Atnaujinkite slapukų nuostatas

El. knyga: Computer-Supported Collaborative Chinese Second Language Learning: Beyond Brainstorming

Kitos knygos pagal šią temą:
Computer-Supported Collaborative Chinese Second Language Learning: Beyond BrainstormingDidesnis paveikslėlis
Kitos knygos pagal šią temą:

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

This book explores the implementation of an online representational tool, GroupScribbles, in Chinese-as-a-second-language classrooms from primary school to secondary school. It demonstrates the effectiveness of combining online representational tools with face-to-face classroom learning, and provides a workable approach to analysing interactions interweaving social and cognitive dimensions, which take place in the networked classroom. A series of suggestions regarding networked second language learning will help educators effectively implement information and communication technology tools in the classroom.
1 Introduction
1(12)
1.1 Background
1(1)
1.2 Challenges of Collaborative L2 Learning
2(1)
1.3 Trends of Networked Language Learning Classrooms
3(2)
1.4 Overview of This Book
5(1)
References
6(7)
Part I Theoretical and Methodological Foundations for Computer-Supported Collaborative L2 Learning
2 Theoretical Foundations of Collaborative Language Learning
13(8)
2.1 Social Theories of Learning
13(1)
2.2 Metaphors on Learning in Collaborative Learning
14(1)
2.3 From the Cognitive Perspective to the Sociocultural Perspective on L2 Learning
15(3)
References
18(3)
3 Computer-Supported Collaborative L2 Learning
21(16)
3.1 Computer-Mediated Communication for L2 Learning
21(1)
3.2 Computer-Supported Task-Based L2 Learning
22(3)
3.3 Representational Tool-Enabled Collaborative Learning
25(5)
3.3.1 Appropriations of Representational Tools
28(1)
3.3.2 Teachers' Orchestration
29(1)
References
30(7)
4 Funnel Model: A Pedagogical Model for Enhancing Classroom-Based Collaborative Learning
37(14)
4.1 Theoretical and Practical Foundations of Funnel Model
37(2)
4.2 What Funnel Model Entails
39(2)
4.3 How Funnel Model Works in CSL Classrooms
41(7)
4.3.1 Knowledge Improvement Through Intra-group Interaction
42(4)
4.3.2 Knowledge Improvement Through Intergroup Interaction
46(2)
4.4 Conclusion
48(1)
References
48(3)
5 Analytic Framework for Multimedia and Multimodal Collaborative Learning
51(20)
5.1 Shifting the Research Paradigm from Effects and Conditions to Interactions
51(2)
5.2 Analytic Frameworks for Investigating Interactions
53(2)
5.3 Methods for Analyzing Interactions
55(4)
5.3.1 Quantitative Content Analytic Approaches
56(1)
5.3.2 Qualitative Discourse Analytic Approaches
57(2)
5.3.3 Mixed Quantitative and Qualitative Analytic Approaches
59(1)
5.4 An Approach for Analyzing Networked Collaborative L2 Learning
59(4)
References
63(8)
Part II A Case Study of Networked Chinese Second Language Classroom
6 An Ideal Chinese Second-Language Lesson
71(22)
6.1 Research Context
71(2)
6.2 Participants
73(2)
6.3 Classroom Setting
75(1)
6.4 Task Design
76(3)
6.5 Data Collection
79(1)
6.6 Data Analysis
80(9)
References
89(4)
7 Mutual Benefits of Face-to-Face and Online Interactions
93(48)
7.1 Group Participation
93(5)
7.1.1 Interactions with Various Content via Different Media
93(3)
7.1.2 Distribution of Group Interaction at Different Phases
96(2)
7.2 Quality of Group Output
98(1)
7.3 Characterization of Multimodal Interactions
99(31)
7.3.1 Referencing and Pinpointing in Group 2
100(7)
7.3.2 Prompting Notice in Group 3
107(5)
7.3.3 Prompting Notice and Pinpointing in Group 4
112(2)
7.3.4 Promoting Synergy and Accumulating in Group 5
114(6)
7.3.5 Promoting Synergy in Group 2
120(4)
7.3.6 Realizing Parallels in Group 3
124(6)
7.4 Summary of Findings
130(4)
7.5 Suggestions for Activity Design
134(4)
References
138(3)
8 Teacher Orchestration in the Networked Classroom
141(20)
8.1 Introduction
141(1)
8.2 Guiding and Monitoring
142(3)
8.3 Participating in Knowledge Co-construction
145(4)
8.4 Dual Role in Classroom Orchestration
149(4)
8.5 Suggestions for Orchestrating Networked L2 Learning
153(3)
References
156(5)
Part III Conclusion
9 Appropriating Representational Tools for Productive Collaboration
161(12)
9.1 Social Shaping of the Technology
161(3)
9.2 Implications for Multimodal CSCL Interaction Analysis
164(2)
9.3 Conclusion
166(4)
References
170(3)
Appendix A Post-interview Questions for Teacher 173(2)
Appendix B Guiding Questions for Students' Reflection 175
Dr. Wen Yun is an Assistant Professor with the Learning Sciences and Technologies Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests include technology-enhanced language learning, computer-supported collaborative learning, teaching Chinese as a second language, learning design, and learning analytics.
Daugiau apie elektronines knygas Daugiau apie elektronines knygas
Pastovi nuoroda: https://www.kriso.lt/db/97898115027122e.html
Raktažodžiai: