中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

Learning Vocabulary in Another Language: Appendixes

As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts.

Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review

Based on an invited address given by the first author at the annual meetings of the American Educational Research Association in Boston, April 1980.

/pdf/learning-to-learn-on-training-students-to-learn-from-texts-4ynrj8c158.pdf

Learning to Learn: On Training Students to Learn from Texts. Technical Report No. 189.

Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model

This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners.

Self‐Regulated Learning in Technology‐Enhanced Learning Environments: lessons of a European peer review

Self-regulated learning (SRL) subsumes key aspects of the learning process, such as cognitive strategies, metacognition and motivation, in one coherent construct. Central to this construct are the autonomy and responsibility of students to take charge of their own learning. Skills for self-regulation can be encouraged both directly and indirectly through a range of learning activities. In this book we look specifically at the ways in which technology enhanced learning environments (TELEs) have been used to support self-regulation. The book provides an overview of recent studies on SRL in TELEs in Europe  a perspective which is new and has not been articulated hitherto. It addresses conceptual and methodological questions as well as practices in technology enhanced learning. While the focus is on European studies, we are aware that much of the groundwork in the field of SRL has emanated from the United States. The book is divided into three parts: (A) Foundations of SRL in TELEs, (B) Empirical studies on SRL in TELEs and (C) SRL in TELEs: perspectives on future developments. The book presents a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of SRL through TELEs. (https://www.sensepublishers.com/product_info.php?manufacturers_id=36&products_id=1348&osCsid=21c2e4c8784b9d7b0eb0451ef6cb0f62)

http://www.lmi.ub.es/taconet/documents/srlinteles3.pdf

Self-regulated learning in technology enhanced learning environments: a European perspective

Self-regulated learning refers to learners’ ability to plan, conduct and evaluate their own learning. Research into self-regulated learning dates back to the 1970s, but the topic has received new attention in the discourse on competency-based learning, starting at the end of last century. It can also be argued that advances in digital technologies have helped to create technology enhanced learning environments that support self-regulated learning, but at the same time also require this competence to a greater degree than traditional learning environments. In our contribution, we will first present a short overview of the state-of-the-art of research in self-regulated learning. We will then discuss different aspects of self-regulated learning in technology enhanced learning environments. In particular, we will focus on metacognition, assessment, and personalisation of learning environments. We will conclude our contribution with a note on the role of self-regulated learning in enquiry learning and provide the reader with an outlook on challenges and promises in the field of self-regulated learning in technology enhanced learning.

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Self-Regulated Learning in Technology Enhanced Learning Environments

In the international community of educational researchers, self-regulated learning has become an important topic in educational and psychological research over the last three decades. One reason for this is that it has been found that the extent to which learners are capable of regulating their own learning markedly enhances their learning outcomes.

A conceptual framework for research on self-regulated learning

Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of learning theories has also experienced advances. Findings from neuroscience have promoted a new understanding of what really happens in the brain when we learn. At the same time, the fact that learning increasingly takes place in virtual communities led George Siemens (2004) to propose connectivism as a learning theory for the digital age. Similarly, Roberto Carneiro (2010) suggested a theory he called generativism which aims at describing collaborative learning with digital technologies and open educational resources. These theories might be better able to describe and explain lifelong learning than classical learning theories. In the field of digital technologies, Massive Open Online Courses (MOOCs) have recently received a great deal of attention. While Siemens suggested connectivist MOOCs (MOOCs) as the ideal platform for connectivist learning, other forms of MOOCs were also developed. These MOOCs have spread at a breath-taking pace in the last few years although it is far from clear to what extent they are based on principles from learning theories and really support learning. These developments will be presented and discussed with respect to their relevance for lifelong learning as an integral part of man's quest for meaning.

Karl Steffens

Papers

Self‐Regulated Learning in Technology‐Enhanced Learning Environments: lessons of a European peer review

Self-regulated learning in technology enhanced learning environments: a European perspective

Self-Regulated Learning in Technology Enhanced Learning Environments

A conceptual framework for research on self-regulated learning

Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning.