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Search Results: 1 - 10 of 110 matches for " Hayo Reinders "
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Learning to Foster Autonomy: The Role of Teacher Education Materials
Hayo Reinders,Cem Balcikanli
Studies in Self-Access Learning Journal , 2011,
Abstract: In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ autonomy is their teachers’ understanding of what autonomy means, and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they receive and the amount of attention given to the topic during their teacher education. It is therefore important to ask to what extent teacher training courses prepare teachers for fostering autonomy, including those teachers working in self-access centres. This study attempts to answer that question by critically investigating a range of popular teacher training course materials widely used in professional programmes worldwide. We apply an evaluative framework to identify 1) what information teachers are given about learner autonomy, and 2) the extent to which the materials cover the teaching of different skills for independent learning. Perhaps surprisingly, despite the growing interest in autonomy, it was found that the selected books included almost no information about learner autonomy at all and did not, with one or two minor exceptions, focus on the development of skills for supporting autonomous learning.
Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language
Hayo Reinders,Sorada Wattana
Digital Culture & Education , 2011,
Abstract: In recent years there has been a lot of interest in the potential role of digital games in language education. Playing digital games is said to be motivating to students and to benefit the development of social skills, such as collaboration, and metacognitive skills such as planning and organisation. An important potential benefit is also that digital games encourage the use of the target language in a non-threatening environment. Willingness to communicate has been shown to affect second language acquisition in a number of ways and it is therefore important to investigate if there is a connection between playing games and learners’ interaction in the target language. In this article we report on the results of a pilot study that investigated the effects of playing an online multiplayer game on the quantity and quality of second language interaction in the game and on participants’ willingness to communicate in the target language. We will show that digital games can indeed affect second language interaction patterns and contribute to second language acquisition, but that this depends, like in all other teaching and learning environments, on careful pedagogic planning of the activity.
Novitas-ROYAL , 2011,
Abstract: The development of learner autonomy is widely seen as beneficial in preparing students for lifelong learning. It is also recognised that most learners need explicit instruction in skills for independent learning. Classrooms provide a natural opportunity to develop these skills in learners. As textbooks play such an important role in most classrooms, it is important to ask to what extent they prepare learners for their future learning. Surprisingly, this has not been done before. This study investigated five English textbooks, commonly used in classrooms worldwide, to determine the 1) range and 2) frequency of advice given to learners about the language learning process. It uses an evaluative framework to identify advice relating to the different aspects of the independent learning process. The study found that the textbooks do little to foster learner autonomy and that when they do, they offer limited opportunity for practice to students.
Metamethodology and Historiography: Towards a Consistent Empirical Genetic World View  [PDF]
Hayo Siemsen
Advances in Historical Studies (AHS) , 2015, DOI: 10.4236/ahs.2015.42010
Abstract: Are there many methodologies and many historiographies, or is there in principle just one science? Basically, there are only two sources of knowledge: empirical (sensual) experience and metaphysical assumptions. Unfortunately, the two are often difficult to distinguish, especially because all methodologies and historiographies make a different “frame” of assumptions, basic concepts with different empirical meanings, relations, etc. How can all this be reconciled? The following article will argue that the confusion has indeed very old roots, but that as soon as those roots are laid open, it is possible to use an alternative “metamethodology”, a worldview, which allows identifying arbitrary a priori assumptions and form a common basis for consistently combining different methods. As a result, the methods cannot only check and reduce the systematic errors necessarily included in each method by itself, but combine methods in a meaningful way in order to tackle scientific questions, which would be too speculative to pursue from the perspective of just one method. Applying an empirical genetic metamethodology additionally improves learning and applying science severalfold in terms of effectiveness and efficiency.
