
    The article presents the concept of collaborative writing or multi-author writing using the example of the novel Black Paris by Jolanta Fuchsówna, a forgotten columnist of the “Ilustrowany Kurier Codzienny”, and the avant-garde poet and writer Jan Brzękowski. This interwar novel from 1932 is yet to be published in book form. The specificity of the preserved materials and the manuscript make the concept of collaborative writing the operative one for studying the text and describing these writers’ collaboration.
    Źródło:
    Przestrzenie Teorii; 2021, 35; 139-153
    2450-5765
    Pojawia się w:
    Przestrzenie Teorii
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Task repetition and collaborative writing by EFL children: Beyond CAF measures
    Autorzy:
    Hidalgo, María Ángeles
    Lázaro-Ibarrola, Amparo
    Powiązania:
    https://bibliotekanauki.pl/articles/780667.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    young learners
    task repetition
    collaborative writing
    holistic measures
    CAF
    Opis:
    Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners’ compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students’ productions and discuss the positive effects of collaborative writing in the context of TR with YLs.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 501-522
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Synchronous Computer-supported Collaborative Writing of the Proposal During the Pandemic
    Autorzy:
    Asotska-Wierzba, Yuliya
    Powiązania:
    https://bibliotekanauki.pl/articles/2098449.pdf
    Data publikacji:
    2021-12-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    synchronous teaching
    computer-supported collaborative writing
    e-learning
    university teaching during the COVID-19 pandemic
    nauczanie synchroniczne
    wspólne pisanie wspomagane komputerowo
    nauczanie uniwersyteckie w czasie pandemii COVID-19
    Opis:
    Modern technology has already changed the way we live, but the COVID-19 pandemic has provided us educators with an unprecedented situation in which we are faced with the enormous challenge of teaching online for a long period of time. It is therefore important to analyse various techniques for getting the most out of distance teaching, especially in a synchronous mode. The aim of the study discussed in this article was to analyse students’ attitudes towards collaborative online work undertaken in synchronous mode during the pandemic. Thirty-three first-year BA students studying English Philology participated in this study. Respondents reflected on the process of online, synchronous collaboration via MS Teams by answering an online survey. The results of the study revealed that collaborative learning allows participants to actively participate in an online lesson, interact with others, co-construct a writing task, apply the new language introduced in lessons in a practical task and receive almost instant feedback. Consequently, any sense of isolation the students may feel is reduced and a sense of community is developed. In addition to this, a collaborative task enhances students’ use of academic skills and the development of key competences that can lay the foundation for lifelong learning. 
    Źródło:
    Neofilolog; 2021, 57/2; 197-216
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ołowiane żołnierzyki, cynkowe trumny. Swietłany Aleksijewicz opowieść o wojnie w Afganistanie i granice świadectwa
    Lead Soldiers, Zinc Coffins: Svetlana Alexievich’s Afghan Tale and the Limits of Testimony
    Autorzy:
    Artwińska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1367517.pdf
    Data publikacji:
    2021-06-21
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Soviet intervention in Afghanistan (1979–1989)
    Svetlana Aleksievich
    zinc coffin
    collaborative writing
    implicated subject
    Opis:
    The novel Zinky Boys (1989; Polish editions in 2007 and 2015) by Belarusian author Svetlana Alexievich is more than just a story of the Soviet military intervention in Afghanistan (1979–1989) told from the perspective of the soldiers who participated in it. It also confronts readers with the contractual nature of the line that separates “artistic” and “documentary” prose and probes the complexities of the discourse on memory in Russian culture. This article discusses the key motifs of Zinky Boys: “zinc coffins” and “lead soldiers”. It also examines and ponders the reasons for the lawsuit against the author for the publication of passages from the novel. Drawing on Michael Rothberg, Anna Artwińska argues that, in order to be able to understand the drama of the Soviet intervention in Afghanistan, one needs to assume the position of an “implicated subject”, i.e., of a person who understands the need for shared ethical responsibility for traumatic past events, even though they neither participated in those events nor witnessed them.
    Źródło:
    Narracje o Zagładzie; 2021, specjalny; 255-273
    2450-4424
    Pojawia się w:
    Narracje o Zagładzie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ocena telekolaboracyjnych projektów pisarskich realizowanych na platformach synchronicznych
    Assessing telecollaborative writing activities conducted on synchronous platforms
    Autorzy:
    Kotuła, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/442931.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    computer-assisted language learning
    collaborative writing
    assessment
    nauczanie języków obcych wspomagane komputerowo
    pisanie zespołowe
    ewaluacja
    Opis:
    This article deals with the issue of assessment in the context of telecollaborative writing activities conducted on synchronous platforms such as Google Docs. Based on the research conducted by the author among secondary school students learning French, the attempt is made to discuss various areas of participants’ activity which can be subjected to assessment: text planning, text composition, project management through comments, linguistic corrections, etc. A conclusion is reached that the outcome of collaborative writing projects is greatly determined by how L2 students engage in the process of writing using Web-based word processing tools. In our opinion, it is impossible to consider the creation of a universal assessment grid suitable for all teaching contexts. Instead, a teacher willing to integrate such activities in his curriculum has to show a great deal of flexibility and adaptability.
