Facilitating active engagement in intercultural teleconferences: A pragmalinguistic study of Russian and Irish participation frameworks

2015 ◽  
Vol 12 (4) ◽  
Author(s):  
Lindy B. Comstock
Keyword(s):  
Community Of Practice ◽  
Active Engagement ◽  
The Subject ◽  
Participation Frameworks

AbstractTaking the Russian and Irish teleconference team of a multinational IT company as the subject of analysis, this paper problematizes the assumption that a community of practice (

scholarly journals Media skills for daily life: Designing a journalism programme for graduates of all disciplines

2011 ◽  
Vol 17 (1) ◽  
pp. 141-156
Author(s):  
Lee Duffield
Keyword(s):  
New Media ◽  
Community Of Practice ◽  
Academic Discipline ◽  
Journalism Education ◽  
Preliminary Conclusion ◽  
Media Audiences ◽  
The Subject ◽  
The Common ◽  
Media Work ◽  
Journalism Students

This article in the journalism education field reports on the construction of a new subject as part of a postgraduate coursework degree. The subject, or unit will offer both Journalism students and other students an introductory experience of creating media, using common ‘new media’ tools, with exercises that will model the learning of communication principles through practice. It has been named ‘Fundamental Media Skills for the Workplace’. The conceptualisation and teaching of it will be characteristic of the Journalism academic discipline that uses the ‘inside perspective’—understanding mass media by observing from within. Proposers for the unit within the Journalism discipline have sought to extend the common teaching approach, based on training to produce start-ready recruits for media jobs, backed by a study of contexts, e.g. journalistic ethics, or media audiences. In this proposal, students would then examine the process to elicit additional knowledge about their learning. The article draws on literature of journalism and its pedagogy, and on communication generally. It also documents a ‘community of practice’ exercise conducted among practitioners as teachers for the subject, developing exercises and models of media work. A preliminary conclusion from that exercise is that it has taken a step towards enhancing skills-based learning for media work.

Development of Online Distributed Training

2010 ◽  
pp. 490-501
Author(s):  
Eileen B. Entin ◽  
Jason Sidman ◽  
Lisa Neal
Keyword(s):  
Training Program ◽  
Social Presence ◽  
Real World ◽  
Skills Training ◽  
Active Engagement ◽  
Distributed Training ◽  
Key Concepts ◽  
Geographically Distributed ◽  
The Subject ◽  
Training Modules

This chapter discusses considerations and tradeoffs in designing and developing an online teamwork skills training program for geographically distributed instructors andstudents. The training program is grounded in principles of scenario-based learning, in which operationally realistic scenarios are used to engage students in actively forming links between classroom and real-world applications of key concepts. The chapter focuses on supporting active engagement of learners, and meaningful and thoughtful learner-learner interactions appropriate to the subject matter (Neal & Miller, 2006). We describe lessons learnedin the development of a distributed training program that interleaves asynchronous and synchronous training modules (Neal & Miller, 2005) to leverage the advantages of both self-paced and group learning, provide opportunities to practice the teamwork concepts being trained, create social presence, and promote interactionand reflection among the course members.

scholarly journals Active engagement with stigmatised communities through digital ethnography

2016 ◽  
Vol 16 (6) ◽  
pp. 701-719 ◽  
Author(s):  
Monica J Barratt ◽  
Alexia Maddox
Keyword(s):  
Knowledge Production ◽  
Data Security ◽  
Active Engagement ◽  
Diverse Range ◽  
Digital Ethnography ◽  
Legal Challenges ◽  
Digital Environments ◽  
Technical Issues ◽  
The Subject ◽  
Conducting Research

Conducting research in the rapidly evolving fields constituting the digital social sciences raises challenging ethical and technical issues, especially when the subject matter includes activities of stigmatised populations. Our study of a dark-web drug-use community provides a case example of ‘how to’ conduct studies in digital environments where sensitive and illicit activities are discussed. In this paper we present the workflow from our digital ethnography and consider the consequences of particular choices of action upon knowledge production. Key considerations that our workflow responded to include adapting to volatile field-sites, researcher safety in digital environments, data security and encryption, and ethical-legal challenges. We anticipate that this workflow may assist other researchers to emulate, test and adapt our approach to the diverse range of illicit studies online. In this paper we argue that active engagement with stigmatised communities through multi-sited digital ethnography can complement and augment the findings of digital trace analyses.

Source marking in represented talk and thought in Vietnamese narratives

2015 ◽  
Vol 35 (6) ◽  
Author(s):  
Hanh thi Nguyen
Keyword(s):  
Conversation Analysis ◽  
Sequential Organization ◽  
The Subject ◽  
Participation Frameworks ◽  
Vietnamese Speakers

AbstractThis paper uses conversation analysis to examine when Vietnamese speakers explicitly mark the source of represented talk or thought (RT) and when they may omit the RTs source in narratives in dyadic and multiparty family conversations. In Vietnamese, a pro-drop, non-inflectional language, RTs may be introduced by a verb of speaking and its subject, a verb of speaking without the subject, or no verb of speaking and no subject. The analysis focuses on how these three choices are employed in the sequential organization of narrative series, narrative participation frameworks, and narrative dramatization. The findings contribute to current understandings about source marking through linguistic devices as an interactional practice in conversations in addition to other resources such as voicing and embodied actions.

scholarly journals Young people are not blameworthy: the generation’s awareness of COVID-19 and behavioral responses

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Seung-Pyo Jun ◽  
Hyoung Sun Yoo ◽  
Chul Lee
Keyword(s):  
Young People ◽  
Credit Card ◽  
Reference Group ◽  
Behavioral Responses ◽  
Active Engagement ◽  
Significant Difference ◽  
Scientific Approach ◽  
The Subject ◽  
Internet Searches ◽  
And Behavior

AbstractAt a time when the COVID-19 pandemic has been ongoing for more than a year, young people have been the subject of vigilant scrutiny and criticism regarding their active engagement in social activities. We posed the question of whether young people's response to COVID-19 was different from that of other generations and analyzed awareness and behavior to investigate this question. Specifically, we examined internet searches for information on COVID-19 and credit card consumption in South Korea among young people in their 20s and compared them to a reference group of people in their 50s. Our research has confirmed that there was no statistically significant difference between young people and the reference group in this regard. Furthermore, in the 25 sub-sectors of industry we examined, young people's consumption activities recovered significantly faster than the reference group in only three sub-sectors. This study demonstrated that young people showed stronger interest than the reference group in their response to COVID-19, and that they cooperated with the government’s social distancing policy by reducing their activities. Through this study, we presented a scientific approach for evaluating young people in regard to their response to COVID-19, offering useful implications for designing appropriate policies for public health.

scholarly journals EFL teacher professional change in India

2016 ◽  
Vol 4 (3) ◽  
pp. 204-221
Author(s):  
Helen B. Toraskar
Keyword(s):  
Community Of Practice ◽  
Professional Community ◽  
Language Teachers ◽  
Professional Relationships ◽  
Central Position ◽  
Active Engagement ◽  
Potential Growth ◽  
Case Study Methodology ◽  
Teacher Professional ◽  
Professional Change

Abstract This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

The proof is in the cricket: engaging with edible insects through action research

2020 ◽  
Vol 6 (2) ◽  
pp. 149-159
Author(s):  
T.B.W. Seekings ◽  
K.C. Wong
Keyword(s):  
Action Research ◽  
Community Of Practice ◽  
Continuous Improvement ◽  
Interdisciplinary Research ◽  
Edible Insects ◽  
Active Engagement ◽  
Ongoing Research ◽  
Western Countries ◽  
Water Provision ◽  
Informal Settings