Hayo Hase
Gayana (Concepción) , 2004,
Irrigation methods for efficient water application: 40 years of South African research excellence
FB Reinders
Water SA , 2011,
Abstract: The purpose of an irrigation system is to apply the desired amount of water, at the correct application rate and uniformly to the whole field, at the right time, with the least amount of non-beneficial water consumption (losses), and as economically as possible. We know that irrigated agriculture plays a major role in the livelihoods of nations all over the world and South Africa is no exception. With the agricultural water-use sector being the largest of all water-use sectors in South Africa, there have been increased expectations that the sector should increase efficiency and reduce consumption in order to increase the amount of water available for other uses. Studies and research over 40 years, on the techniques of flood-, mobile- and micro-irrigation have contributed to the knowledge base of applying irrigation methods correctly. In a recent study on irrigation efficiency, the approach is that irrigation efficiency should be assessed by applying a water balance to a specific situation rather than by calculating various performance indicators. The fraction of the water abstracted from the source that is utilised by the plant is called the beneficial water-use component, and optimised irrigation water supply is therefore aimed at maximising this component. It implies that water must be delivered from the source to the field both efficiently and effectively. Optimising water use at farm level requires careful consideration of the implications of decisions made during both development (planning and design), and management (operation and maintenance), taking into account technical, economic and environmental issues. An exciting, newly-developed South African Framework for Improved Efficiency of Irrigation Water Use covers 4 levels of water-management infrastructure: the water source, bulk conveyance system, the irrigation scheme and the irrigation farm. The water-balance approach can be applied at any level, within defined boundaries, or across all levels to assess performance within the entire water management area.
The constructivist view in science education - what it has to offer and what should not be expected
Reinders Duit
Investiga??es em Ensino de Ciências , 1996,
Abstract: There is certainly something fashionable about constructivism in science education nowadays. It is further true that constructivism is by no means a consistent movement, there are many variants of this view in use. Furthermore, it appears that constructivism, for some science educators, in any case, has become the new ideology of science education that provides a cure for every problem of teaching and learning science. But without any doubt constructivism has become also a most valuable guideline for science education -- for science teaching and learning as well as for research in these fields. This paper attempts to review the myths, the misunderstandings, the polemics and the serious critiques concerning constructivism. It will be argued in favor of a consistent and "moderate" constructivist view in science education that in fact may provide substantial progress in our field and which major features will be among the valuable views of science education even after the term constructivism will have gone out of fashion.
J.W. Koopmans, W. Thomas (eds.), Propaganda en spektakel. Vroegmoderne intochten en festiviteiten in de Nederlanden
M. Reinders
BMGN : Low Countries Historical Review , 2011,
Programming with ASLT and Metainformation
Karl Hayo Siemsen
Annals. Computer Science Series , 2006,
Abstract: The following paper is a short explanation and overview of the work of the team together with Mr. Wolke, Mr. Yermashov and Mr. Rasenack presented at the same conference. We do not prefer source code as the basic definition of an application. Instead we use the ASLT as the basic view. For a first understanding, this is source code parsed into a tree form and stored permanent. Changes on the application definition during development normally take place in the ASLT. Two converters, java2aslt and aslt2java produce the ASLT or the source code. A tree is a much simpler form to do automatic code insertion into an existing application. There are further views into the application. They can be used as input. They are synchronized with the ASLT basic view. The tree form can support a special form of “comments” called metainformation. This metainformation can be attached to each node forming a node of its own. So metainformation can be attached to a metainformation node producing nested metainformation. The concept is supported by tools to access the ASLT, for example to insert a node, to remove it, to change its contents, to validate the type or to evaluate the metainformation and process it, maybe during design time, may be during runtime. These tools are called metainformation processing tools (MIPTs).
Operational semantics for signal handling
Maxim Strygin,Hayo Thielecke
Electronic Proceedings in Theoretical Computer Science , 2012, DOI: 10.4204/eptcs.89.11
Abstract: Signals are a lightweight form of interprocess communication in Unix. When a process receives a signal, the control flow is interrupted and a previously installed signal handler is run. Signal handling is reminiscent both of exception handling and concurrent interleaving of processes. In this paper, we investigate different approaches to formalizing signal handling in operational semantics, and compare them in a series of examples. We find the big-step style of operational semantics to be well suited to modelling signal handling. We integrate exception handling with our big-step semantics of signal handling, by adopting the exception convention as defined in the Definition of Standard ML. The semantics needs to capture the complex interactions between signal handling and exception handling.
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