Does adding video and subtitles to an audio lesson facilitate its comprehension?

We examined whether adding video and subtitles to an audio lesson facilitates its comprehension and whether the comprehension depends on participants' cognitive abilities, including working memory and executive functions, and where they looked during video viewing. Participants received lessons consisting of statements of facts under four conditions: audio-only, audio with verbatim subtitles, audio with relevant video, and audio with both subtitles and video. Comprehension was assessed as the accuracy in answering multiple-choice questions for content memory. We found that subtitles facilitated comprehension whereas video did not. In addition, comprehension of audio lessons with video depended on participants' cognitive abilities and eye movement pattern: a more centralized (looking mainly at the screen center) eye movement pattern predicted better comprehension as opposed to a distributed pattern (with distributed regions of interest). Thus, whether video facilitates comprehension of audio lessons depends on both learners’ cognitive abilities and where they look during video viewing.     

字幕形式对英语视听学习影响的实验研究

学界广泛认同字幕在二/外语视听教学中的作用,但何种字幕形式效果最佳尚无定论。文章通过实验研究的方法,以同一内容、不同字幕形式(无字幕、英文字幕、中英字幕以及中文字幕)的四个视频文件作为视听材料,以200名非英语专业的大二学生作为研究对象,考察了四种字幕形式的视频对英语学习者视听理解、词汇习得以及视听焦虑三个方面的影响。研究结果表明,中英字幕和中文字幕在促进学习者视听理解、降低视听焦虑方面的效果更优,中英字幕还有助于促成学习者的词汇习得。     

Rethinking emancipation with Freire and Rancière: A plea for a thing-centred pedagogy

Abstract

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation.     

“Listen Then,or, Rather,Answer”: Contemporary Challenges to Socratic Education

The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching.     

Passive education

Abstract

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education.     

Textbook representations of science-technology relationships

One way of viewing curriculum content is to regard it astext: i.e. as a collection of narrative and argument which helps shape learners' views of the world. School and university textbooks form part of that collection. At university level, texts encountered by future teachers help shape views of the discipline which may be transmitted to later generations of school learners. This paper is concerned with how the relationships between science and technology are portrayed in school and university textbooks. Criteria are offered for evaluating these portrayals, and examples are presented of material which meets (or fails to meet) these criteria. Specializations: science and technology education; educational measurement and evaluation.     

We have been living with this pain: enquiry-based language learning in Iranian higher education

This article explores an understanding of learning as authentic enquiry and language as a social practice of meaning construction as the theoretical perspectives underlying an educational initiation beyond mainstream tertiary language education. With a general ethnographic approach and relying on multiple data sources, we investigate critical practices of teaching medical English in an Iranian university and illustrate a contextualized instance of enquiry-based language learning that embodies enquiry and discovery in two senses: students’ research and learning about the content for oneself, and moving away from spoon-feeding views of academic language education to experience language in real social contexts. On this basis, we argue for stepping beyond predetermined content-based approaches to university language teaching and call for living the language that is being learned, which involves enquiring, experiencing, discovering, challenging, and owning it.     

Educational technology: a presupposition of equality?

The work of philosopher Jacques Rancière is used conceptually and methodologically to frame an exploration of the driving interests in educational technology policy and the sanctioning of particular discursive constructions of pedagogy that result. In line with Rancière’s thinking, the starting point for this analysis is that of equality – that people are legally, morally, intellectually, and in their everyday practices discursively equal. The use of Rancière’s concepts, demos, police, and politics, to analyse three educational technology policies internationally shows that teachers are positioned within these policies as discursively unequal, and as intellectually inferior, not only in terms of technology expertise, but crucially as pedagogues. This positioning has important implications for teachers and teacher education. Teachers are capable of recognising and critiquing inequality, and this article makes a case for an act of politics that aims to reconfigure allocated identities and power imbalances in the educational technology order.     

