How we Think

Learning Vocabulary in Another Language: Appendixes

Communications of the ACM (CACM for short, not the best sounding acronym around) is the ACM’s flagship magazine. Started in 1957, CACM is handy for keeping up to date on current research being carried out across all topics of computer science and realworld applications. CACM has had an illustrious past with many influential pieces of work and debates started within its pages. These include Hoare’s presentation of the Quicksort algorithm; Rivest, Shamir and Adleman’s description of the first publickey cryptosystem RSA; and Dijkstra’s famous letter against the use of GOTO. In addition to the print edition, which is released monthly, there is a fantastic website (http://cacm.acm. org/) that showcases not only the most recent edition but all previous CACM articles as well, readable online as well as downloadable as a PDF. In addition, the website lets you browse for articles by subject, a handy feature if you want to focus on a particular topic. CACM is really essential reading. Pretty much guaranteed to contain content that is interesting to anyone, it keeps tabs on the latest in computer science. It is a valuable asset for us students, who tend to delve deep into a particular area of CS and forget everything that is happening around us. — Daniel Gooch U ndergraduate research is like a box of chocolates: You never know what kind of project you will get. That being said, there are still a few things you should know to get the most out of the experience.

Communications of the ACM

'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. 
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Exploring the use of blogs as learning spaces in the higher education sector

Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.

Educational design research

Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future.

The effect of peer feedback for blogging on college students' reflective learning processes

The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the nature and development of game-based learning engagement via an iterative, two-stage analytical process. The first stage was theory driven. The literatures on motives of play, game and cognitive engagement, and game-based learning were reviewed and analyzed. Theoretical discussions on how learning engagement is activated and sustained during gameplay were distilled. The second stage was data driven. An in situ, multiple-case study was conducted to further examine affective and cognitive facets of learning engagement in gaming. The finding suggested that game-based learning engagement is an integrated and continuing process that advances from affective engagement driven by optimal challenge, cognitive engagement situated in playfulness, to potentially game-action-based content engagement. [ABSTRACT FROM AUTHOR]

Game‐based learning engagement: A theory‐ and data‐driven exploration

This article reports a mixed-methods study about using virtual reality (VR) tools (Google Cardboard and Expeditions) for developing students’ oral proficiency in learning Chinese as a secon...

Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency

This case study explored college students’ use of interactive virtual reality tools (Google Cardboard and Expeditions) for learning Chinese as a foreign language. Specifically, the purpose of the study was to probe into students’ perceived benefits and challenges of using VR tools for Chinese language and culture learning. Twelve students were paired and role-played as virtual tour guides for six locations throughout a semester. Every two weeks, each dyad studied a particular Chinese tourist attraction or location and presented orally in Chinese as virtual tour guides by using the VR tools. Data collection included class observations of all presentations by each dyad, 24 reflections (two per participant, after the first and fifth presentations), and individual follow-up interviews. The study indicated that the real-life view VR tools offered an authentic context for Chinese language learning, sparked interest in the virtually presented locales, and encouraged students to further explore the target culture.

Using Interactive Virtual Reality Tools in an Advanced Chinese Language Class: A Case Study.

Recently, attempts have been made to use Weblog and other personal webpublishing technologies to support individual and social reflection in higher education. Due to Weblog’s highly individual and reflective nature, students’ experiences and perceptions of the technology and practice is of primary importance in furthering its educational use. In this phenomenological study nine participants, who maintained Weblogs in a graduate course, were interviewed. Initial data analysis indicates that participants found Weblogs helpful for learning, reflecting, and building a sense of community. However, participants expressed concerns over the lack of structure for Weblog usage and the public nature of the reflective process.

/pdf/students-lived-experience-of-using-weblogs-in-a-class-an-4e1pc1r26a.pdf

Ying Xie

Papers

The effect of peer feedback for blogging on college students' reflective learning processes

Game‐based learning engagement: A theory‐ and data‐driven exploration

Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency

Using Interactive Virtual Reality Tools in an Advanced Chinese Language Class: A Case Study.

Students' Lived Experience Of Using Weblogs In a Class: An Exploratory Study.