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Lessons On-(the)-Line Blended Learning and Pedagogy of (the) Digitally Oppressed 数字压迫者在线混合式学习和教学法的经验教训
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/002
R. Gairola
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引用次数: 0
The Digital Story as a Reading Response to the Literary Text Revisiting Camus’ The Outsider in the French Foreign Language Classroom 数字故事:对文学文本的阅读回应——重读加缪《法语外语课堂中的局外人》
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/011
Fiona Horne
{"title":"The Digital Story as a Reading Response to the Literary Text\u0000 Revisiting Camus’ The Outsider in the French Foreign Language Classroom","authors":"Fiona Horne","doi":"10.30687/978-88-6969-529-2/011","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/011","url":null,"abstract":"This contribution discusses the potentialities of the Digital Story as a complement to literary analysis in the French foreign language (L2) classroom. The case study examines the Digital Story as an instructional tool in the reading of Camus’ seminal text, The Outsider, reflecting on the role it may play in addressing learning challenges in the L2 classroom and in moving beyond traditional reading postures and approaches. The Digital Story is shown to cultivate a scholarship of engagement and collaborative action in the teaching of literature. Furthermore, as a multimodal, multigenre form, it fosters potential for mapping out new interactions between reader, text and technology in the context of emerging literacies.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"32 18","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72373788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Always Flipped? A Peer-Centred Cycle for Teaching and Learning in the English Literature Class 总是翻吗?以同伴为中心的英语文学教学循环
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/012
C. Gordon
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引用次数: 0
Blended Learning and the Global South Virtual Exchanges in Higher Education 高等教育中的混合学习与全球南方虚拟交流
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2
G. Carloni, Christopher Fotheringham, Anita Virga, Brian Zuccala
{"title":"Blended Learning and the Global South\u0000 Virtual Exchanges in Higher Education","authors":"G. Carloni, Christopher Fotheringham, Anita Virga, Brian Zuccala","doi":"10.30687/978-88-6969-529-2","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2","url":null,"abstract":"This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75096893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Promoting Student-Centred Language Learning Via eTandem The Case of Mexican and South African Students 通过eTandem促进以学生为中心的语言学习——以墨西哥和南非学生为例
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/005
A. Mendoza
{"title":"Promoting Student-Centred Language Learning Via eTandem\u0000 The Case of Mexican and South African Students","authors":"A. Mendoza","doi":"10.30687/978-88-6969-529-2/005","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/005","url":null,"abstract":"eTandem is a type of virtual and synchronic way of learning an additional language in collaboration with peers who speak the target language and who are also learning their counterparts’ language. eTandem is usually incorporated as part of the activities that students have to complete whilst learning a language. However, these virtual activities are seldom part of the curriculum or the course syllabus and they are hardly ever part of the assessment process. The aim of this paper is to highlight the benefits of learning a language as the means of promoting a student-centred learning approach through autonomy, peer and self-assessment, self-reflection, feedback and by using the language to understand cultural and intercultural differences. The study was carried out via eTandem activities between Mexican students learning English and South African students learning Spanish. The results suggest that virtual exchanges whilst learning a language foster a wide ray of social, cultural and pragmatic means of learning a language in context. This paper has implications in promoting the inclusion of blended language learning in higher education settings.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"32 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85040752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What Really Works in Telecollaborative Pedagogy? A Case Study of an Algerian-Moldovan Project 远程合作教学中真正有效的是什么?阿尔及利亚-摩尔多瓦项目案例研究
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/004
Rachida Sadouni
{"title":"What Really Works in Telecollaborative Pedagogy?\u0000 A Case Study of an Algerian-Moldovan Project","authors":"Rachida Sadouni","doi":"10.30687/978-88-6969-529-2/004","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/004","url":null,"abstract":"This chapter presents and discusses an international telecollaborative text-writing and translation project conducted during the second semester of a translation course in 2017, 2018 and 2019. The participants were non-native intermediate students of French from universities in Algeria and Moldova. This paper firstly provides theoretical background on telecollaboration and its benefits for learners from different geographical, linguistic, and cultural contexts. Secondly, it analyses the challenges of telecollaborating via asynchronous and exolingual communication (email). To do this, I analyse student perspectives on the efficacy of the approach in the form of reports administered before and after the tellecollaborations. The chapter concludes that telecollaboration between learners from different backgrounds is difficult, but can succeed and remains an opportunity to develop linguistic, cultural and digital skills along with intercultural awareness. In the conclusions I give an overall evaluation of the case study, and suggestions for a future telecollaborative work.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"33 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74607240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses Developing Intensive Italian for Gamers 以内容为导向的外语课程中的混合设计与翻转课堂:为游戏玩家开发强化意大利语
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/010
