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Social Development in a Game Context  [PDF]
Ana Lucia Petty, Maria Thereza C. C. de Souza
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.512152
Abstract:

Social development is a fundamental subject that challenges professionals who work with children and teenagers. Questions such as how to behave adequately, what limits must be defined, and at the same time, how to stimulate autonomy and create a cooperative environment, are daily made, but solutions are not always satisfactory. The aim of this paper is to present a possible contribution to the discussion, describing highlights of a successful initiative. The practice in seeing children with learning disabilities at the Laboratory of Studies about Development and Learning (University of Sao Paulo), also identifies the same questions and there is a permanent search for creative solutions. For the last 25 years, groups of children from the Fundamental School were seen by professionals who organized activities in a game context, challenging them to play, develop reasoning and construct favourable attitudes. Results show that playing games in an intervention context stimulated changes in attitudes and social behaviour. As a consequence, it enabled children interact and establish a better quality of relation, based on cooperation and mutual respect.

A Novel Approach for the Development of Communicative Competence in English in a Blended Learning Context
Pilar Rodríguez Arancón,Elena Bárcena,Jorge Arús
Journal of Language Teaching and Research , 2012, DOI: 10.4304/jltr.3.2.256-272
Abstract: This paper presents the ongoing work carried out by the research group ATLAS from the UNED in its most recent project I-AGENT (Intelligent Adaptive Generic English Tutor). The aim is to combine face-to-face classes with individual and collaborative work carried out using innovative ICALL (Intelligent Computer Assisted Language Learning) software. The limitations in the type of learning which can be achieved using a computer can be directly addressed with the presence of personal interaction in the classroom. Thus, activities do not have to follow a set structure of selecting just one answer, but can offer a limitless array of openness, given that there is a human tutor who can revise them. Peer feedback and collaborative activities are also a fundamental part of the learning process and all of these different methodologies are integrated in order to guide the student through the scaffolding structure of the course. The units follow the story of a person through different situations to which the student can easily relate, and the intercultural aspects of learning a second language are highlighted with each scenario. Each part of the computer-based work is consolidated in face-to-face sessions, and these deal directly with the communicative aspects which would be difficult to test purely electronically, such as free speaking and writing. The student is informed of the learning which will take place in each unit in the form of can-do statements taken from the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001).
Forming and developing students' communicative competence in the process of business game
Pokushalova L. V.
Sociosfera , 2011,
Abstract: The author reviews a business game as a means aimed at the formation of communicative competence of the future specialist who can successfully apply linguistic knowledge in professional work, and involves the acquisition of specialized knowledge and skills conducive to professional development in various fields of science and production.
Development Status of Communicative Listening Test and Teaching
Min LEI
Studies in Literature and Language , 2012, DOI: 10.3968/j.sll.1923156320120503.2127
Abstract: Language as a tool plays a significant role in bridging and facilitating different people to build up good relationships in social interactive communication, surely during which, listening dominates the big part of the time. This article reviews the historical development of communicative listening test and teaching and takes typical listening test cases and teaching strategies for instance to analyze their mutual independent but indivisible partnerships, aiming at drawing people’s close attention to the proved conclusion that communicative listening test and teaching are indivisible partners but are not subordinate to each other; only by effective interaction of each other and promoting their active strengths, will productive fruits come into reality in walks of language acquisition. Key words: Communicative listening test; Communicative listening teaching; Development status
DIAGNOSTIC of COMMUNICATIVE PERSONALITY DEVELOPMENT OF THE STUDENTS FROM RUSSIAN INTERIOR INSTITUTIONS
Veretennikova Anna Evgenievna
Magister Dixit , 2012,
Abstract: The article describes the research methods used to diagnose development levels of communicative personality of student in Russian interior institutions.
Functions of Courtroom Responses in Cognitive Context Construction and the Realization of Litigants’ Communicative Aims in Chinese Court Hearing  [cached]
Yunfeng GE
Canadian Social Science , 2012, DOI: 10.3968/j.css.1923669720120806.1152
Abstract: In Chinese court hearing, litigants usually make responses to the questions of the judge or the public prosecutor on the basis of their communicative aims. However, few studies have been conducted to investigate the process how their communicative aims are realized. This paper, based on the relevant theories on cognitive context construction, aims to reveal the functions of courtroom responses in the construction of cognitive context and how litigants realize their communicative aims thereby. It is found that litigants’ responses in Chinese court hearing usually take four forms: H-Act, S-Act, H+S-Act and E-Act. They participate actively in the construction of such cognitive context as “knowledge script”, “psychological schema” and “socio-psychological representation”. It is through the construction of cognitive context with the different forms of responses that litigants finally realize their communicative aims. Key words: Courtroom responses; Cognitive context; Communicative aims; Court hearing
Usability of Context-Aware Mobile Educational Game  [cached]
Chris Lu,Maiga Chang,Kinshuk,Echo Huang
Knowledge Management & E-Learning : an International Journal , 2011,
Abstract: Ubiquitous learning is an innovative approach that combines mobile learning and context-awareness, can be seen as kind of location-based services, first detects user’s location, knows surrounding context, and gets learning profile, and then provides the user learning materials accordingly. Game-based learning have become an emerging research topic and been proved that can increase users’ motivations and interests. The aim of our research is to present a context-awareness multi-agent-based mobile educational game that can generate a series of learning activities for users doing On-the-Job training and make users interact with specific objects in their working environment. We reveal multi-agent architecture (MAA) into the mobile educational game design to achieve the goals of developing a lightweight, flexible, and scalable game on the platform with limited resources such as mobile phones. A scenario with several workplaces, research space, meeting rooms, and a variety of items and devices in 11th floor of a university’s building is used to demonstrate the idea and mechanism proposed by this research. At the end, a questionnaire is used to examine the usability of the proposed game. 37 freshmen participate in this pilot study and the results show that they are interested in using the game and the game does help them getting familiar with the new environment.