    Źródło:
    Neofilolog; 2020, 54/1; 171-187
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Między słowem a gestem: konsekwencje stosowania technologii wspomagających czytanie i pisanie
    Using Technology to Support Reading and Writing: Consequences and Implications
    Autorzy:
    Augustyn, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/14541481.pdf
    Data publikacji:
    2023-01-30
    Wydawca:
    Uniwersytet Warszawski. Wydział Dziennikarstwa, Informacji i Bibliologii
    Tematy:
    autosugestie
    pisanie gestyczne
    współedytowanie
    VSTF
    urządzenia cyfrowe
    new media literacy
    rozpoznawanie emocji
    predictive text suggestions
    gesture writing
    collaborative writing
    mobile devices
    emotion recognition
    Opis:
    I summarize findings from studies conducted over the last 20 years regarding writing and reading on digital devices. In this literature review, the aim is to explore the effects on human cognitive ability of such functions as predictive text suggestions, gesture writing, collaborative writing, and visual-syntactic text formatting (VSTF). I also consider how writing patterns can be used. Studies have shown that auto-suggestions can significantly change the final message and make it less original. The way in which the content is displayed has a huge impact on how it is perceived. VSTF promotes careful reading, improves memory, and facilitates text analysis in older students. Comparing handwriting to writing using digital devices has demonstrated the importance of visual aspects for the recognition and copying of letters. Handwritten notes improve memory and stimulate deeper levels of cognitive function. The use of VSTF and co-editing documents can be most beneficial to low-level language learners. A more in-depth analysis is needed of emotions' impact on forms of collaboration as well as the efficiency and multimodality of text input on comprehension.
    Źródło:
    Z Badań nad Książką i Księgozbiorami Historycznymi; 2022, 16, 4; 587-618
    1897-0788
    2544-8730
    Pojawia się w:
    Z Badań nad Książką i Księgozbiorami Historycznymi
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Internet collaborative projects as an effective educational method in teaching writing
    Autorzy:
    SAMOYLENKO, Nataliya
    Powiązania:
    https://bibliotekanauki.pl/articles/457058.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    Internet collaborative project
    information and communication technologies (ICT) educational project
    project work
    project activity
    telecommunication project
    writing skills
    Opis:
    In the article the Internet collaborative projects and information communication technologies as one of the pedagogical technologies in teaching students’ writing skills is considered. An author exposes one of aspects of preparation of future specialists for international communication, related to integration of traditional and innovative methods of teaching. The basic tasks of using the project work are analysed: teacher’s training to the professional using the project work on the basis of information communication technologies; forming for the teachers the abilities of using the project work in their professional activity; improving the educational process at the secondary and higher school on the basis of the project work; development of methods of using the project work in teaching foreign languages and developing writing skills.
    Źródło:
    Edukacja-Technika-Informatyka; 2013, 4, 2; 320-329
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
    Autorzy:
    Arifani, Yudhi
    Asari, Slamet
    Anwar, Khoirul
    Budianto, Langgeng
    Powiązania:
    https://bibliotekanauki.pl/articles/955783.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    flipped instruction
    collaborative writing
    WhatsApp
    cohesion
    Opis:
    Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.
    Źródło:
    Teaching English with Technology; 2020, 20, 1; 122-139
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Elementy wspólnego pisania na zajęciach pisania akademickiego – badanie pilotażowe
    Collaborative writing during classes of academic writing
    Autorzy:
    Marzec-Stawiarska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1037572.pdf
    Data publikacji:
    2012-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    collaborative writing in foreign language
    writing
    academic text
    wspólne pisanie w języku obcym
    sprawność pisania
    tekst akademicki
    Opis:
    The article discusses the issue of collaborative writing during classes of academic writing for advanced students of English as a foreign language. It describes a research project in which the influence of collaborative planning on the quality of written discourse was analysed. The research found that essays based on the plan constructed by students in pairs were better in terms of organisation, linguistic variety, content and accuracy than essays written by these participants individually. Moreover, the questionnaires written by the participants revealed their positive attitude to collaborative essay planning.
    Źródło:
    Neofilolog; 2012, 39/1; 41-54
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?
