...Original article Using handhelds in a Jigsaw cooperative learning environment C.-Y. Laià & C.-C. Wuw ÃDepartment of Information and Computer Education, National Taiwan Normal University, Taipei, and National Taichung Nursing College, Taichung, Taiwan wDepartment of Information and Computed Education, National Taiwan Normal University, Taipei, Taiwan Abstract This paper reports our implementation of a handheld wireless environment to support Jigsaw cooperative learning activities in a college setting. A quasi-experimental research design was conducted to investigate the effects of using handhelds, as well as issues associated with the use of handheld technology. Two intact classes of fourth-year students from a five-year junior nursing college participated in the experiment. Our findings showed that handheld tools enhanced both students’ attitudes and performance in learning, and promoted better interactions among students and instructors. We also found that the handheld technology was not sophisticated enough to support cooperative learning goals without full support from a technology specialist. collaboration, empirical, handhelds, ICT use, nursing, post-secondary. Keywords Introduction With recent advances in wireless communication technology and mobile devices, the application of handheld technology in education is expected to increase. Handhelds, also known as palmtop computers, were originally designed as personal organizers or note takers, and now offers...
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...What is a Concept Map? Concept maps, developed by Joseph D. Novak [Novak & Gowin, 1984], are two-dimensional representations of a set of concepts and their relationships. In concept maps, concepts are depicted as labeled nodes, and relationships between concepts as labeled links. Concepts and links in sequence form simple propositions through the words in the nodes and links. Concept maps can be used to represent the knowledge of an individual. Concept maps follow the idea of assimilation theory. Assimilation theory suggests a distinction between meaningful learning and rote learning. Rote learning is often emphasized in educational settings, and consists of simple memorization of information, without concern for relationships among concepts. In contrast, meaningful learning results from linking new information to relevant, preexisting concepts or propositions in the cognitive structure of an individual. Ausubel believes that the most important factor for learning is what the learners already know. Concept maps are designed to tap into a person’s cognitive structure, and to externalize concepts and propositions. What are Concepts? We can define the concepts in concept maps to be patterns of ‘regularities’ in events or objects. Events can be ‘happenings’, while objects can be abstract or real ‘things’ in our environment. Typically, names, symbols or signs of our language denote concepts. We use these concepts when we observe or interpret events and objects....
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...Special Report Bundle C++Ox: The Dawning of a New Standard Contents C++0x: The Dawning of a New Standard It's been 10 years since the first ISO C++ standard, and 2009 will bring us the second. In this special report, DevX delves into the new features being discussed by the standards team. Learn how these new features will revolutionize the way you code. Overview: C++ Gets an Overhaul It's been 10 years since the first ISO C++ standard, and 2009 will bring us the second. Learn about the new features being added and how they will revolutionize the language. Easier C++: An Introduction to Concepts C++0x concepts bring the full power of the Generic Programming paradigm to C++, making templates more expressive, easier to write, and easier to use. Spectacularly poor template error messages are a thing of the past! Simpler Multithreading in C++0x The new standard will support multithreading, with a new thread library. Find out how this will improve porting code, and reduce the number of APIs and syntaxes you use. The State of the Language: An Interview with Bjarne Stroustrup C++ founding father assesses the language on the eve of its new standard. Timeline: C++ in Retrospect From its nascent pre-processor in 1979 to today's incredibly sophisticated language features and libraries, we've documented each step along the way. C++0x: The Dawning of a New Standard Overview: C++ Gets an Overhaul Overview: C++ Gets an Overhaul C++Ox: The...
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...| | ASSIGNMENT COVER SHEETElectronic or manual submission | UNITCode: CSG1132Dname: communicating in an it environment | NAME OF STUDENT (PRINT CLEARLY) Wickramasinghe Sarith FAMILY NAME FIRST NAME | STUDENT ID. NO.Wisac133 | NAME OF LECTURER (PRINT CLEARLY)Mrs Kala peris | DUE DATE05/08/2014 | Topic of assignmentuser mortivation in the use of social media | Group or tutorial (if applicable) | CourseDiploma in computing | Campusacbt | I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged. Copyright in assignments remains my property. I grant permission to the ACBT to make copies of assignments for assessment, review and/or record keeping purposes. I note that the ACBT reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the ACBT for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form. | OFFICE USE ONLY | If handing in an assignment in a paper or other physical form, sign here to indicate that you have read this form, filled it in completely and that you certify as above. Signature Date | | OR, if submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your...
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...space, and texture are the design elements that make an object pleasing to our eyes. Equipment Gateway notebook Procedure In this activity you will follow along as your teacher shows the Design Elements presentation. You will complete a concept map. A concept map is used to help you visualize how different concepts are related. Often linking phrases are used to show the relationship between the different concepts. Complete the Design Elements concept map as your teacher explains the six elements using the Design Elements presentation. Complete the conclusion questions and turn in the activity to your instructor for grading. Conclusion 1. Identify objects in your classroom/lab that demonstrate each of the design elements. Line: Ceiling grid, door and window frames, walls, vents, brick wall. Shape and form: picture frame, pencil sharpener, clock Color: wall color, equipment color Light and shadow: tool cabinet and posters Space: floor plan of the room Texture: tool cabinet, ceiling tiles, brick walls 2. Describe how design elements influenced your decision to purchase a particular object. * * Does it have clean lines, shape, colors that pop, shape and size. * Design Elements Concept Map * * Elements of design * Space * Texture * Light and shadow * Color * Shape and form * Lines *...
