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CO-EVOLUTION OF DIAPERS AND DIAPER DERMATITIS

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To present 4 web-based class projects aimed at providing active practice of the ... course requirement, students were asked to create 4 web-based class project. ... – PowerPoint PPT presentation

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Title: CO-EVOLUTION OF DIAPERS AND DIAPER DERMATITIS


1
WEB-BASED CLASS PROJECTS FOR INTRODUCTORY
LANGUAGE COURSES
CALICO 2003 Collaborative CALL University of
Ottawa, Canada
Clara Román-Odio Kenyon College Gambier, Ohio

With Technical Assistance from Ms. Barbara
Thompson
2
4 WEB-BASED CLASS PROJECTS
OBJECTIVE
To present 4 web-based class projects aimed at
providing active practice of the vocabulary,
grammar, and real-life situations taught in an
introductory Spanish course.
3
OVERVIEW
  • CALL Research Background
  • Experiences in Advanced Courses
  • Use of CALL in Introductory Language Courses
  • Design and Procedures
  • Grading Criteria
  • Examples
  • Conclusions

4
CALL RESEARCH BACKGROUND
WHY CALL?
CALL can substantially improve LA through
  • the combination of aural input and text
  • captioning
  • highlighting
  • providing a cultural context for learning

(Bell 1984, Borras 1994, Emerson Mosteller
1998, Garza 1991, Leow 1995, Mann 1995)
5
EXPERIENCES IN ADVANCED COURSES
TWO CASE STUDIES
  • CD Dictation and Popular Music
  • Presentation Software and Quality of Speech

6
CD DICTATION AND POPULAR MUSIC
OBJECTIVE
To explore the potential benefits and drawbacks
of using music within a multimedia
environment to support L A
7
CD DICTATION AND POPULAR MUSIC
RESEARCH QUESTION
Will the simultaneous presentation of spoken
(songs) and written (texts) language have an
effect on listening and comprehension skills?
8
CD DICTATION AND POPULAR MUSIC
APPROACH
  • Students received both traditional and
    multimedia-based instruction
  • during twelve 45-min. study periods.
  • During periods 1-4 students were exposed to
    songs only.
  • During periods 5-12 students spend 40 min. per
    week working on CD
  • dictation.
  • Differences between the pre and post
    observations were used to
  • assess the effect of the treatment.

9
CD DICTATION AND POPULAR MUSIC
Overall Increasing Trend for Listening Scores
Figure 1 Scatterplot of Listening
10
CD DICTATION AND POPULAR MUSIC
Overall Increasing Trend for Comprehension Scores
Figure 2 Scatterplot of Comprehension
11
CD DICTATION AND POPULAR MUSIC
CONCLUSIONS
  • Simultaneous presentation of spoken and written
    language
  • through CD dictation can substantially improve
    listening skills.
  • The evidence did not indicate an advantage for
    multimedia over traditional instruction in
    terms of comprehension skills.
  • Students reported

- dramatic improvement of listening skills -
residual learning - greater reliance on music
for language learning
12
PRESENTATION SOFTWARE AND QUALITY OF SPEECH
OBJECTIVE
To explore the potential benefits and drawbacks
of using presentation software to support speech
quality
13
PRESENTATION SOFTWARE AND QUALITY OF SPEECH
RESEARCH QUESTION
Will the use of presentation software have an
effect on the quality of speech?
14
PRESENTATION SOFTWARE AND QUALITY OF SPEECH
APPROACH
  • research a topic of cultural interest write 5
    page long paper
  • create a 10 min. oral presentation (without
    notes) using either a presentation software or
    traditional visual aids.
  • received 50 min. of training and a handout on
    how to create power point presentations.
  • Outcomes
  • length, cohesion and organization of speech,
    syntax, range of vocabulary, idiomatic usage and
    fluency
  • (qualitative based on ACTFL Oral Proficiency
    Guidelines)

15
PRESENTATION SOFTWARE AND QUALITY OF SPEECH
EXAMPLE 1 LOS MAPUCHES
INTRODUCTION PANORAMA LA POBLACION LA HISTORIA LA
FAMILIA LA RELIGION BEATRIZ PICHI LA ACTUALIDAD
16
PRESENTATION SOFTWARE AND QUALITY OF SPEECH
EXAMPLE 2 GARCIA LORCA
17
PRESENTATION SOFTWARE AND QUALITY OF SPEECH
CONCLUSIONS
  • Presentation Software appears to
  • move attention away from formal aspects of the
    language to focus on conceptual thought,
    performance, and linking of ideas
  • increase the quality of speech and proficiency
    of delivery through reliance on images and key
    points
  • improve students attitudes towards speech
    acquisition

18
USE OF CALL IN INTRODUCTORY LANGUAGE COURSES
PRINCIPAL QUESTION
How can educational technologies effectively
advance my course goals at the introductory level?
19
INTENSIVE INTRODUCTORY SPANISH
COURSE GOALS WERE TO DEVELOP
  • speaking skills by encouraging oral
    communication
  • listening skills and the ability to ask and
    answer question
  • reading strategies
  • cultural knowledge by focusing on individual
    countries, prominent figures, the arts,
    cuisine, politics, and history
  • active thematic vocabulary
  • research skills using information technology

20
SUBJECTS INSTRUCTIONAL CONTEXT
KEY POINTS
  • students ranged in age from 18 to 20 years old
    and were approximately balanced in terms of
    male/female mix
  • students had virtually no previous experience in
    the language
  • the course met 4 times per week with the
    principal instructor and 4 times per week with a
    student apprentice teacher to do quick-paced
    drills, structured conversations, and language
    games
  • as part of the course requirement, students were
    asked to create 4 web-based class project.

21
4 WEB-BASED CLASS PROJECTS
PROJECT OBJECTIVES
  • to provide active practice of vocabulary,
    grammar, and real-life situations introduced
    during the year
  • to engage students in individual creations
    involving finding and selecting information,
    designing, and production
  • researching specific aspects of Hispanic
    cultures by focusing on individual countries,
    prominent figures, the arts, politics, cuisine
    and history

22
4 WEB-BASED CLASS PROJECTS
DESIGN AND PROCEDURES
  • Students were asked to work on 4 topics
  • a prominent Hispanic figure (targeting
    narration)
  • the environment (targeting description)
  • a Hispanic restaurant (targeting commands)
  • a travel itinerary to a Latin American country
    (targeting past / present / future description
    and narration)

23
4 WEB-BASED CLASS PROJECTS
DESIGN AND PROCEDURES
  • For each topic each student
  • found and selected information from the web
  • wrote a composition on the topic
  • assembled illustrations and text on a poster
  • wrote 5 questions in a 3x5 index card
  • created a 10 min. oral presentation (without
    notes)
  • interacted with classmate using index card
    questions

24
4 WEB-BASED CLASS PROJECTS
GRADING CRITERIA
  • quality and quantity of writing (i.e. correct
    spelling, grammar, syntax, word choice,
    creativity, and length)
  • quality and quantity of speech (including
    appropriate pronunciation, fluency, grammar use,
    and vocabulary
  • effectiveness of oral presentation (10 min.
    without notes)
  • ability to ask and answer questions
  • appropriate use of information technology

25
4 WEB-BASED CLASS PROJECTS
EXAMPLE 1 A. N. CABEZA DE VACA
26
4 WEB-BASED CLASS PROJECTS
EXAMPLE 2 PABLO CASALS
27
4 WEB-BASED CLASS PROJECTS
EXAMPLE 3 TRAVELING IN COSTA RICA

28
4 WEB-BASED CLASS PROJECTS
EXAMPLE 4 EATING AT A RESTAURANT
29
4 WEB-BASED CLASS PROJECTS
EXAMPLE 4 EATING AT A RESTAURANT
30
4 WEB-BASED CLASS PROJECTS
WEB EXPLORATIONS PROMOTED
  • the ability of students to read unedited prose
    in the target language
  • the skill of thinking critically about an issue,
    summarizing key points
  • the ability to use speech spontaneously and
    creatively
  • cultural and multicultural awareness since
    students had an
  • opportunity to recognize how cultural artifacts
    and behaviors are
  • read and interpreted differently by diverse
    peoples / countries

31
4 WEB-BASED CLASS PROJECTS
CONCLUSIONS
  • Using the web in introductory language courses
    can immensely
  • enhance learning possibilities.
  • Students become active participants in the
    creation of individual
  • research projects that transcend in depth and
    quality other types
  • of cultural explorations.
  • Short and frequent web-based class projects
    create an opportunity
  • for students to take chances with the language.
    As language becomes
  • a true vehicle of communication, content and
    language usage improve.
  • The web can serve as a powerful vehicle to
    engage students in an
  • active learning of the culture.
  • Reliance on images and key points can increase
    the quality of speech
  • and proficiency of delivery.
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