http://www.code.u-air.ac.jp/wp-content/uploads/05-6.pdf
NIME研究報告 6－2005
日本の大学生の基礎学力構造とリメディアル教育
ＩＴ活用学力支援研究
小野 博 村木英治 林 規生 杉森直樹 野崎浩成
西森年寿 馬場眞知子 田中佳子 國吉丈夫 酒井志延
酒井志延・小野博 (2005). 英語e-learningの確証実験 日本の大学生の基礎学力構造とリメディアル教育 『NIME研究報告2005-6』，6, 111-119.
Showing posts with label elearning. Show all posts
Showing posts with label elearning. Show all posts
Sunday, May 23, 2010
Tuesday, May 4, 2010
Sunday, May 2, 2010
ReCALL Journal Special Issue: Call for Papers
ReCALL Journal Special Issue: Call for Papers
CALL and CMC Teacher Education research: enduring questions, emerging methodologies
Submission deadline: 31 October 2010
Publication date: September 2011
Guest editors:
Mirjam Hauck, The Open University, UK
Nicolas Guichon, Université de Lyon 2, Laboratoire ICAR, France
CALL and CMC Teacher Education research: enduring questions, emerging methodologies
Submission deadline: 31 October 2010
Publication date: September 2011
Guest editors:
Mirjam Hauck, The Open University, UK
Nicolas Guichon, Université de Lyon 2, Laboratoire ICAR, France
While the use of digital technologies in language education has been growing over the last 15 years, pedagogical developments and methodological reflection have not kept pace. This special issue of ReCALL will address enduring questions in research on teacher education in computer-assisted language learning (CALL) and computer-mediated communication (CMC) and methodological approaches, both traditional and emerging.
The issue will provide an overview of established research in the field as well as reporting on more recent areas of study. These focus, for example, on the teacher role in collaborative online language learning, and e-literacy and semio-pedagogical skills required for harnessing the potential of multimodal environments and tools.
The contributions will also consider practical and ethical issues related to online pre- and in-service language teacher education and tutor training. The overall aim is to take stock of the current state of affairs in research on teacher education in CALL and CMC-based language teaching and to map out a tentative research agenda for the next few years.
Saturday, May 1, 2010
Handbook of Emerging Technologies for Learning
Handbook of Emerging Technologies for Learning (PDF)
Contents
Introduction 1
Change Pressures and Trends 4
What we know about learning 9
Technology, Teaching, and Learning 14
Media and technology 21
Change cycles and future patterns 25
New Learners? New Educators? New Skills? 28
Tools 41
Research 51
Contents
Introduction 1
Change Pressures and Trends 4
What we know about learning 9
Technology, Teaching, and Learning 14
Media and technology 21
Change cycles and future patterns 25
New Learners? New Educators? New Skills? 28
Tools 41
Research 51
Friday, December 4, 2009
Friday, October 9, 2009
Monday, September 21, 2009
Tuesday, March 10, 2009
Monday, March 2, 2009
Friday, February 20, 2009
Mark Warschauer - Wikipedia, the free encyclopedia
Mark Warschauer - Wikipedia, the free encyclopedia
Mark Warschauer is a major scholar in the field of technology and learning. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and social inclusion.Sociocultural persopectives on CALL
Normalisation of CALL
Normalisation of CALL
March 2006 Volume 9, Number 4
Sophie Ioannou-Georgiou, Guest Editor
*Notes from Wireless Ready 2009 @Nagoya
*Refer to Bax
March 2006 Volume 9, Number 4
Sophie Ioannou-Georgiou, Guest Editor
*Notes from Wireless Ready 2009 @Nagoya
*Refer to Bax
Prensky - Digital Natives, Digital Immigrants - Part1.pdf (application/pdf Object)
Prensky - Digital Natives, Digital Immigrants - Part1.pdf (application/pdf Object)
Marc Prensky 2001
*Notes from Wireless Ready 2009 @Nagoya
Marc Prensky 2001
It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.cf. Gary Matteram
*Notes from Wireless Ready 2009 @Nagoya
Thursday, February 19, 2009
CELL PHONE VS COMPUTER ACCESS
TeruiNoguchiRobb.pdf (application/pdf Object)
CELL PHONE VS COMPUTER ACCESS FOR VOCABULARY STUDY:
A PRELIMINARY LOOK AT THE PREFERENCES OF JAPANESE STUDENTS
MASAKO TERUI
JUDY NOGUCHI
THOMAS ROBB
Wireless Ready 2008
CELL PHONE VS COMPUTER ACCESS FOR VOCABULARY STUDY:
A PRELIMINARY LOOK AT THE PREFERENCES OF JAPANESE STUDENTS
MASAKO TERUI
JUDY NOGUCHI
THOMAS ROBB
Wireless Ready 2008
ICT in Education Themes
UNESCO Bangkok: ICT in Education Themes
Notes from Wireless Ready 2009
In this section, you can browse through our five ICT in Education themes: policy, training of teachers, teaching and learning, non-formal education, and monitoring and measuring change
Notes from Wireless Ready 2009
Tips for Rapid Instructional Design
Tips for Rapid Instructional Design
Copyright © 2007. Workshops by Thiagi, Inc. All rights reserved
URL: http://www.thiagi.com/rid.html
Revised: August 22, 2007
Copyright © 2007. Workshops by Thiagi, Inc. All rights reserved
URL: http://www.thiagi.com/rid.html
Revised: August 22, 2007
随時更新。要チェック。次のような項目別に紹介されている。Virtual というかSecond Life 系に比重があるっぽいかな。
- Can Training Games Really Teach? How to combine content and activities.
- Changing Roles. Don't treat learners as learners.
- Content Is Abundant. Design activities that incorporate existing content.
- Create Your Own Templates. Transform favorite presentations and activities into templates.
- Facilitative Training. Can you call yourself a facilitator?
- Games That Incorporate Participant Questions. Five games that use participant-generated question cards.
- How To Design a Course in Seven Days. This is how we did it.
- How To Evaluate Training Activities. Four sets of critical variables in training evaluation.
- How To Improve A Training Activity. A step-by-step approach to evaluating and improving training.
- How To Produce a Videotape in a Single Day. This is how we did it.
- It's the Activity, Stupid! Don't fall into the content trap
- Learning by Design. Less instructional design may result in more learning.
- Line 'em Up. Aligning objectives, activities, content, and test items
- More On Templates. Here's a list of activity-based templates.
- Open Questions. Do you think open questions are effective?
- Participants Generate Content. Let Time magazine's Person of the Year create your training content.
- Participants Generate Questions. Asking questions is a great way to learn.
- Practice and Review Games. Providing practice is more important than providing extra content.
- Reflect the Real World. Let your training reflect the job activities as close as possible.
- So Much to Cover. You must focus on uncovering rather than covering.
- 10 Characteristics of Authentic Activities. Does your training reflect the real world?
- The Second Sentence. Rapid and inexpensive approaches to design.
- The Third Sentence. Faster and cheaper is also more effective.
- Three Statements. If you can teach it, you can play it.
- Training Design Faster, Cheaper, Better. You can have all three.
- Untraining the Trainer. A different approach to training.
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