A Guideline for Game Development-Based Learning: A Literature Review  [PDF]
Bian Wu,Alf Inge Wang
International Journal of Computer Games Technology , 2012, DOI: 10.1155/2012/103710
Abstract: This study aims at reviewing the published scientific literature on the topics of a game development-based learning (GDBL) method using game development frameworks (GDFs) with the perspective of (a) summarizing a guideline for using GDBL in a curriculum, (b) identifying relevant features of GDFs, and (c) presenting a synthesis of impact factors with empirical evidence on the educational effectiveness of the GDBL method. After systematically going through the available literature on the topic, 34 relevant articles were selected for the final study. We analyzed the articles from three perspectives: (1) pedagogical context and teaching process, (2) selection of GDFs, and (3) evaluation of the GDBL method. The findings from the 34 articles suggest that GDFs have many potential benefits as an aid to teach computer science, software engineering, art design, and other fields and that such GDFs combined with the motivation from games can improve the students’ knowledge, skills, attitudes, and behaviors in contrast to the traditional classroom teaching. Furthermore, based on the results of the literature review, we extract a guideline of how to apply the GDBL method in education. The empirical evidence of current findings gives a positive overall picture and can provide a useful reference to educators, practitioners, and researchers in the area of game-based learning. 1. Introduction Computer games and video games have become very popular in children and adolescents’ life and play a prominent role in the culture of young people [1]. Games can now be played everywhere in technology-rich environments equipped with laptops, smart phones, game consoles (mobile and stationary), set-top, boxes and other digital devices. From this phenomenon, it is believed that the intrinsic motivation that young people shows towards games can be combined with educational content and objectives into what Prensky calls “digital game based learning” [2]. Besides of an abundant appearance of games in young students life, game development technology has matured and became more advanced than before [3]. Based on various existing game development software, the whole duty of game development process can be divided into several domains and roles such as game programmers, 3D model creators, game designers, musicians, animators, and play writers. Under this situation, some web resources and game engines can simplify the game development process. For instance, Microsoft’s XNA game development kit provides the game loop function to draw and update the game contents, and it also provides
Localizing Theory of Communicative Action for an Analysis of the Development and Modernity Process in Iran ---
Hamid Abdollahyan, habdolah@ut.ac.ir - ???? ??????????,Seyedeh Zahra Ojagh - ???? ???? ????
Global Media Journal : Persian Edition , 2006,
Abstract: This paper is a theoretical-empirical attempt in which we will try to examine the development status of Iran based on the modified postulates of Habermas’s theory of communicative action. We will also examine the compatibility of this theoretical framework to Iran’s social conditions. The primary findings of this attempt include: first and at the theoretical level, a change in the relationship between on one hand, the dichotomous concepts of rationality and lack of it and, on the other hand, their attribution to the dichotomy of tradition and modern. The second finding relates to the proposition that; a change in life-world in a situation in which tradition is still dominant is possible. The Iranian experience indicates that the belief systems have acted as an indigenous base for the development of communicative action in Iran. These findings indicate that Habermas’s theory of communicative action is capable of being treated as a development theory that can be localized and be used to explain the development process.--- - . . . . .
COMPETENCE APPROACH TO EDUCATION AS THE FACTOR OF DEVELOPMENT OF THE COMMUNICATIVE TOLERANCE OF A FUTURE TEACHER  [PDF]
Zhanna Lazareva
Sovremennye Issledovania Social?nyh Problem , 2012,
Abstract: The article gives proof of the thesis that the competence approach to education is the factor of development of the communicative tolerance of the future teacher of a foreign language provided the subject-subject relations are maintained in the pedagogical process. Students’ valuation attitude to competences is brought to life on the empirical level. The article traces the degree of the influence of competences on the communicative tolerance of the personality of a graduating student of the basic educational programme of the bachelor.
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