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101 results for “Lecture”
Evaluating Promising Practices in Undergraduate STEM Lecture Courses
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Slide Cast: Coffee Lecture 2
<p>Slide Cast: Coffee Lecture 2: Planen und Strukturieren.<br> FDM Hildesheim.</p>
English 3450: Introduction to Old English. Inflectional Paradigms, Cases, Gender, and Agreement (Week 4 lecture). Video
<p>Lecture for Week 4 introducing inflectional paradigms, cases, and agreement in Old English</p>
GRATO 2021 | Conferência plenária / Plenary lecture | Professor Joaquim Dolz
<p><strong>"Malditas relativas! O uso das subordinadas relativas e a articulação didática língua e texto"</strong></p> <p>Resumo // Abstract (PT)</p> <p>Na perspectiva tradicional, a relativa é uma oração subordinada. Uma frase pode conter uma cláusula (frase simples) ou várias cláusulas (frase composta ou complexa). A unidade constituinte é a proposição, um julgamento que inclui um sujeito, o que concebemos, e um predicado, como o concebemos. Afirma um ato de nossa vida psíquica e representa a ordem universal de pensamento. Dentro de uma frase complexa, as orações podem ser ligadas por concatenação paratáxica (justaposição, coordenação) ou por entrelaçamento hipotáxico (subordinação). Neste último caso, diremos que a frase complexa consiste em uma oração principal e uma ou mais orações subordinadas. Os principais tipos de orações subordinadas nesta perspectiva são os seguintes: relativa, completiva, circunstancial, correlativa, etc. Os pronomes relativos ou conjuntivos (quem, o quê, o quê, de quem, onde, que) são usados para relacionar uma palavra antecedente ao mesmo tempo que introduzem e encerram uma oração relativa. O estudo dos pronomes relativos geralmente supõe abordar a definição, as várias formas simples e compostas (das quais, a partir das quais), as funções (sujeito, objeto direto, atributo, objeto indireto e complemento preposicional), as regras de concordância com o plano de fundo, empregos e padrões estilísticos. Nesse sentido, a perspectiva tradicional multiplica listas de exemplos, citações literárias de autores e dicas para o uso adequado.</p> <p>Segundo a segunda perspectiva, a da lógica da transformação, as transposições didáticas da gramática gerativa tomam como referência o modelo da gramática gerativa e transformacional (Chomsky, 1965). Para gramáticas de inspiração distributiva e generativa, a frase é definida principalmente por critérios formais obedecendo a regras de construção. A noção de frase base evoca a unidade sintática de nível superior composta por dois grupos obrigatórios: o grupo nominal (sujeito) e o grupo verbal (predicado). Qualquer frase cuja estrutura não corresponda à da frase base é uma fase transformada. Qualquer frase com um subordinado é, portanto, uma frase transformada, o produto da incorporação de uma frase base em um dos constituintes de outra frase base. Uma das operações associadas à transformação da subordinação é a adição de um subordinado. O subordinado pode ser inserido no GN, no GPrep, no GV, no Gadj e no Gadv. O subordinado relativo é introduzido por um subordinado,<br> ligado a um antecedente por uma relação de coreferência. O subordinado pode ser não apenas uma ferramenta de incorporação, mas também um componente do subordinado e, como tal, desempenhar uma função no subordinado que ele introduz. A forma do subordinado relativo varia dependendo da função que desempenha no subordinado.</p> <p>Quais são os procedimentos para trabalhar as subordinadas relativas pelos professores de língua? Como são caracterizados os pronomes relativos? Que recursos gramaticais são mobilizados no ensino das relativas? Que procedimentos de compreensão e de interpretação são utilizados para atribuir um valor as subordinadas relativas? Como são abordados os erros dos alunos na produção de textos (Béguelin, 2000; Simard, 1992; Lépine, 2000)?</p> <p>A partir de uma pesquisa observando as práticas de ensino da subordinada relativa nas aulas de dez professores de francês do ensino secundário na Suíça vamos a tratar de descrever as características do ensino gramatical e os obstáculos encontrados para articular os fenómenos estritamente gramaticais da subordinada relativa com as práticas de leitura e de escrita de textos. Em função das observações realizadas, apresentaremos as potencialidades de um trabalho baseado nos usos das subordinadas relativas em gêneros de texto narrativos e jurídicos, considerando as subordinadas relativas como unidades linguísticas que permitem uma articulação didática particularmente interessante entre língua e texto.</p>
GRATO 2021 | Conferência plenária / Plenary lecture | Professor Johannes Angermuller