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...Type of intelligence | Possible characteristics | Possible learning strategies | Possible careers | Verbal/linguistic | * You prefer to write directions rather than draw maps. * You take excellent notes from textbooks and lectures. * You enjoy reading, telling stories, and listening to them. | * Highlight, underline, and write notes in your textbooks. * Recite new ideas in your own words. * Talk to other people often about what you’re studying. | | Mathematical/logical | * You enjoy solving puzzles. * You prefer math or science class over English class. * You want to know how and why things work. * You make careful, step-by-step plans. | * Analyze tasks so you can order them in a sequence of steps. * Group concepts into categories, and look for underlying patterns. * Convert text into tables, charts, and graphs. * Look for ways to quantify ideas—to express them in numerical terms. | Computer programmer, actuary, economist, math or science teacher | Visual/spatial | * You understand maps and illustrations more readily than text. * You assemble things from illustrated instructions. | * When taking notes, create concept maps, mind maps, and other visuals (see Chapter 5: Notes). * Code your notes by using different colors to highlight main topics, major points, and key details. * Before you try a new task, visualize yourself doing it well. | photographer, interior decorator, engineer, cartographer | Bodily/kinesthetic | * You...
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...one of the assessment items requires you to complete a concept map. It is anticipated that this module will assist you in how to develop concept maps, by providing you with the theoretical background, but also the practical means as to how to construct a concept map. In this unit of study they have been included to assist students with understanding and interpreting complex altered physiology and how this may manifest in patients. Concept maps are constructs that assist students with understanding complex material. They are graphical representations of concepts that deal with specific subject matter (Novak and Canas, 2008; All and Havens, 1997). The word ‘concept’ means ‘a general notion or idea, or scheme or plan’. With this in mind, concept maps are constructions of successive concepts that assist in developing a compendium for developing knowledge and understanding about a more complex concept or concepts. Concept maps are especially helpful for health professional student learning by providing a visual ‘road map’ of patient conditions. They may be used to understand the underlying altered physiology and pathophysiological processes that have occurred in patients, or used to develop management strategies, such as nursing practice. For instance, when patients develop an increase in core temperature often they have an increase in heart rate that coincides with the hyperthermic state. The relationship between one concept (increased core temperature - hyperthermia) and others...
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...We listed down words related emotion and selected four of them, which are aggression, passion, joy, sadness, love and contentment. Aggression was the word given to us and we started mind mapping about it. Then four words are selected which are psychedelic, challenging, competition. Psychedelic has chosen as key word and did mind map for that also and came up with few emotions like irritation, colorful, pattern, confusing. After all these process we were supposed to develop some concept on aggression. Aggression is the emotions that everyone has to face in the daily life. No one likes to be in that emotion and that was the biggest challenge for us. From this we started thinking that how it can be brought into a positive level. So we decided that this would be an aggression releasing treatment for the stressed ones. A space is designed which induce aggression in a normal person and take that aggression into a hyper level and breaks it suddenly and makes an art piece in the end of the treatment. Basically it’s a passage painted with psychedelic design and there are four levels for it. On the first level it’s with checker board, which generally do not make much irritation on normal people, because people generally have a tendency that if they get into a weird place or situation they tend avoid going there. So we don’t want that to happen with space and it’s been design in such a way that after you cross one level the door closes and you cannot go back. The second level includes...
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...assessment. Please use this template for categories 1,3, 4 & 5, while category 2 is the concept map and will require the mind map software to complete. The mind map is to be uploaded as a separate document into ease with this completed Assessment Two template. 1. KWL Chart (20 marks) 2. Concept Map (25 marks) 3. Written prose – justification (35 marks) 4. Nursing Process of Care – Care Plan (20 marks 5. Academic writing and referencing. (Deductions up to and including 5 marks) The following information on pages two - six of this document details each category. 1. 1. KWL - Using the ‘KWL’ template provided, fill in the four column template. Theme Headings – Identify ten major themes for approaching holistic patient care K – What do I already know about the older person and caring for the older person? W – What do I want/need to know about the older person and caring for the older person? L – What have I learnt about the older person and caring for the older person? Theme Headings(Identify the ten major themes) | K | W | L | 1. | | | | 2. | | | | 3. | | | | 4. | | | | 5. | | | | 6. | | | | 7. | | | | 8. | | | | 9. | | | | 10 | | | | (20marks) 2. Concept Map – (Please use Freemind software) Please use a hierarchal Layout aiming to adhere to the following guidelines. a. Concept Map First Layer Thinking about the case scenario, Mr William Taylor, identify ten major themes...
