Proceedings of the Fourth Annual Teachers College Educational ...

More documents

Recommendations

Info

& Chang, 2010; Novak, Gowin & Johansen, 1983). At the same time, it accelerates meta-cognitive strategy by allowing learners to evaluate and monitor their own learning process. How it works Combined with a visualization tool and user interface based on theories from cognitive science, VVM allows a learner to organize words visually, link words and labeling word chunks, personalize a learner’s experience, create own uses of a word, master word usage, and access VVM everywhere. When reading a passage, a L2 learner continuously interacts with VVM by importing unknown, ambiguous or important words and freely move, link, and connect words by creating a learner’s own references. The open-ended platform (see Figure 1) promotes flexible yet constructive environment to effectively use and adapt new words. Built in interactive functions allow further exploration into word definition, usage and examples in a more engaging way. Figure 1: Interface design of the Visual Vocabulary Map. 75
Figure 2: Interactive functions of the Visual Vocabulary Map. References Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-41. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press. Feldman, K. & Kinsella, K. (2005). Narrowing the language gap: The case for explicit vocabulary instruction. Research Monograph. Scholastic, Inc. Gass, S. & Selinker, L. (2008). Second Language Acquisition: An Introductory Course (3rd Edition). New York: Routledge/Taylor Francis. Pp. 593 + xviii. ISBN 978-0-203-93284-1. Liu, P., Chen, C., & Chang, Y. (2010). Effects of computer assisted concept mapping learning strategy on EFL College students’ English learning comprehension. Computers and Education, 54 (2), 436-445. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press. Novak, J.D., Gowin, D.B., & Johansen, G.T. (1983). The use of concept mapping and knowledge mapping with junior high school science students. Science Education, 67(5), 625-645. Nagy,W.E., Herman, P.A., & Anderson, R.C. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253. Paribakht, T.S., & Wesche,M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady, T. Huckin, M.H. Long, & J.C. Richards (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.174–199). New York: Cambridge University Press. Schwartz, D. L. & Black, J. B. (1996) Shuttling between depictive models and abstract rules: Induction and fallback. Cognitive Science. 20. 457--497. 76
Page 1 and 2:
Proceedings of the Fourth Annual Te
Page 3 and 4:
Table of Contents Math Strategies i
Page 5 and 6:
Harnessing the Power of Emotionally
Page 7 and 8:
Think Facts introduces four charact
Page 9 and 10:
Guidelines for an Online Networking
Page 11 and 12:
Mode S = Synchronous A=Asynchronous
Page 13 and 14:
Investigating Potential Factors to
Page 15 and 16:
Investigating the Effects of Choice
Page 17 and 18:
Videogames in Institutional Practic
Page 19 and 20:
Youth in the Digital Age: Digital M
Page 21 and 22:
Augmenting The Arrival: Students’
Page 23 and 24:
Connected to Word Problems: Improvi
Page 25 and 26:
ased approach. Future research may
Page 27 and 28:
MOOCs, Open Education, and Implicat
Page 29 and 30: Promoting Healthy Eating Habits Thr
Page 31 and 32: Figure 2: Monster Appetite in actio
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
Page 65 and 66: information and the world according
Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
Page 77 and 78: control and mastery increased in vi
Page 79: Design of computer assisted tools f
Page 83 and 84: User Experiences with Avatar Custom
Page 85 and 86: Design Patterns for Promoting Self-
Page 87 and 88: Cooperative Inquiry in Designing Te
Page 89 and 90: Implications Our work with CI exten
Page 91 and 92: References Allen, E., & Seaman, J.
show all

Proceedings of the Fourth Annual Teachers College Educational ...

Create successful ePaper yourself

Delete template?

Save as template?