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- 18:11, 27 November 2013 Page 4.2.4 (hist) [1,006 bytes] Silang (Talk | contribs) (Created page with "adult learners need support on developing learning content and activities that are relevant to their interests and professional needs. Adult learners also need access to appro...")
- 18:09, 27 November 2013 Page 4.2.3 (hist) [1,025 bytes] Silang (Talk | contribs) (Created page with " It becomes apparent that adult trainers need to take their students’ needs into account but also to align their training practices with research and international views on ...")
- 18:09, 27 November 2013 Page 4.2.2 (hist) [907 bytes] Silang (Talk | contribs) (Created page with "In relation to on the use of the new technologies, such asvirtual worlds, serious games, simulations, tangible interfaces, and more), it is essential to distinguish between pr...")
- 18:08, 27 November 2013 Page 4.2.1 (hist) [1,196 bytes] Silang (Talk | contribs) (Created page with "Learning subjects can introduce further challenges. It is important to align the educational content and to structure the training session to international and national resear...")
- 18:07, 27 November 2013 Page 4.2 (hist) [2,289 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} ===Adult language instructor needs and requirements=== Training is not a one-directional transfer of know...")
- 18:01, 27 November 2013 Page 4.1.1 (hist) [2,406 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} === === The discussion on learning needs can be elaborated in the context of foreign language acquisition...")
- 17:51, 27 November 2013 Page 4.1 (hist) [3,710 bytes] Silang (Talk | contribs) (Created page with " Adult learners have characteristics and needs that set them apart from school pupils. More precisely, school learners participate in learning having very general goals; for...")
- 17:39, 27 November 2013 Page 8.2.2 (hist) [1,609 bytes] Silang (Talk | contribs) (Created page with "===Serious Games in the health sector?=== Serious games are also popular in the health sector. They are used by perspective doctors, nurses, surgeons, or other type of traine...")
- 17:31, 27 November 2013 Page 8.2.4 (hist) [1,383 bytes] Silang (Talk | contribs) (Created page with "===Serious games for raising public awareness? === Serious games do exist that are used to raise public awareness on issues that are not directly linked to formal or professi...")
- 17:25, 27 November 2013 Page 8.2.3 (hist) [2,939 bytes] Silang (Talk | contribs) (Created page with "In business training, ‘serious games’ are recognized as tools that will change business processes and dominate the professional skill development area. There is an increas...")
- 16:51, 27 November 2013 Page 8.2.1 (hist) [1,929 bytes] Silang (Talk | contribs) (Created page with "The need for games in the area of military was recognised 30 years ago. Serious games offer practical benefits as training in military environments that simulate reality is of...")
- 16:51, 27 November 2013 Page 8.2 (hist) [985 bytes] Silang (Talk | contribs) (Created page with " There is an increasing interest for serious games in the military and in the health sectors; in both learners can benefit from simulation-based scenarios, ‘habituation,’ ...")
- 16:47, 27 November 2013 Page 8.1.2 (hist) [1,188 bytes] Silang (Talk | contribs) (Created page with "==== Manolo's business trip==== According to QMPP report (n.d, p.12-13): ‘the basic storyline involves Manolo being invited to give a presentation on the importance of eLe...")
- 15:15, 27 November 2013 Page 6.3.1 (hist) [152 bytes] Silang (Talk | contribs) (Created page with " File: http://www.si-lang.net/home/silang09/public_html/images/wiki/MODEL.jpg Click here to go back Click here to go to the homepage")
- 12:07, 27 November 2013 Test (hist) [10 bytes] Silang (Talk | contribs) (Created page with "test 2")
- 11:58, 27 November 2013 The siLang Evaluation Activities (hist) [72 bytes] Silang (Talk | contribs) (Created page with " **Ethical considerations **siLang Internal Evaluation Activities")
- 11:03, 27 November 2013 Learning methodologies specific to language instruction (hist) [746 bytes] Silang (Talk | contribs) (Created page with "Here you can access information on methodologies that pertain specifically to language learning and language instruction. As it is subject-area specific and focuses on langua...")
- 23:29, 26 November 2013 Language Transfer-Interlanguage (hist) [9,930 bytes] Kourias (Talk | contribs) (Created page with "Language transfer has been a central issue in applied linguistics, second language acquisition, and language teaching for more than a century. It occurs and either when speake...")
- 23:27, 26 November 2013 Task Based Language Learning (hist) [8,216 bytes] Kourias (Talk | contribs) (Created page with "Over the past 30 years the teaching and learning of foreign languages, or L2 as widely known, has shifted in focus from the urging students to master morphosyntactic and gramm...")
- 23:25, 26 November 2013 Communicative Approach to Language Teaching and Learning (hist) [11,820 bytes] Kourias (Talk | contribs) (Created page with "Should communicative learning be considered an approach or a method? Richards and Rogers (1986) claim that it is an approach rather than a method since methods are regarded as...")
