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THE MARITIME ENGLISH MOOC: USING THE MOOC TECHNOLOGY TO FLIP THE CLASSROOM ; Le MOOC Anglais maritime : utiliser la technologie des MOOC pour inverser la classe
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In: Proceedings of IMEC26 ; IMEC26 - International Maritime English Conference ; https://hal.archives-ouvertes.fr/hal-03187161 ; IMEC26 - International Maritime English Conference, Jul 2014, Terschelling, Netherlands (2014)
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Écoles rurales, vers des orientations nouvelles : l'exemple des écoles de proximité en Côte d'Ivoire
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In: Regards scientifiques croisés sur le changement global et le développement - Langue, environnement, culture : Actes du Colloque international de Ouagadougou (8-10 mars 2012) ; Langue, environnement, culture : pluridisciplinarité et développement ; https://hal.archives-ouvertes.fr/hal-00939897 ; Gwenaëlle FABRE, Anne FOURNIER, Lamine SANOGO. Regards scientifiques croisés sur le changement global et le développement - Langue, environnement, culture : Actes du Colloque international de Ouagadougou (8-10 mars 2012), Sciencesconf.org, pp.9-21, 2014 (2014)
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Ein Recht für kulturelle Bildung. Deutsch-französischen Plädoyer. ; Pour un droit à l’éducation artistique. Un plaidoyer franco-allemand.
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In: https://hal.univ-grenoble-alpes.fr/hal-01134719 ; Ed. de l’Observatoire des politiques culturelles / Ed. Verlagh (édition bilingue). France. 2014 (2014)
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Langage, apprentissage et enseignement des mathématiques
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In: https://halshs.archives-ouvertes.fr/halshs-01101886 ; Université Lille 3 UFR Sciences de l'Education Villeneuve d'Ascq,. France. Numéro thématique (54), Université Lille 3 UFR Sciences de l'Education Villeneuve d'Ascq,, 2014, Spirale - Revue de recherches en éducation ; http://spirale-edu-revue.fr/spip.php?article1187 (2014)
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Predictors of reading and comprehension abilities in bilingual and monolingual children: A longitudinal study on a transparent language
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In: Colloque APPREC «Apprentissage de l'écrit : Diversité des langues, Singularité des troubles», Strasbourg, 3-5 décembre 2014 ; https://hal.archives-ouvertes.fr/hal-03076565 ; Colloque APPREC «Apprentissage de l'écrit : Diversité des langues, Singularité des troubles», Strasbourg, 3-5 décembre 2014, 2014, Strasbourg, France. s.p., 2014 (2014)
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Reflection on Networking Through the Praxeological Lens
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In: Networking of Theories as a Research Practice in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-02385558 ; Networking of Theories as a Research Practice in Mathematics Education, pp.249-265, 2014, 978-3-319-05389-9. ⟨10.1007/978-3-319-05389-9_15⟩ (2014)
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Context, Milieu, and MediaMilieus Dialectic: A Case Study on Networking of AiC, TDS, and ATD
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In: Networking of Theories as a Research Practice in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01383597 ; Springer. Networking of Theories as a Research Practice in Mathematics Education, pp.153-177, 2014, Advances in Mathematics Education, 978-3-319-05388-2. ⟨10.1007/978-3-319-05389-9_10⟩ ; http://link.springer.com/chapter/10.1007/978-3-319-05389-9_10 (2014)
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| 11 |
« Une anthologie ignorée du XVIe siècle : 'Primavera dos Mininos', 1569 »
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In: "Folclore y Leyendas en la península ibérica: en torno a la obra de François Delpech", Maria Tausiet y Hélène Tropé, ed. ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01495579 ; Consejo Superior de Investigaciones Ceintificas. "Folclore y Leyendas en la península ibérica: en torno a la obra de François Delpech", Maria Tausiet y Hélène Tropé, ed., pp.241-266, 2014, Biblioteca de dialectologia y tradiciones populares, 978-84-00-09796-7 (2014)
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| 12 |
Learning scenarios for a 3D virtual environment: The case of special relativity.
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In: Frontiers of Fundamental Physics and Physics Education Research ; https://hal.archives-ouvertes.fr/hal-02882981 ; Sidharth B., Michelini M., Santi L. Frontiers of Fundamental Physics and Physics Education Research, pp.377-383, 2014, 978-3-319-00296-5; 978-3-319-00297-2. ⟨10.1007/978-3-319-00297-2_37⟩ (2014)
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| 13 |
L'épreuve de chant au certificat d'études en Bretagne sous l'Occupation
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In: ISSN: 0399-0826 ; EISSN: 2108-6443 ; Annales de Bretagne et des Pays de l'Ouest ; https://hal.archives-ouvertes.fr/hal-01145766 ; Annales de Bretagne et des Pays de l'Ouest, Presses Universitaires de Rennes, 2014, 121 (4), p.137-156 (2014)
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Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study
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In: ISSN: 1472-6920 ; BMC Medical Education ; https://hal.sorbonne-universite.fr/hal-01311026 ; BMC Medical Education, BioMed Central, 2014, 14, pp.103. ⟨10.1186/1472-6920-14-103⟩ (2014)
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| 15 |
Formative usability report on the early prototype of the Go-Lab portal
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In: https://telearn.archives-ouvertes.fr/hal-01201936 ; [Research Report] Go-Lab Project. 2014 (2014)
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Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence
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One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism
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Integrated technologies instructional method to enhance bilingual undergraduate engineering students
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The role of teacher’s written formative feedback on students’ critical thinking
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In: International Academic Forum (IAFOR) European Conference on Education 2014, ; International Academic Forum (IAFOR) European Conference on Education 2014 (2014)
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Abstract:
Formative feedback in higher education has positive effects when it facilitates the development of students’ reflection and self-assessment in learning. That said, the increasing pressures of workload on university teachers make the design of formative feedback strategies more difficult to implement). This study explores innovative ways for promoting teachers’ written formative feedback in the context of undergraduate studies and for assessing their effectiveness. The investigation entails close collaboration with one teacher of Biology at the University of Aveiro, Portugal, in the context of teaching ‘evolution’ over a semester (2012/2013). One of the particular challenges was to encourage 88 first-year biology undergraduates to produce critical analyses of a selected press note related to the topic of evolution (i.e., the advent of genetic diseases). The research approach we use is based on a critical social paradigm, assuming principles of action-research. Data were collected through naturalistic non-participant classroom observation and semi-structured interviews (conducted at the end of the semester). All written documents produced by participants were used as part of this analysis. Considering the nature of the data, we use content analysis. Preliminary results show that the teacher’s written comments increased opportunities for students to search for further information, to negotiate and take decisions within their group, to auto- and hetero-reflect before sending their critical analyses to the teacher. Group work allowed the development of critical thinking, collaboration and argumentation. ; This research was financed by European Founds “FEDER através do Programa Operacional Factores de Competitividade – COMPETE” and by National Founds through “FCT – Fundação para a Ciência e a Tecnologia” project «PTDC/CPE-CED/117516/2010»
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Keyword:
Critical thinking; Feedback; Higher education
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URL: http://iafor.org/issn-2188-1162-the-european-conference-on-education-2014-official-conference-proceedings/
http://bura.brunel.ac.uk/handle/2438/11537
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«"And i want to continue helping undocumented students like myself»" : a qualitative case study of three non-status students in their encounters with higher education
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