关键词： Move analysis   Specialized corpus   Welcome Address  

摘要： A paucity of authentic language data has made the teaching of certain spoken genres which occur in formal professional settings a challenging task in the Sri Lankan L2 classroom. The Welcome Address (WA), an integral part of the agenda of many Sri Lankan professional events, is one such hitherto unexplored genre. The aim of this study was to identify lexico-grammatical and rhetorical features of the WA that could be used for developing effective pedagogical materials for a Business English course with a module on Special Occasion speeches. For this purpose, a specialized corpus of 20 WAs was compiled, and lexical patterns were identified using AntConc and Compleat Lexical Tutor. Swales' (1990) move structure analysis was applied to identify typical rhetorical functions of the genre. The results reveal that the WA has three obligatory moves and one optional move. Keywords, n-grams and frequency lists all reveal language patterns central to genre specific language acquisition. The results of the analysis enable the design of pedagogical materials focusing on move structure, communicative purposes, and sentence level grammar and lexis. The paper concludes with sample lesson materials for teaching the construction of an effective WA in a professional context in Sri Lanka. (c) 2020 Elsevier Ltd. All rights reserved.

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关键词： Educational rituals   school ceremonies   national festivals   nation building in Turkey   Ottoman state  

摘要： In the modern world, festivals and commemorative ceremonies, national pledges, songs are all used to help students connect to each other and their wider society, particularly to the nation state and its ideals. The purpose of this article is to demonstrate how such rituals were used to different ends in terms of nation-building in the Republic of Turkey. The Western-oriented identity of the Turkish Republic began to take shape during the Ottoman era, and education played a very significant role in this. This paper first introduces the educational rituals of the Otoman state to set the scene for the main discussion, which centres on the development of new rituals in the Turkish Republic. Religious and sultanic rituals were replaced by new rituals which fostered Turkish identity and promoted secular nationhood. To this end, the most effective educational rituals - national festivals, flag-raising ceremonies and Turkey's student pledge - are examined in detail.

摘要： Problem: Professional organizations and governmental agencies report there is a need to prepare dental hygiene students for non-traditional and highly autonomous roles in clinical practice. Students must be able to think critically about patient care overall. Novel pedagogical strategies such as flipped lectures, peer-led learning, and case-based learning are common in predoctoral dental education programs to prepare dental students for autonomous decision-making in clinical practice. The literature lacks evidence for use of these practices in dental hygiene education. Purpose: This study was designed to address dental hygiene student self-confidence in the clinic towards preparation to non-traditional and autonomous clinical roles. Classroom instruction was modified from a traditional lecture based instructional method towards a student-centered model, where lectures were flipped to be online, and in-class work consisted of case studies led by fellow students. All three student centered pedagogies are common in predoctoral dental education, and it is common to find them integrated together. This study was designed to add to the body of research for innovative student-centered pedagogical methods in dental hygiene education. Methods: Data from three cycles of senior dental hygiene students (n=53) were compiled and summarized using descriptive statistics. This was a mixed-methods study including both quantitative Likert scale questions, and an open-ended summary question to collect qualitative results. Quantitative data was compared using ANOVA with post hoc pairwise comparisons to determine specific differences among cohorts. All post hoc pairwise comparisons were adjusted for using Tukey's adjustment. Significance level was 0.05. Results: There was a significant change in agreement for the statements regarding whether the student enjoyed learning in this method (p-value=0.0204), the increased amount of work in this format (p-value=0.0435), the small group discussio

关键词： Cultural awareness   Cultural competence   Internationalization   Nursing   Qualitative   Educational pedagogy  

摘要： In today's world, nurses increasingly care for individuals from different cultures. Because culturally sensitive care can improve patient satisfaction in care, nurses need to develop cultural competence in their practice. To develop cultural competence, one option is to build cultural awareness by exposing students to nursing practices in other cultures through online internationalization-at-home activities. However, little is known about the process of cultural awareness development through internationalization activities. Therefore, this qualitative study aimed to identify the development process of cultural awareness in nursing students, who participated in a series of internationalization-at-home activities. A total of 31 nursing students from Australia, Hong Kong, and Sweden volunteered to participate in student-led learning groups. Groups consisted of two to four students from each university, who engaged in four weekly webinars and online reflections about nursing practice based on a case scenario. Data were collected from participants' ongoing reflective journal entries, and after the webinars ended, from three focus groups. A semi-structured interview guide was used to understand how the internationalization-at-home activities impacted their cultural awareness and knowledge of nursing. Data were analyzed using interpretive description. Following four levels of thematic analysis (i.e., comprehension, synthesis, theorizing, reconceptualization), we identified four themes in the development of cultural awareness: 1) nurturing reciprocity through comparisons of nursing culture;2) discovering common ethical values of the nursing profession;3) developing cultural awareness in nursing ideology and practice;and 4) transforming understanding of nursing in the context of their healthcare systems. By the end of the internationalization activities, students appeared to have developed relational skills to facilitate their own inner dialogue about ethical ideals of "self

关键词： EDUCATION   NONFICTION  

关键词： Self-regulated learning   Learning analytics dashboard   Sense-making   Student-facing learning analytics   Learner goals   Higher education  

摘要： Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.

关键词： Paradox of citizenship   cold war   neoliberalism   exclusive nationalism   historical trauma   politics of denial   ideological borders   critical pedagogy   trans-local education   cultural interventions   epistemic decolonization   curricular decolonization  

摘要： This paper challenges the apparatus of knowledge in the reproduction of the nationalist narrative of historical trauma that leads to the making of exclusive nationalism and unequal citizenship, particularly in East and Southeast Asia. I take the case of the 1965-66 genocide in Indonesia as an example to illustrate how the cultural trauma that took place in the Cold War Era had marked the turning point for follow-up nation-building and the cooperative distortion of the past through the politics of denial. This phenomenon does not happen only in Indonesia but also in other countries in the Northeast and Southeast Asia. The post-event juridical reform after these historical traumas established the foundation of national constitutions and planted the seeds of unequal citizenship in these countries. The legal practices of the post-colonial modern states repeat colonial strategies, and technique of governmentality reproduces itself through the education system at all levels. I want to suggest that to go beyond ideological borders and avoid the vicious circles of knowledge reproduction requires an innovative educational model of trans-local and critical pedagogy in the form of curricular decolonization. It aspires for a type of the university beyond the borders, beyond the walls. Through a trans-local, interdisciplinary, and cross-referencing critical studies, we then can attend to both the local but also the regional and global contexts. I also want to argue that such a model should bridge university and society to assist us in practicing epistemic decolonization to challenge the current cultural consensus.

关键词： Higher education   Libraries   OER   Open education Resources   Open pedagogy   University  

摘要： Purpose: Following is an overview of the open and affordable textbooks (OAT) program, strategies for outreach, as well as discuss approaches that faculty awardees have taken to designing their courses. This paper aims to address a couple issues such as the effectiveness of open educational resources (OER) resources, the process of creating OER resources and how faculty and instructors have updated their courses and adjusted their pedagogy. Design/methodology/approach: This paper describes five cases where the faculty adopted open pedagogy. They include a general chemistry course, psychiatry clerkship, microbiology lab, a medical Spanish course and a radiology elective in a medical school. Findings: The use of open pedagogy promotes two things: up-to-date resources and practical experience. Since the creation of the Rutgers OAT program, faculty and instructors have been rethinking how they teach their courses. Students enjoy the content more and faculty loves the increase in engagement. As the program continues to grow, the creativity fostered by open pedagogy improves education for everyone involved. Originality/value: The paper offers a general overview of an effective open and affordable program at a public research university. It demonstrated the effectiveness of the program while also offering examples of novel course materials for interested librarians and faculty. It opens the possibility from just finding resources to creating them and how they improve education. © 2020, Emerald Publishing Limited.

关键词： First-Year Undergraduate/General   Internet/Web-Based Learning   Distance Learning/Self Instruction   Curriculum   Laboratory Instruction   Collaborate/Cooperative Learning   Computer-Based Learning  

摘要： Georgia Gwinnett College (GGC) is an open-access, four-Year, Public liberal arts college that emphasizes excellent instruction through active learning and small class sizes. The COVID-19 pandemic presented unique challenges to GGC general chemistry instructors as they sought to actively engage students in a new online setting. We reflect on the challenges faced by our college during this Pandemic by analyzing student surveys, instructor reflections, and grade distributions across 20 sections of general chemistry 1 and 2 taught by 15 different instructors. We consider the most important challenges faced by students and the technology rapidly adopted by instructors We then present three main themes found in the instructor reflections and consider the implications for going forward.