    Autorzy:
    Aubrey, Scott
    Powiązania:
    https://bibliotekanauki.pl/articles/2051499.pdf
    Data publikacji:
    2022-03-21
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    dynamic engagement
    affective engagement
    cognitive engagement
    computer-mediated tasks
    collaborative writing
    Opis:
    This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 1; 59-86
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Der gemeinsame Text als soziale Erfahrung im Deutschunterricht – kollaboratives Arbeiten und kooperatives Schreiben als Prinzip einer hybriden Didaktik
    The Collaborative Text as Social Experience in German Language Lessons: Group Writing and Group Work as a Principle in Hybrid Didactics
    Wspólny tekst jako doświadczenie socjalne na lekcji języka niemieckiego – pisanie i praca zespołowa jako zasada dydaktyki hybrydowej
    Autorzy:
    Fuhrbach, Clemens
    Powiązania:
    https://bibliotekanauki.pl/articles/1627430.pdf
    Data publikacji:
    2021-05-14
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Kollaboratives Arbeiten
    Kollaboratives Schreiben
    Kooperatives Lernen
    Wikipedia
    Web 2.0
    Blogs
    Shule
    Distanzunterricht
    Homeschooling
    Deutschunterricht
    Didaktik
    Kritisch-konstruktive Didaktik
    praca zespołowa
    pisanie w zespole
    wikipedia
    blogi
    szkoła
    nauczanie domowe
    nauczanie na odległość
    dydaktyka krytyczno-konstruktywna
    collaborative work
    collaborative writing
    cooperative learning
    School
    distance learning
    homeschooling
    German classes
    didactics
    critical-constructive didactics
    Opis:
    In diesem Beitrag wird die Frage aufgeworfen, inwiefern sich im Prozess der Digitalisierung des Lernens bestehende didaktische Konzepte auf eine hybride Lernerfahrung übertragen lassen. Ausgehend von der Überlegung, dass Wissensvermittlung als anthropologische Konstante zu betrachten ist, wird am Beispiel vonBlogs und Wikis im Deutschunterricht gezeigt, dass ein gemeinsamer Text die Möglichkeit bietet, das soziale Miteinander des Lernens in einer virtuellen Repräsentation zumindest grundlegend abzubilden.Um diesen Gedanken zu entwickeln, wird zunächst die Wikipedia als Beispiel für ein kooperatives Schreibprojekt aufgegriffen. Mit Blick auf digitale Lernplattformen werden dann Folgen der neuen sozialen Erfahrung und des hybriden Lernens dargestellt. Anknüpfend an eine kritisch-konstruktive Didaktik nach Wolfgang Klafki wird schließlich davon ausgegangen, dass auch eine hybride Didaktik dem Neuen mit der Technik des Transfers begegnen kann.
    Celem artykułu jest poszukiwanie odpowiedzi na pytanie, na ile digitalizacja procesu nauczania-uczenia się pozwala na przeniesienie i realizację koncepcji dydaktycznych w nauczaniu hybrydowym. Postrzegając przekazywanie wiedzy jako stałą antropologiczną na przykładzie pisania blogów i wykorzystania leksykonów internetowych na lekcji języka niemieckiego, autor dowodzi, że wspólny tekst daje możliwość stworzenia zrębów wspólnoty socjalnej w przestrzeni wirtualnej. Jako przykład realizacji projektu rozwijania kompetencji pisania zespołowego wykorzystana została w artykule Wikipedia, by w dalszej kolejności na przykładzie platform internetowych omówić najważniejsze kwestie związane z nauczaniem hybrydowym jako nowym doświadczeniem socjalnym. W dalszej kolejności, odwołując się do założeń dydaktyki krytyczno-konstruktywnej Wolfganga Klafki, autor wykazuje, że dydaktyka hybrydowa – dzięki technice transferu – z powodzeniem wychodzi naprzeciw nowym wyzwaniom.
    This paper addresses the existing concepts in didactics and asks if they can be transferred to a new and hybrid learning experience. Considering that the construction of knowledge is based on a technique that is universal to human anthropology, there is an essential social dimension in learning and working together on texts in the digital space. The example for that is the usage of blogs and wikis in German lessons.The author starts off by explaining the use of Wikipedia to illustrate the idea of collaborative writing. Next, he discusses some consequences of the use of digital platforms in schools and goes on to address the problems of the digital shift in teaching and of hybrid learning from a critical-constructive perspective (kritisch-konstruktive Didaktik), as developed by Wolfgang Klafki. Finally, he submits that the existing concepts in the field of didactics can be transferred to the new social experience of teaching/learning in virtual lessons.
    Źródło:
    Wortfolge. Szyk Słów; 2021; 1-24
    2544-4093
    Pojawia się w:
    Wortfolge. Szyk Słów
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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