S. Bregni
{"title":"Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses\u0000 Developing Intensive Italian for Gamers","authors":"S. Bregni","doi":"10.30687/978-88-6969-529-2/010","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/010","url":null,"abstract":"In recent years, scholars have increasingly indicated content-based language teaching (CBLT) as a potential successful response to the increasing challenges faced by language departments in higher education. This article is a case study on the advantages of using a hybrid format in a content-based intensive foreign language video game-based (VGBL) course. For decades now, video games have been a pervasive part of our culture. My experiments in introducing video games as a learning device in the F/L2 language classroom have led me to explore the option of teaching a gaming-based language course. I further developed language acquisition strategies using video games and related media. In spring 2017, I used the SLU state-of-the-art learning studio to teach Intensive Italian for Gamers, which combines “traditional” intensive language instruction with gaming-based interaction. Within the pedagogical premise that language acquisition is a process that involves, and benefits from, daily interactions in the language in and outside the classroom, the course targeted the specific segment of the student population that self-identifies as gamers. A specific content-oriented intensive foreign language course of this kind would not have been possible without a hybrid course design format. Flipping the classroom allowed learners to spend more time in contact with the target-language and focus their attention on exploring the spoken language through the digital gaming realia and communicating with one another in the target language on the specific course topic: video games. Flipping the classroom also encouraged students to explore more of the language independently. In an online survey conducted approximately six months after completing the course (response rate was 83.3%), all of the respondents reported that they autonomously continued to play games in the target language in their own spare time, and most of them did so often”. Pilot data show that students attained the desired level, continued learning on their own, and less stress was involved than in a traditional course. My course could serve as a model for a mixed/blended learning format that could be applied to other languages and even other fields. After all, video games lend themselves to some interesting potential multidisciplinary developments in, among other subjects, History, Art and Architecture.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"31 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75301308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching 外语学习与反思性教学的远程合作国际交流
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/008
G. Carloni, Federica Franzè
{"title":"A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching","authors":"G. Carloni, Federica Franzè","doi":"10.30687/978-88-6969-529-2/008","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/008","url":null,"abstract":"This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"107 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80981330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Virtual Exchanges and Gender-Inclusive Toponymy An Intercultural Citizenship Project to Foster Equality 虚拟交流和性别包容性地名:促进平等的跨文化公民项目
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/007
F. Calamita, Roberta Trapè
{"title":"Virtual Exchanges and Gender-Inclusive Toponymy\u0000 An Intercultural Citizenship Project to Foster Equality","authors":"F. Calamita, Roberta Trapè","doi":"10.30687/978-88-6969-529-2/007","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/007","url":null,"abstract":"This paper focuses on a virtual exchange project between the University of Virginia, United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-21), and with direct reference to the transnational model of virtual exchange for global citizenship education proposed in 2019 by Robert O’Dowd. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. The project aims to foster gender equality and help students to reflect on the sociocultural evolution of the language and how it can be used to address issues of identity, diversity and inclusion.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80095368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education 利益相关者在高等教育中对混合学习和在线学习的吸收和使用中的挣扎
IF 0.3
Cartagine-Studi e Ricerche Pub Date : 2021-09-06 DOI: 10.30687/978-88-6969-529-2/003
L. Dison, K. Padayachee
{"title":"Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education","authors":"L. Dison, K. Padayachee","doi":"10.30687/978-88-6969-529-2/003","DOIUrl":"https://doi.org/10.30687/978-88-6969-529-2/003","url":null,"abstract":"Recommendations for greater adoption of blended and online learning pedagogies pre-date COVID-19 by many years. However, the uptake and implementation of blended and online learning was largely ignored by lecturers in many contact institutions, despite the introduction of policies and various resources to support such a shift. In this chapter, we critically explore the reluctance of lecturers to adopt blended and online learning pedagogies, drawing on the Epistemic Pedagogic Device (EPD) of Legitimation Code Theory (LCT) and the elements of Archer’s theory of Social Realism to explicate the roles and contestations among the various stakeholders involved in teaching and learning in higher education institutions. In particular, we examine the struggles for legitimacy faced by instructional designers and academic developers in the sites of teaching and learning, sites which have traditionally been controlled by lecturers. We posit that successful, sustainable implementation of online and blended learning requires institutional recognition of multiple stakeholders as legitimate role-players in teaching and student learning.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"99 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83347711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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