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CALL for Openness

by Mariusz Marczak (Volume editor) Jarosław Krajka (Volume editor)
Edited Collection 159 Pages

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the editors
  • About the book
  • This eBook can be cited
  • Table of Contents
  • Introduction (Mariusz Marczak / Jarosław Krajka)
  • The Impact of Self-Paced Memrise-Based Homework Assignments on Enhancing Course Content Acquisition (Maria Chojnacka)
  • 1. Introduction
  • 2. Literature review
  • 2.1 Mobile-assisted (language) learning
  • 2.2 Research on mobile-assisted language learning
  • 2.3 Mobile vocabulary trainers
  • 2.4 Mobile technology in teaching English for Medical Purposes
  • 3. The study
  • 3.1 Aim of the research
  • 3.2 Participants
  • 3.3 Design and procedure
  • 3.4 Results and discussion
  • 3.4.1 Acquisition of course content
  • 3.4.2 Memrise usage
  • 3.4.3 Attitudes towards MALL
  • 3.5 Limitations of the study
  • 3.6 Directions for the future
  • References
  • Opening the Moodle Platformto Digital Natives – Towards More Effective Motivation in the Academic Context (Agnieszka Gadomska)
  • 1. Introduction
  • 2. The philosophy behind Moodle
  • 3. Teacher authoring as an effective policy enhancing student motivation
  • 3.1 Moodle demotivators
  • 3.2 Student authoring on the Moodle
  • 3.3 Moodle’s compatibility with IWB technology
  • 3.4 Moodle goes mobile
  • 5. The case study
  • 5.1 Aims and design
  • 5.2 Findings
  • 4 Conclusions
  • References
  • Translation Revisited in Audiovisual Teaching and Learning Contexts on the Example of Clipflair Project (Elżbieta Gajek)
  • 1. Introduction
  • 2. Review of literature
  • 2.1. Translation in foreign language teaching and learning
  • 2.2. Audiovisual translation in teaching and learning
  • 2.3. Captioning
  • 2.3.1. Reception of the subtitled audiovisual input
  • 2.3.2. Learner subtitling
  • 2.4. Revoicing
  • 2.4.1. Audio description
  • 2.4.2. Learner revoicing
  • 3. Projects in audiovisual translation for language learning
  • 3.1. ClipFlair project
  • 3.1.1. ClipFlair tasks
  • 3.1.2. ClipFlair outcomes
  • 3.2. Students’ participation in the project work – the Polish experience
  • 3.3. Students’ attitudes towards the concept
  • 3.4. Openness as a feature of audiovisual digital learning environments
  • 3.4.1. Openness in audiovisual language learning contexts
  • 3.4.2. The role of technology in teaching and learning with AV materials, as illustrated by the ClipFlair project
  • 4. Conclusions
  • References
  • Use of Screencasting for Delivering Lectures and Providing Feedback in Educational Contexts: Issues and Implications (Ferit Kılıçkaya)
  • 1. Introduction
  • 2. Ways of providing feedback
  • 3. Screencasting
  • 4. Studies on the use of screencasting in educational contexts
  • 4.1. Screencast lectures and student academic achievement
  • 4.2. Screencast lectures and student perceptions
  • 4.3. Screencast feedback
  • 5. Pedagogical implications
  • References
  • Promoting Self-reflection in Assessment of Intercultural Communicative Competence in Professional Contexts via the Web (Przemysław Krakowian)
  • 1. Introduction
  • 2. Building scenarios and tasks in fostering intercultural awareness
  • 3. Rationale behind CEFR and INCA assessment scales
  • 4. Assessing communication using scenarios
  • 5. Community of practice
  • 6. Reflection in developing strategic competence in communication in professional settings via the Web
  • 7. Concluding remarks
  • References
  • The Impact of Using Internet Resources and Browser-based Virtual Worlds on the Level of Foreign Language Anxiety (Mariusz Kruk)
  • 1. Introduction
  • 2. Review of literature
  • 2.1. Language anxiety
  • 2.2. Empirical research into language anxiety
  • 3. Study
  • 3.1. Research questions
  • 3.2. Participants
  • 3.3. Research schedule
  • 3.4. Treatment
  • 3.5. Instruments of data collection
  • 3.6. Data analyses
  • 3.7. Results and discussion
  • 4. Conclusions
  • References
  • Appendix
  • Why Online Dictionaries (Plural) Make You More Open When Developing English Pronunciation Skills – Users’ Self-reports (Anita Buczek-Zawiła)
  • 1. Introduction
  • 2. What do we know about online dictionary use?
  • 3. Openness in education – education for openness
  • 4. Study: method, data presentation and discussion
  • 4.1. The method
  • 4.2. Data presentation
  • 4.3. Discussion
  • 5. Conclusions
  • References
  • University Education in the Digital Age –Are We Open? (Anna Turula)
  • 1. Introduction
  • 1. Delineating the context
  • 1.1 The trap of the modern
  • 1.1.1 Limited by dichotomies
  • 1.1.2 Blinded by new technologies
  • 2. Balanced between the modern and the timeless
  • 2.1 The study
  • 2.2 Student satisfaction and learning
  • 2.3 What the teacher learned
  • Conclusions
  • References

Mariusz Marczak/Jarosław Krajka (eds.)

CALL for Openness

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About the editors

Mariusz Marczak is Assistant Professor in the Chair for Translator Education at the Pedagogical University of Cracow, Poland. His research interests include ICT-enhanced (translator) education.

Jarosław Krajka is Professor of English in the English Department of Maria Curie-Skłodowska University in Lublin, Poland. His research interests cover Internet-based teacher development.

About the book

This volume explores multiple dimensions of openness in ICT-enhanced education. The chapters, contributed by researchers and academic teachers, present a number of exemplary solutions in the area. They involve the use of open source software, innovative technologies, teaching/learning methods and techniques, as well as examine potential benefits for both teachers’ and students’ cognitive, behavioural and metacognitive development.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Summary

This volume explores multiple dimensions of openness in ICT-enhanced education. The chapters, contributed by researchers and academic teachers, present a number of exemplary solutions in the area. They involve the use of open source software, innovative technologies, teaching/learning methods and techniques, as well as examine potential benefits for both teachers' and students' cognitive, behavioural and metacognitive development.

Details

Pages
159
ISBN (PDF)
9783653067569
ISBN (ePUB)
9783631696422
ISBN (MOBI)
9783631696439
ISBN (Book)
9783631672266
Language
English
Publication date
2016 (December)
Tags
Computer Assisted Language Learning ICT-enhanced education Innovative education Technology Enhanced Education
Published
Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2016. 159 pp., 24 graphs, 21 tables

Biographical notes

Mariusz Marczak (Volume editor) Jarosław Krajka (Volume editor)

Mariusz Marczak is Assistant Professor in the Chair for Translator Education at the Pedagogical University of Cracow, Poland. His research interests include ICT-enhanced (translator) education. Jarosław Krajka is Professor of English in the English Department of Maria Curie-Skłodowska University in Lublin, Poland. His research interests cover Internet-based teacher development.

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