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Promoting Equity and Engagement with Randomness
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In: UNLV Best Teaching Practices Expo (2022)
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| 2 |
Supporting an effective review of telecollaboration for second language learning by visualising the participation and engagement at Dublin City University
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In: Lee, Hyowon orcid:0000-0003-4395-7702 , Scriney, Michael orcid:0000-0001-6813-2630 , Dey-Plissonneau, Aparajita and Smeaton, Alan orcid:0000-0003-1028-8389 (2021) Supporting an effective review of telecollaboration for second language learning by visualising the participation and engagement at Dublin City University. In: Virtual Exchange in Higher Education: Charting the Irish Experience, 17 Sept 2021, Online vs MS Teams. (2021)
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Abstract:
We share our experience of developing and deploying a videoconference-based conversation visualisation system called L2L during the Spring semester 2021 to support a tandem telecollaboration project between language students by visually summarising their oral participation rates and interactional engagement. 60 Irish students learning French in the School of Applied Languages and Intercultural Studies (DCU) and 45 French students learning English in a French university enrolled and participated in 7 weekly Zoom-based telecollaboration sessions. Students from both universities were grouped into teams of 2-4 students, and took part in a self-scheduled, hour-long, Zoom conversation on a specific topic each week. Interactions took place in French for the first half an hour and in English for the second. At the end of each session, our L2L system used Zoom audio transcripts to automatically analyse aspects of the conversations including the duration of speech contributed by each student and the ratio of their turn-taking. This gave a set of metrics from each session characterising the levels of participation and interactional engagement. The web-based system presents an interactive and visual template on which a timeline of the session shows the utterances of each student and allows playback of any part of the Zoom-recorded video by clicking on the timeline. The flow of conversation reveals who spoke after whom, indicating the dynamics among the speakers during the conversation. The degree of “disorder” or volatility showed how irregular, jumpy and/or dynamic the conversations were for the English- and French-speaking parts of the session. Students and their lecturer reviewed these measures after each session, reflecting and identifying points of learning and progress. Evidenced from 210 sessions in which 30 teams participated over a 3-month period, we share the ways in which the system facilitated an increased participation and engagement in the telecollaboration project.
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Keyword:
data analytics; Digital video; Education; Information retrieval; Interactive computer systems; Language; language learning; Multimedia systems; participation rate visualisation; self-review; Telecollaboration; Video recordings; Visualization; World Wide Web
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URL: http://doras.dcu.ie/26275/
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| 3 |
Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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| 4 |
A Scoping review of Strategies for Inclusion and Involvement of children of Minority Background in Creative Activities. ...
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| 5 |
English Language Learners Learn from Worked Example Comparison in Algebra ...
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| 6 |
"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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| 7 |
Panorama da educação popular no Brasil e os movimentos sociais ; Overview of popular education in Brazil and the social movements
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In: Revista de Educação Popular; 2021: Edição Especial "A práxis educativa em uma perspectiva freireana" (ISSN 1982-7660); 132-147 ; 1982-7660 ; 1678-5622 (2021)
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| 8 |
“I like sharing ideas because that means people learn”: Cultivating a Kindergarten Science Knowledge Building Community
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| 9 |
Does class participation predict academic achievement? A mixed-method study
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In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 148-160 (2021) (2021)
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| 11 |
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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| 12 |
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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| 13 |
Äußerungen von Sprecher*innen in einer Gruppendiskussion. Überlegungen und Analysen aus unterschiedlichen diskurs- und subjektivierungstheoretischen Perspektiven
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In: van Ackeren, Isabell [Hrsg.]; Bremer, Helmut [Hrsg.]; Kessl, Fabian [Hrsg.]; Koller, Hans Christoph [Hrsg.]; Pfaff, Nicolle [Hrsg.]; Rotter, Caroline [Hrsg.]; Klein, Dominique [Hrsg.]; Salaschek, Ulrich [Hrsg.]: Bewegungen. Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2020, S. 83-97. - (Schriften der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)) (2020)
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| 14 |
Why Don't They Participate in Class? A Study of Chinese Students' Classroom Participation in International Master of Education Program
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In: Education Publications (2020)
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| 15 |
Affected-community perceptions of the effectiveness of participatory development in the delivery of humanitarian aid for education in emergencies
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| 16 |
The Experience of Gay Men Being Socialized Into Gay Communities
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Green, Erik. - : eScholarship, University of California, 2018
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In: Green, Erik. (2018). The Experience of Gay Men Being Socialized Into Gay Communities. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/02v9x1vg (2018)
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| 17 |
Urban multilingualism and the civic university: a dynamic, non-linear model of participatory research
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In: Social Inclusion ; 5 ; 4 ; 5-13 ; Multilingualism and social inclusion (2018)
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| 18 |
Exploring the relationship between learners gender differences and communication apprehension considering the class participation in Iranian EFL context
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In: International Letters of Social and Humanistic Sciences ; 48 ; 91-99 (2018)
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| 19 |
The Identification and Participation of Latino Students in Advanced Mathematics Courses
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| 20 |
Mediating Religious Literacy among Primary School children in Gujarat: Classroom as a Liminal Space
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In: Journal of Media Literacy Education (2018)
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