<p><strong>"Subjectivity in Discourse. Interpellating “Brexiteers” and “Remoaners” in UK print media"</strong></p> <p>Resumo // Abstract (EN)</p> <p>Who speaks in discourse? This is the question that will guide my analysis of the positions on Brexit taken by readers of the Daily Mail. I will take my point of departure from the idea that the subject needs to be seen as an effect of discourse rather than as its origin. According to Althusser/Pêcheux, we become subjects by occupying our subject positions in discourse. While such discourse theories of subjectivity have been criticized for their rigid structuralism, I will refer back to them within a poststructuralist pragmatic framework. In my analysis of the highly antagonistic Brexit discourse in the UK, one can observe that discourse participants communicate by addressing each other as subjects of one or the other side. And as public attention got absorbed by heated controversies, especially between the run-up of the referendum in June 2016 and late 2020, when the UK formally left the European Union, participants became firmly entrenched in their subject positions. The emergence of such subject positions is indeed fundamental for discourse and its utterances. I will discuss examples from the Daily Mail’s user forum to show how utterances mobilise the subject positions of the Brexit debate. Grammatical devices such as markers of polyphony play a crucially important role in the way the users refer to each other as “Brexiteers” or “Remoaners”. Yet such subject positions go well beyond a purely grammatical or even linguistic domain.</p> <p>Inspired by enunciative pragmatics and poststructuralist social theory, I will outline a discourse model that accounts for the textual and non-textual dimensions of subjectivity. I will seize utterances, the linguistic realisations of speech acts, as the smallest units of a discourse. By referring to a locutor and various other enunciators, utterances allow readers to construct discursive images of the social world. As a result, concepts and contents are grouped together according to their various subject positions, which in the case of the Brexit example tends to be reduced to only two, namely “Brexiteers” and “Remoaners”.</p> <p>Analysing discourse in view of its subject positions has a number of critical consequences and I will conclude by reflecting on the polarization of political identities in the populist age. If the primary purpose of political discourse is to strengthen one’s subject position against another one, discourse may become receptive to illusions and delusions of all kinds and loses its potential for having a rational exchange over arguments. The example I am studying is indeed a telling reminder of a discursive subjectivity that prefers to inflict self-harm rather than to accept the truth and reality of the other.</p>
Dataset from Research: Effect of active lecture and webquest on learning outcomes in higher education
<p>Dataset in a xlsx file used by Remedios Aguilar-Moya & collaborators in the research “Effect of direct instruction and webquest on learning outcomes in higher education”.</p>
Data from: The Effect of Watching Lecture Videos at 2x Speed on Memory Retention Performance of Medical Students: An Experimental Study
<p><strong>The study is accesible from here: </strong><a href="https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2189537">https://www.tandfonline.com/doi/full/10.1080/0142159X.2023.2189537</a><br> <br> <strong>Dataset Info</strong></p> <p># The first row of the dataset identifies the columns.<br> # The first column represents the participant ids.<br> # The second column represents the participants' universities (1 to 9 represent nine universities).<br> # The third column represents the years of participants in their six-year-long medical schools (1: Year-1 students, 2: Year-2 students).<br> # The fourth column represents the genders of participants (1: Female, 2: Male).<br> # The fifth column represents the speed that participants watched the video at (1: 1x Speed, 2: 2x Speed).<br> # The sixth to the twenty fifth columns (i_q1 to i_q20) represent the scores in the first to twentieth questions in the Immediate test, respectively (0: False, 1: True).<br> # The twenty sixth column (i_totalscore) represents the total score in the Immediate test.<br> # The twenty seventh to fourty sixth columns (d_q1 to d_q20) represent the scores in the first to twentieth questions in the Delayed test, respectively (0: False, 1: True).<br> # The fourty seventh column (d_totalscore) represents the total score in the Delayed test.</p>
Improving the Quality of Lecturer Competencies in Writing Scientific Journals
<p>This material has presented on 2nd International Conference on Advance Research in Social and Economic Science in October 25, 2023.</p>
The Impact of Social Support on Burnout among Lecturers: A Systematic Literature
<p>The CCAT User Guide provides detailed explanations and references for how each category item can be scored.</p>
Student engagement in a flipped undergraduate medical classroom to measure optimal video-based lecture length
<p><strong><span>Purpose</span></strong><span>: </span><span>to determine the optimal length of video-based lectures for undergraduate medical students in a flipped classroom environment, considering not only audience retention (AR) but also other complementary aspects. </span></p> <p><strong><span>Methods:</span></strong><span><span> a</span></span><span> total of 173 videos<span> </span>were used<span> </span>across three consecutive courses. The outcome variables included the percentage of video viewing, viewing index, AR percentage, early dropout percentage, percentage of students who did not access the clip, and percentage of students answering the questions embedded in the clips. Information was obtained from the own platform at the end of each course. All the outcome variables were considered a function of the video length over or under different cut-off points.<span> </span></span></p>
Data Sets for: Spiers Memorial Lecture: From Cold to Hot, The Structure and Structural Dynamics of Dense Ionic Fluids
<p>Data Sets for Section 2.1 of Article: Spiers Memorial Lecture: From Cold to Hot, The Structure and Structural Dynamics of Dense Ionic Fluids</p>
INTENSIVE LISTENING LECTURE NOTE 2024 [AUGUST TO DECEMBER]
<p>1st Semester Level<br>odd semester<br>Thobias Sarbunan | Intensive Listening | August to December 2024</p>
Sub-analysis results of pre- and post-intervention surveys of respondents who completed the educational lecture series
<p>Sub-analysis results of pre- and post-intervention surveys of respondents who completed the educational lecture series.</p>
Effectiveness of Using 2D Atlas and 3D PDF as a Teaching Tool in Anatomy Lectures in Initial Learner Medical Students: A Randomized Controlled Trial
<p><strong>Dataset Info</strong></p> <p><strong>1) Immediate Test</strong></p> <p># The first row of the dataset identifies the columns.<br> # The first column represents the participant ids.<br> # The second column represents the participants' assigned group.<br> # The third column represents represents the genders of participants (1: Female, 2: Male)<br> # The fourth column represents the years of participants' in their six-year-long medical schools (1: Year-1 students, 2: Year-2 students).<br> # The fifth column represents participants' repeating year status. (0: No, 1: Yes)<br> # The sixth to the fifteenth columns (liver_q1_max2points to liver_q10_max2points) represent the scores in the first to tenth questions of the liver test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The sixteenth column (livertotalscore_max20points) represents the total score in the liver test.<br> # The seventeenth to the thirty fifth columns (genitalia_q1_max3points to genitalia_q19_max2points) represent the scores in the first to nineteenth questions of the genitalia test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The thirty sixth column (genitaliatotalscore_max40points) represents the total score in the genitalia test.</p> <p> </p> <p><strong>2) Delayed Test</strong></p> <p># The first row of the dataset identifies the columns.<br> # The first column represents the participant ids.<br> # The second column represents the participants' assigned group.<br> # The third column represents represents the genders of participants (1: Female, 2: Male)<br> # The fourth column represents the years of participants' in their six-year-long medical schools (1: Year-1 students, 2: Year-2 students).<br> # The fifth column represents participants' repeating year status. (0: No, 1: Yes)<br> # The sixth to the fifteenth columns (liver_q1_max2points to liver_q10_max2points) represent the scores in the first to tenth questions of the liver test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The sixteenth column (livertotalscore_max20points) represents the total score in the liver test.<br> # The seventeenth to the thirty fifth columns (genitalia_q1_max3points to genitalia_q19_max2points) represent the scores in the first to nineteenth questions of the genitalia test. Maximum points of the questions can be seen on the first row of the relevant column.<br> # The thirty sixth column (genitaliatotalscore_max40points) represents the total score in the genitalia test.</p>
Evaluation of the Impact of the PRONEtect Education Hub vs. Classic Lecture, on the Competencies of Nursing Students
ClinicalTrials.gov study NCT05575869. IPD Sharing: NO. Countries: 1. Publications: 1.
Identification of Take Home Message in Lecture Based Learning
ClinicalTrials.gov study NCT01795651. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Traditional Lecture Versus Procedural Video
ClinicalTrials.gov study NCT05495282. IPD Sharing: NO. Countries: 1. Publications: 1.
Comparing the Outcomes of Virtual Reality Based Serious Gaming and Lecture Based Training for Advanced Life Support
ClinicalTrials.gov study NCT05798910. IPD Sharing: NO. Countries: 1. Publications: 1.
Teahing method analysis - lecture video dataset
<p>Lecture Videos dataset, these videos are collected using CCTV camera, later these are split into 3 seconds clips and stored in folders based on action performed in the clips. each folder represent sest of 2 actions seperated by _ underscore sign.</p>
Data from: Memory for lectures: how lecture format impacts the learning experience
The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.
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