Video for teaching: classroom use,instructor self-production and teachers’ preferences in presentation format

ABSTRACT

This study explores the use of digital videos in education, from the perspective of the teacher as an agent of technological integration. Secondary and university teachers were surveyed in a region-wide case study. Three topics were specifically surveyed: common uses of digital video in teaching, instructor self-production of educational videos, and preferences in common presentation formats (chalk-and-talk, screencast, PowerPoint, demonstration and whiteboard writing). Results show that secondary teachers make more use of digital video and are more innovative than university teachers. Video self-production is scarce, though respondents declare a positive attitude, with time constraints and technical qualification as main reported obstacles. Preferences in video presentation formats reveal notable differences between secondary and university teachers for some formats. Preferences are also moderately influenced by the teacher’s knowledge field, and by experience with ICT and video production.     

大学生日常教育的三维体系构建

大学生日常教育是高校教育教学内容的重要组成部分。当前的教育存在着＂点＂、＂线＂、＂面＂等不同的模式,其共同点是对大学生日常教育研究不够、教育体系探讨不深、教育内容缺乏系统性、教育方式缺乏针对性、忽视了教育资源的整合和利用。要深入开展对大学生日常教育的系统研究,努力构建一个时空、教育内容、教育队伍三维统一的大学生日常教育体系,进一步增强大学生日常教育的方向性、科学性、系统性和时代性,特别是要增强教育的时效性。     

在线日语智能视频语料库JV-Finder的设计与实现——语境视域下跨文化交际能力培养

真实语境下学习外语对于提高跨文化交际能力有着重要的作用。但是在学习者母语环境下,学习者很难有机会接触到目标语真实语境。通过构筑以日语影视作品为语境语料的智能视频语料库,提供基于字幕、场景、功能的视频片检索功能,建设基于影视作品中准真实语境的多媒体立体语境平台,将会有效改善、弥补目标语语境匮乏的学习现状。     

技术助力教师教育视频资源的典型应用问题与发展趋势

视频作为一种教育数字媒体,一直以来都是教育技术学研究的重要领域。视频运用于教师教育的发展经历了微格教学、交互分析、建模专家教学、基于视频案例的研究、超媒体项目5个阶段。每个阶段的发展都基于教学理论的发展与进步,而且在不同阶段视频资源的教育应用是并行兼用的。基于＂跨越式优秀课例资源网＂的调研发现,当前视频资源的教育应用存在视频内容粗加工、视频支持技术单薄和视频资源应用范畴有限三大典型问题,不利于教师教育的持续发展和学科领域的深入发展。在互联网技术和数字设备广泛普及的信息时代,技术的助力为视频资源的教育创新应用提供了更广泛的空间,也为解决当前存在的问题提供了可能途径。回顾和审视当前国内外有关教育视频资源开发与应用的技术及项目,可以发现,教育视频资源应从内容开发、活动设计、交互技术、语义技术、应用机制5个方面进行纵深发展,从而实现教师的深度有效学习和个性化协作学习,并促进教育视频研究的螺旋式发展。     

Placing Students at the Centre of the Decolonizing Education Imperative: Engaging the (Mis)Recognition Struggles of Students at the Postapartheid University

Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for a university education. The article argues that at the heart of students’ university experiences is an essential misrecognition of who they are, and how they access and encounter their university studies. I suggest that gaining greater purchase on their (mis)recognition struggles may place the university in a position to establish an engaging recognition platform to facilitate their educational success. Divided into four sections, the article starts with a rationale for bringing the institutional misrecognition of students into view. This is followed by a theoretical consideration of the notion of recognition, which opens space for what I call the recognitive agency of the education subject, who remains largely unknown to the university. The third section provides an account of the nature and extent of Black students’ survivalist educational navigations and practices in their family, community, school, and university contexts. The final and concluding section of the article presents a normative argument for developing an education platform for facilitating a productive encounter aimed at animating students’ educational becoming. This, I argue, should proceed on the basis of a decolonizing knowledge approach, involving curriculum recognition, which would accord students the conceptual tools for developing the epistemic virtues necessary for complex decolonized living.     

Facebook use in the learning environment: do students want this?

The Net Generation (those born in or after 1980) rely heavily on ICTs for social and professional interactions, and it has been suggested that they have the expectation that technology will be an integral part of their education. At the same time, it is argued that Facebook has educational potential, and that today's learners should be encouraged and supported to use Web 2.0 technologies for learning in formal education. However, there is growing evidence that the value of Facebook in the educational context does not relate to formal learning at all, but to the ‘social networking’ elements of the site. This Viewpoint article discusses the results of a study to explore students' views towards the use of Facebook in the university setting, especially with regard to learning and integration into university life. The findings suggest support for informal rather than formal learning use of Facebook within the university setting.     

Korean Content Management in e-Higher Education: Here and Hereafter

Current trends in the management of e-learning content in Korean higher education are reviewed, along with important issues for future development. South Korean technological infrastructure, among the most advanced in the world, provides the necessary conditions for e-learning to proliferate, but as e-learning in higher education approaches a certain level of maturity and proliferation, there will emerge issues to be resolved at the national level. Suggested future considerations include establishing a national level of overarching planning for courseware management; university and consortium level planning for quality content management; e-learning content sharing systems through such methods as learning technology standardization; and a training and support system for specialists in educational development, instruction, and administration that can operate mutually and concurrently. By Insook Lee     

构建基于Internet的高校教学视音频资源库

高校电教中心(教育技术中心)收藏有大量的传统教学视音频资源,由于各种原因,它们的使用率很低,而且随着时间的推移,这些珍贵的视音频资源将面临不能使用甚至毁灭的境地.本文从视音频材料的数字化采集、数字化视音频文件的压缩与编辑、视音频资源库网络应用平台、视音频资源库的更新与维护四个方面,探讨了如何构建一个基于Internet的教学视音频资源库,以此加强高校校园网络信息化内容建设,提高传统教学视音频资源的利用率.     

Networking and the use of information technologies in the French education system

Conclusion It may be pointed out in conclusion that the two connotations of the word ‘network’— the fact of working together coupled with that of the new information and communication media—finally come together and situate the French education system in a real context of change, for both connotations are obviously complementary. Communication, co-operative work, the pooling of resources and skills, with a view to improving the quality and effectiveness of education and promoting equality of opportunity through access to knowledge, are central to these various projects. Thanks to the greater flexibility made possible by these tools, a new public—those who are isolated or those who find it impossible to move—are and will be taken into account. The purpose of these projects is to increase the performance of the education system and adapt it to the social and economic realities of the community. This shows how important it is to facilitate their implementation, in association with all partners concerned. Original language: French Fran?ois Louis (France) University degrees in public law and labour law and a graduate of the French école nationale d'administration (ENA) (1979). Since 1989, he has been head of the Planning and Resources Management Unit of the French Direction des lycées et collèges, after having held the post of Secretary-General of educational administration for the Paris region. In 1994, he published a book entitledDécentralisation et autonomie des établissements [Decentralization and school autonomy], as well as a report published by OECD in 1995 entitledL'enseignement secondaire en France, la mutation des dix dernières années [Secondary education in France, a decade of change].     

关于高校党课教育工作的思考

随着近年高校办学规模、办学层次的扩大,入党积极分子人数成倍增长,在党课教育中也存在着不能使受教育者在思想上产生共鸣、缺乏吸引力、效果不尽如人意的问题。文章提出党课教育要按照“创新教育方法,丰富教育内容,增强教育效果”的要求,不断创新党课教育的模式,丰富党课教育内涵,切实增强党课教育的时效性。     

构建高校大德育课程体系的探索与实践——以广东白云学院为例

构建高校大德育课程体系对于促进学生全面发展,实现教育资源的最佳配置,推动高校德育工作走向科学化、专业化,发挥整体育人合力等方面具有十分重要的意义。构建高校大德育课程体系的主要途径有:整合德育课程内容,构建切合实际的大德育课程内容体系;加强理论性课程、实践性课程与隐性课程的结合,构建以"新三中心"为理念的大德育平台体系;加强组织运行机制与保障机制的建设,建立行之有效的大德育课程管理体系。