- 23:21, 26 November 2013 Second Language (L2) Learning and Teaching Approaches (hist) [6,329 bytes] Kourias (Talk | contribs) (Created page with "Globalization as a phenomenon of the past twenty to thirty years has increased the need for communication between people that originate from different countries who are in nee...")
- 23:20, 26 November 2013 Game-based Approaches for Learning (hist) [5,455 bytes] Kourias (Talk | contribs) (Created page with "Game-based learning (GBL) refers to various kinds of applications that use games for educational purposes. Typically, when the applications are based on software, the term Dig...")
- 23:16, 26 November 2013 Situated Learning and Cognition (hist) [3,488 bytes] Kourias (Talk | contribs) (Created page with "In 1989 Brown, Collins, and Duguid presented the model for situated cognition, or situated learning thought their article entitled: ‘situated cognition and the culture of le...")
- 23:13, 26 November 2013 Active Learning Strategies for Adults (hist) [1,963 bytes] Kourias (Talk | contribs) (Created page with "A universally accepted definition for active learning does not exist, nevertheless there are some generally accepted approaches according to which active learning engages stud...")
- 23:11, 26 November 2013 Language Instructors and their Functional and Professional Considerations (hist) [5,421 bytes] Kourias (Talk | contribs) (Created page with "Training is not a one-directional transfer of knowledge. According to adult learning principles the trainer is required to interact with the learners, to understand the learne...")
- 23:10, 26 November 2013 Adult Learners and their Functional and Learning Needs (hist) [0 bytes] Kourias (Talk | contribs) (Created page with "Adult learners have characteristics and needs that set them apart from school pupils. More precisely, school learners participate in learning having very general goals; for ex...")
- 20:38, 26 November 2013 Lingua Franca (hist) [3,931 bytes] Kourias (Talk | contribs) (Created page with "Language is a very strong communication tool but at the same time it can also become one of the greatest barriers to communication among people from different regions of the w...")
- 18:03, 26 November 2013 Quantitative and Qualitative Research Methodologies (hist) [964 bytes] Kourias (Talk | contribs) (Created page with "Collecting information for research purposes is an important tool the use of which originates mainly in natural sciences such as chemistry, physics, and biology. In more recen...")
- 17:45, 26 November 2013 Evaluation Methodologies for assessing the value of Educational Games (hist) [7,499 bytes] Kourias (Talk | contribs) (Created page with "Evaluation methodologies have also been developed for the specific field of lan-guage teaching and learning through the support of technology. This field is commonly referred ...")
- 17:43, 26 November 2013 Page 12 (hist) [8,271 bytes] Kourias (Talk | contribs) (Created page with "Evaluation methodologies have also been developed for the specific field of language teaching and learning through the support of technology. This field is commonly referred t...")
- 17:30, 26 November 2013 The Integrated Approach (hist) [1,342 bytes] Kourias (Talk | contribs) (Created page with "This approach is proposed by McGrath. It aims to address the pros and cons that can be observed in all of the aforementioned methods. This approach must be adapted to the goal...")
- 17:30, 26 November 2013 The In-depth Method (hist) [1,303 bytes] Kourias (Talk | contribs) (Created page with "The in-depth method involves a thorough examination of features of the content under evaluation [63]. It generates detailed information on specific characteristics. Analysis f...")
- 17:29, 26 November 2013 The Checklist Method (hist) [2,751 bytes] Kourias (Talk | contribs) (Created page with "Tucker [56], Williams [63], Cunningsworth [17], Sheldon [51], Matthews [37] and McDonough, and Shaw [38] have all conducted serious and systematic work in the field of develop...")
- 17:29, 26 November 2013 The Impressionistic Method (hist) [2,779 bytes] Kourias (Talk | contribs) (Created page with "Cunningsworth [18], Hutchinson [29], Johnson [31], Lee [33], and Stevick (1972) have all discussed the impressionistic method, including its variations. This method aims to he...")
- 17:24, 26 November 2013 Evaluation Methodologies for Language Learning (hist) [4,109 bytes] Kourias (Talk | contribs) (Created page with "In the specific domain of foreign language syllabus evaluation both product- and process-oriented approaches have had great impact. Recently the process-oriented approach has ...")
- 17:21, 26 November 2013 Design Experiments (hist) [2,180 bytes] Kourias (Talk | contribs) (Created page with "Another approach in educational evaluation is that of the "design experiment". This method draws upon approaches deployed in technology and engineering which look at how a pro...")
- 17:20, 26 November 2013 Formative and Summative Instructional Design Evaluation (hist) [3,260 bytes] Kourias (Talk | contribs) (Created page with "Evaluation methodologies in the context of instructional design, which is the case in the siLang project, are normally divided into two broad categories: formative and summati...")
- 17:20, 26 November 2013 Research Evaluation (hist) [2,609 bytes] Kourias (Talk | contribs) (Created page with "Within the broad field of education, Cohen, Manion and Morrison [15], