2021 Global Learning Landscape Handbook
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Digital Textbooks: Emerging Trends and Practices Erik Born, GSR, German
Digital Textbooks: Emerging Trends and Practices Erik Born, GSR, German If there were a Frequently Asked Questions for classroom instructors faced with the problem of integrating technology into the foreign language classroom, one question near the top of the list would certainly be, “Will a digital textbook replace me?”1 It is a question asked with good reason, given the increasing tendency of digital textbooks to incorporate one feature after another simulating a traditional classroom activity, such as providing vocabulary for readings, correcting grammar exercises, and guiding students through various stages of a learning sequence. Although apathy and hostility toward textbooks as the dominant medium of classroom instruction is hardly anything new,2 one of the earliest reflections on the threat and promise of digital textbooks can be found in Gary A. Smith’s address to the Computer-Assisted Language Instruction Consortium (CALICO): “Tomorrow’s Foreign Language Textbook: Paper or Silicon?”3 Already in 1991, Smith saw a need to make a plea for nine desirable features of an “electronic textbook” for foreign languages, focusing on the computer’s ability to provide randomly generated exercises; to present information in various layers; and to situate conversational examples in concrete situations.4 While Smith drew the sensible conclusion that “the key to creating the ‘electronic textbook’ is to integrate [these features] into a coherent and comprehensive system,”5 a survey of digital textbooks over twenty years ago reveals a surprisingly different outcome. Even though many of the features Smith mentioned have long since been integrated into digital textbooks, the digital textbook market today is not characterized by one “coherent and comprehensive system,” but rather by a wide variety of different offerings for teaching and learning materials, some of which take the traditional form of a textbook, many of which do not. -
Boletim CSP 7
Boletim Pedagógico - CSP (7ª Edição parte 4) Estabeleça um método de estudo! O uso adequado de um método de estudo é favorável à aprendizagem Imagem 1* Escrito por Coordenadoria Sociopedagógica em 30 de abril de 2020. Para ter um melhor desempenho durante os estudos, você pode adotar um método que te ajude a desenvolver seu aprendizado, auxiliando no foco e melhor compreensão dos conteúdos. Para isso, veja abaixo qual método pode servir como ferramenta na sua rotina de estudante em casa. DESTAQUE DO DIA Aprendendo sobre os métodos de estudo: Sistema de Repetição Espaçada Este método é interessante quando precisamos memorizar uma nova informação, mas estamos sempre esquecendo. Quando aprendemos algo novo e não colocamos em prática, com o tempo, teremos dificuldade de nos lembrar do que aprendemos (conforme a curva do esquecimento apresentado na Imagem 2). Isso é natural, é como se nosso cérebro estivesse sempre fazendo uma faxina com as informações que considera desnecessária, ou seja, ele apaga as informações que não colocamos em uso ou que nunca revemos. Imagem 2** Para memorizar uma informação nova, portanto, é necessário que ocorra uma repetição de seu estudo. O ideal é revisitarmos os conteúdos novos com maior frequência no início do aprendizado. Conforme o tempo passa, podemos diminuir a frequência de seu estudo. Esse método de memorização é chamado de Sistema de Repetição Espaçada (SRE). Desde a década de 1930, este sistema sofreu inúmeros incrementos, principalmente com as transformações tecnológicas difundidas, a partir da década de 1980. Com isto, foi possível implantar o SRE em programas que agendam e organizam uma rotina de repetição, fazendo-a no tempo adequado para sua memorização. -
Presentations
17th Annual ISNA Education Forum March 25 – 27, 2016 Westin O’Hare • 6100 N. River Road, Rosemont IL 60018 REALITY CHECK– Refocusing on Mission & Vision PRESENTATIONS 1 2 Table of Contents Re-orienting Our Islamic Schools Back to Focus on Pleasing Allah (SWT) – Amir Abdelzaher……………..4 Enhancing Human Development and the Appropriation of Islamic Material: Feeling, Doing, Speaking, and Inquiring Together – Claire Alkouatli……………………………………………………………………..…….20 Improving Student Reading in Arabic – Salah Ayari………………………………………………………..…..36 Sparking the Sunnah with Charger Pride: PBIS at Islamic Foundation School – Aliyah Banister………….39 Connecting the Mission, Annual Plan and Operation of Islamic Schools – Maher Budeir………………..…50 Nurturing the Growth and Support Leadership Potential of Educators to Improve the Achievement of All Students – Tasneema Ghazi…………………………………………………………………………………55 Seven Characteristics of High Impact Islamic School Boards – Khaled Ghoneim & Rania El-Sioufi……...63 Girls, Women and Islamic Curriculum Materials: Sifting through Mixed Messages – Tamara Gray……….74 Formulation of the Behavioral Objectives – Nawal Jadallah……………………………………………………84 Creating Collaborative Teams for Improving Student Achievement – Kathy Jamil…………………………..91 Expanding Horizons Through Muslim and Multi-faith Online Curriculum – Ameena Jandali……………...101 One Size Does Not Fit All: Differentiated Instruction In Arabic Language Class – Sanaa Jouejati………109 Designing Lesson Plans to Motivate and Achieve – Susan Labadi………………………………………….111 Emphasis on Culture -
Born ([email protected]) Dept
Working Draft: Please do not cite without author’s permission! Digital Textbooks: Emerging Trends & Practices BLC Fellows Lecture, May 2, 2014 Erik Born ([email protected]) Dept. of German, UC Berkeley Prefatory Remarks When I first conceived of this project over a year ago, my original plan was to create a digital textbook for beginning German learners. What most encouraged me, at the time, were the growing number of resources that were becoming available for authoring digital textbooks, along with the massive amount of copyright-free materials already available online. Then, in January 2013, right when I was writing up my project proposal, a series of articles about digital textbooks came out in the Chronicle of Higher Education, and forced me to re-think my plan entirely. What these articles pointed out was that the most ardent proponents of digital textbooks are not necessarily the grassroots, open-source activists we may imagine them to be, but rather the very representatives of the mainstream textbook industry we usually tend to villainize. Around the time, what were once called “textbook companies” were starting to re-brand themselves as “learning companies,” and some of the commentators on the articles in the Chronicle were voicing their concerns about the implications of these changes for the academy. Namely, if digital technologies make it possible, not only to evaluate student performance through automated grading, but even to create, organize, and deliver the contents of entire courses, then we seriously need to re-think our traditional role as classroom instructors—at the very least, beyond the functions of organizing and delivering course content to students and evaluating their degree of success in learning that material.