This paper describes an ongoing research project conducted at the College of Environmental Studies at National Dong Hwa University, Taiwan. It discusses the merits of action research for conducting interdisciplinary research on edible insects and advancing the edible insects sector in Taiwan. In this study, action research has facilitated the growth and continuous improvement of a cricket farm and exploratory studies on feeding crickets using food waste and snails as well as application of turtle vine for water provision. Furthermore, action research facilitated the emergence of actions during which the farmed crickets were prepared as food in educational contexts, together with participants. Initially this occurred in informal settings. Subsequently, as the scope of actions expanded and the number of involved people increased, participants were instrumental in conceiving larger-scale and more formal interventions such as classes, workshops, and food stalls. The findings suggest that public participation can be a strong driver for advancing the edible insects sector. While there are barriers towards acceptance of edible insects in Taiwan that are comparable to those faced in Western countries, there are also unique opportunities. For example, whole insects might be more acceptable in Taiwan than in Western countries. In addition, the value of increasing acceptance through active engagement of participants in preparing crickets as food in a social context was highlighted. In the absence of an engaged local scholarly network, an existing community of practice, or well-funded and proactive research institutions, action research offers a useful paradigm for individual researchers to explore multiple aspects of edible insects research and thereby aid in advancing the edible insects sector.

Obsesja porządku. Niemieccy architekci planują w okupowanej Polsce 1939–1945

2021 ◽  
Author(s):  
Niels Gutschow
Keyword(s):  
Active Engagement ◽  
The Holocaust ◽  
The Subject ◽  
Interior Designers

The author explores the activities of German spatial and urban planners, architects and interior designers as well as their “order obsession”, which was to be used in the Germanisation of the newly subjugated territories. He provides numerous examples of projects and realisations which have not been discussed before in the subject literature. He analyses the moral aspects of this ordering work and the active engagement in occupation policy and the Holocaust of those implementing it. He follows the fates of particular specialists during and after the war.

scholarly journals Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

2018 ◽  
Vol 42 ◽  
pp. 00017 ◽  
Author(s):  
Ida Bagus Nyoman Mantra ◽  
Wayan Maba
Keyword(s):  
Adult Learners ◽  
Research Result ◽  
Active Engagement ◽  
Efl Learners ◽  
Classroom Activities ◽  
Questionnaire Result ◽  
Speaking Skill ◽  
The Subject ◽  
Based Instruction

This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were s t rongly focused on the learners’ active engagement in various communicative classroom activities to ensure that the learners gain higher level of speaking ability. The research result showed that the learners’ speaking skill improved significantly in the second cycle compared to the first cycle. The questionnaire result also showed that the learners strongly enjoyed learning speaking through the integration of folktales based instruction.Therefore it is recommended that teachers should consider utilizing folktales based instruction in teaching speaking skill.

scholarly journals Weturtle.Org: A Web Community for Teacher Training and Sharing Resources in Educational Technologies

2021 ◽  
pp. 315-321
Author(s):  
Michele Storti ◽  
Elisa Mazzieri ◽  
Lorenzo Cesaretti
Keyword(s):  
Teacher Training ◽  
Community Of Practice ◽  
Educational Technologies ◽  
Web Based ◽  
Future Developments ◽  
Active User ◽  
Integrative View ◽  
Web Community ◽  
Digital Skills ◽  
The Subject

AbstractIn recent years, there has been a stronger than ever need in Italy for teacher training in digital skills and pedagogical and teaching innovations. This is also due to an increase in national funds and European resources available for innovation in the field of education. This paper first describes the main innovations in learning that are made possible by web-based and other technologies, and how they currently meet teacher training needs. Next, the authors present Weturtle.org, a practical example of a “Community of Practice” and the TPCK model, which enables an integrative view at the subject, pedagogical and technological levels, to face the challenge of learning innovation. In the middle section, Weturtle.org is described with a focus on the opportunities for teacher training and validation, not only as an active user of the community, but also as a trainer him or herself. Finally, the authors present browsing data from October 2018 to September 2019, final considerations and future developments for the platform.

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