Abstract: In the course of teaching stylistics to undergraduate students of the Department of English Language and Literature, Faculty of Arts and Humanities, the linguistic tool kit of theories comes in handy and useful for the better understanding of the different literary genres: Poetry, drama, and short stories. In the present paper, a model of teaching of stylistics is compiled and suggested. It is a collaborative group project technique for use in the undergraduate diverse specialisms (Literature, Linguistics and Translation tracks) class. Students initially are introduced to the different linguistic tools and theories suitable for each literary genre. The second step is to apply these linguistic tools to texts. Students are required to watch videos performing the poems or play, for example, and search the net for interpretations of the texts by other authorities. They should be using a template (prepared by the researcher) that has guided questions leading students along in their analysis. Finally, a practical analysis would be written up using the practical analysis essay template (also prepared by the researcher). As per collaborative learning, all the steps include activities that are student-centered addressing differentiation and considering their three different specialisms. In the process of selecting the proper tools, the actual application and analysis discussion, students are given tasks that request their collaboration. They also work in small groups and the groups collaborate in seminars and group discussions. At the end of the course/module, students present their work also collaboratively and reflect and comment on their learning experience. The module/course uses a drama play that lends itself to the task: ‘The Bond’ by Amy Lowell and Robert Frost. The project results in an interpretation of its theme, characterization and plot. The linguistic tools are drawn from pragmatics, and discourse analysis among others.
Abstract: Higher education students are increasingly enrolling in online courses, they are, at the same time, generating data about their learning process in the courses. Data collected in those technology enhanced learning spaces can be used to identify patterns and therefore, offer recommendations/personalized courses to future online students. Moreover, recommendations are considered key aspects for personalization in online learning. Taking into account the above mentioned context, the aim of this paper is to explore the perception of higher education students and teachers towards receiving recommendations in online courses. The study was carried out with 322 students and 10 teachers from two different faculties (Engineering and Education) from Mondragon University. Online questionnaires and face to face interviews were used to gather data from the participants. Results from the questionnaires show that most of the students would like to receive recommendations in their online courses as a guide in their learning process. Findings from the interviews also show that teachers see recommendations useful for their students’ learning process. However, teachers believe that specific pedagogical training is required. Conclusions can also be drawn as regards the importance of personalization in technology enhanced learning. These findings have significant implications for those who train online teachers due to the fact that pedagogy should be the driven force and further training on the topic could be required. Therefore, further research is needed to better understand the impact of recommendations on online students’ learning process and draw some conclusion on pedagogical concerns.
Abstract: Today-s Information and Knowledge Society has
placed new demands on education and a new paradigm of education
is required. Learning, facilitated by educational systems and the
pedagogic process, is globally undergoing dramatic changes. The aim
of this paper is the development of a simple Instructional Design tool
for E-Learning, named IDEL (Instructional Design for Electronic
Learning), that provides the educators with facilities to create their
own courses with the essential educational material and manage
communication with students. It offers flexibility in the way of
learning and provides ease in employment and reusability of
resources. IDEL is a web-based Instructional System and is designed
to facilitate course design process in accordance with the ADDIE
model and the instructional design principles with emphasis placed
on the use of technology enhanced learning. An example case of
using the ADDIE model to systematically develop a course and its
implementation with the aid of IDEL is given and some results from
student evaluation of the tool and the course are reported.
Abstract: Internet computer games turn to be more and more
attractive within the context of technology enhanced learning.
Educational games as quizzes and quests have gained significant
success in appealing and motivating learners to study in a different
way and provoke steadily increasing interest in new methods of
application. Board games are specific group of games where figures
are manipulated in competitive play mode with race conditions on a
surface according predefined rules. The article represents a new,
formalized model of traditional quizzes, puzzles and quests shown as
multimedia board games which facilitates the construction process of
such games. Authors provide different examples of quizzes and their
models in order to demonstrate the model is quite general and does
support not only quizzes, mazes and quests but also any set of
teaching activities. The execution process of such models is
explained and, as well, how they can be useful for creation and
delivery of adaptive e-learning courseware.