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...http://www.ccsenet.org/journal/index.php/ass/article/view/9561/8076 Abstract Reading involves an interactive process in which the reader actively produces meaning through a set of mental processes. There is obviously an ongoing interaction between the reader and the text. Critical reading is related to thinking and that is why we cannot read without thinking. Critical reading involves the following skills: predicting, acknowledging, comparing, evaluating and decision-making. Schemata can be seen as the organized background knowledge, which leads the reader to expect and predict aspects in their interpretation of discourse. Keywords: Interactive, Critical, Reading, Thinking, Skills, Interpretation, Discourse Introduction Reading is a sophisticated activity, which includes psychological, linguistic, and sociological aspects. It is an interactive process between a reader and text. The process of reading involves constructing meaning among the parts of the text and between the text and readers' personal experience. The reader takes the text and gives it meaning. Both reader and writer use background knowledge to construct a text. Carrel (1987) talks about reading as an interactive process between the reader and the text. Meaning does not just reside in the text; it is rather constructed out of the interaction between a reader's background knowledge and what is in the text. Schemata and critical thinking perform an elaborative function in comprehension when we use our knowledge...
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...site to create your account. It only takes five minutes to create an account and you'll have instant access to the site TermPaperWarehouse.com is completely free! Simply donate one essay to the site to create your account. It only takes five minutes to create an account and you'll have instant access to the site TermPaperWarehouse.com is completely free! Simply donate one essay to the site to create your account. It only takes five minutes to create an account and you'll have instant access to the site Concept Map What is a Concept Map? Concept maps, developed by Joseph D. Novak [Novak & Gowin, 1984], are two-dimensional representations of a set of concepts and their relationships. In concept maps, concepts are depicted as labeled nodes, and relationships between concepts as labeled links. Concepts and links in sequence form simple propositions through the words in the nodes and links. Concept maps can be used to represent the knowledge of an individual. Concept maps follow the idea of assimilation theory. Assimilation...
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...MMPBL/530 Human Capital Concepts Worksheet Assignment Week 1 The first week’s assignment focuses on creating a worksheet you can use in planning to gain knowledge about key course concepts and to recognize application of those concepts in the real world. The assignment has three purposes: (A) identify at least five key theoretical concepts from this week’s readings, (B) relate each key concept to its application in an organizational setting, and (C) communicate well-researched information clearly, concisely, and in an organized manner. Read the InterClean, Inc. scenario to identify examples of five or more key course concepts. Remember that the mind map is a source of these concepts. Then, read the assigned text materials to develop knowledge about the concepts. You may also wish to research these concepts through database searches in the University Library. This additional research will help expand your understanding of the text materials. By completing the worksheet following the title page, you can begin to develop your research and written communication skills. The example below is from the MBA/500 course using the USAuto scenario. This example can be useful to understanding the assignment’s requirements. Please note that in describing the application of the concept, the worksheet should not contain simple one-word or even one-sentence answers; it should adequately demonstrate, in short paragraphs, careful study of the situations presented in the scenario...
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...--This novel has long descriptions and not much dialogue. --The novel has short descriptions and not much dialogue. 2.Plastic Definition of plastic in English: Noun A synthetic material made from a wide range of organic polymers such as polyethylene, PVC, nylon, etc., that can be moulded into shape while soft, and then set into a rigid or slightly elastic form: ‘A holiday rep with huge white teeth and a plastic smile’ - A holiday likes a huge white teeth and a plastic smile. - An Unforgettable travel rep with a huge white teeth and a plastic smile. 3.Fundamentally Definition of fundamentally in English: Adverb In central or primary respects: ‘Two fundamentally different concepts of democracy.’ - Two fundamentally different concepts of hobbit. - Two fundamentally same concepts of democracy. 4.oral Definition of fundamentally in English: [usually before noun] spoken rather than written a test of both oral and written French ‘He was interested in oral history ’ --He was interested in oral cultures. --She was interested in oral history. 5.flies Definition of fundamentally in English: die/fall/drop like flies (informal) to die or fall down in very large numbers ‘People were dropping like flies in the intense heat.’ --You were dropping like flies in the intense heat. --She was dropping like flies ub the intense heat. 6. idle Definition of fundamentally in English: (of people) without worksynonym unemployed ‘Over ten percent of the workforce is...
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...you write a multiple choice exam? * What sources do you use to prepare for an exam? Some responses to, “Why do students cram?” include: * Lazy * Not enough hours in the day * Too many things to do in addition to school work (e.g., work) * Pressure to do so * It works (to a limited degree) Some responses to, “How do you study?” include: * The physical act of handwriting study notes * Listening to music * Philip added that studies like this one suggest that baroque music causes the brain to pay attention * Taking short breaks in between work breaks * Incorporate some activity (e.g., brisk walk to Tim Hortons) during your break * Read your notes aloud * Convert notes to a concept map * Use cue cards * Practice on some tests, which you can find on the Internet or create them yourself or with a study group * Strategically reviewing the course outline to identify important headings. * Philip suggested that students read strategically by starting with the chapter summaries and to focus on topics emphasized by learning objectives throughout their reading Some responses to, “How do you write a multiple choice exam?” include: * Read all the questions first * Complete the easy ones first and leave the more challenging questions for later * Eliminate responses that you believe are incorrect * Look for grammatical match/mismatch between stem and responses * Watch the amount of time...
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