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Utilizing the Repertory Grid Method to Investigate Learners’ Perceptions of Computer Science Concepts
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In: IFIP Advances in Information and Communication Technology ; 11th IFIP World Conference on Computers in Education (WCCE) ; https://hal.inria.fr/hal-01762846 ; 11th IFIP World Conference on Computers in Education (WCCE), Jul 2017, Dublin, Ireland. pp.547-556, ⟨10.1007/978-3-319-74310-3_55⟩ (2017)
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| 42 |
University Teachers’ Resources Systems and Documents
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In: ISSN: 2198-9745 ; International Journal of Research in Undergraduate Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01635709 ; International Journal of Research in Undergraduate Mathematics Education, Springer, 2017, 3 (1), pp.198 - 224. ⟨10.1007/s40753-016-0034-1⟩ (2017)
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| 43 |
Dashboard for monitoring student engagement in mind mapping activities
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In: 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) ; https://hal.archives-ouvertes.fr/hal-01631926 ; 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT), Jul 2017, Timisoara, Romania. pp.433-437, ⟨10.1109/ICALT.2017.100⟩ (2017)
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| 44 |
Which Roles does Video play in Flipped Language Classrooms?
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In: Eurocall Conference 2017 ; https://hal.archives-ouvertes.fr/hal-01940981 ; Eurocall Conference 2017, Aug 2017, Southampton, United Kingdom (2017)
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Abstract:
International audience ; “Flipped classroom” was not long ago considered as a buzzword (Brame, 2013, Bishop & Verleger, 2013). Today, it has become a widespread instructional strategy in Europe and around the globe. Even ministries put it to the fore as an example of pedagogical innovation to be followed (e.g. French ministry for Education, 2017). Video has a particular status in the flipped classroom. Some authors consider the video lecture before class as constitutive of its definition (Bishop & Verleger, 2013) while others adopt a broader view which encompasses multiple possible activities and types of materials during the out-of-class phase (Lage, Platt & Treglia 2000; Bergmann & Sams 2012; Schäfer 2012; Brame 2013, Lebrun & Lecoq 2015). As teaching and learning materials in the language classroom, video, together with movie and TV, represent a distinct field of research that was particularly fertile in the 80s and 90s of the last century (Willis 1983, Lancien 1986, Schwerdtfeger 1989, Compte 1993) and that has taken newer directions with the widening access to digital technology and data transfer, such as L2 learners creating videos (see Masats et al., 2009), or the use of video in autonomous and in distance learning settings (see Vanderplank, 2010). To our knowledge, though, no research has yet been conducted on video use in the flipped language classroom. Therefore, our study will focus on the place and role of video in the flipped language classroom. We will examine recent descriptions of such flipped learning settings through the lens of Willis’ framework of six possible roles for video use (Willis, 1983, reprised by Goldstein & Driver, 2015), namely model & cue, target, transfer & reinforcement, illustrator of message and discourse structure, source of information, and stimulus. The categories of roles will be discussed with regard to these settings, and the framework modified in order to better embrace actual flipped practices. Identifying the roles video plays in these contexts also implies taking a deeper look at the integration of videos through out-of-class tasks and in-class tasks, and how both types of tasks interrelate. Our corpus consists of 3 sets of learning setting descriptions for flipped language classroom lessons or sequences (N of described lessons / sequences ≈ 50). All of these were written and posted by L2 teachers themselves, the first two sets as part of a Mooc on flipped classrooms at secondary school level, run by a national public editor for learning and teaching materials and conducted in 2015 and again in 2016; the third set as examples of flipped classrooms on an L2 portal of the French ministry of education, from June 2015 up to now.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; Flipped Classroom; Task; Video
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URL: https://hal.archives-ouvertes.fr/hal-01940981
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| 45 |
RESOLV: Readers' Representation of Reading Contexts and Tasks
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In: ISSN: 0046-1520 ; EISSN: 1532-6985 ; Educational Psychologist ; https://hal.archives-ouvertes.fr/hal-02015948 ; Educational Psychologist, Taylor & Francis (Routledge), 2017, 52 (3), pp.200-215. ⟨10.1080/00461520.2017.1329015⟩ (2017)
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| 46 |
The Use of Online Quizlet.com Resource Tools to Support Native English Speaking Students of Engineering and Medical Departments in Accelerated RFL Teaching and Learning
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In: ISSN: 2412-5954 ; Mechanics, Materials Science & Engineering Journal ; https://hal.archives-ouvertes.fr/hal-01508618 ; Mechanics, Materials Science & Engineering Journal, Magnolithe, 2017, 7, ⟨10.2412/mmse.05.805.901⟩ (2017)
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| 47 |
If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
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| 48 |
Power Relations in Early Childhood Education: A Case Study of Perceptions, Space, and Place
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| 49 |
Nigerian Teachers’ Understanding of Autism Spectrum Disorder: A Comparative Study of Teachers from Urban and Rural areas of Lagos State
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| 50 |
Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario
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| 51 |
Animated Films and Linguistic Stereotypes: A Critical Discourse Analysis of Accent Use in Disney Animated Films
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In: Master’s Theses and Projects (2017)
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| 52 |
Preparing Pre-Service Teachers to Teach Culturally and Linguistically Diverse Students
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In: Special Education Faculty Publications (2017)
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| 54 |
Understanding Increasing College Anxiety: The Need for Anxiety Awareness Campaigns
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In: Journalism (2017)
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| 55 |
Age effects in first language attrition: speech perception by Korean-English bilinguals
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| 56 |
How First is First?: Revisiting Language Maintenance and Shift and the Meaning of L1/L2 in Three Retrospective Case Studies
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In: Special Education Faculty Publications (2017)
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| 57 |
A Dangerous Game: The Dehumanization of Children in Massachusetts Testing and Data Discourse
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In: The Graduate Review (2017)
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| 58 |
“If Only I Did Not Have That Label Attached to Me”: Foregrounding Self-Positioning and Intersectionality in the Experiences of Immigrant and Refugee Youth
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In: Faculty Journal Articles (2017)
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| 59 |
Educating English as a New Language Students Using a Multimedia Based Approach: How Educators Can Assist ENL Students in the Mainstream Classroom
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In: Undergraduate Honors Thesis Collection (2017)
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| 60 |
What does it mean to be a reader? Identity and positioning in two high school literacy intervention classes
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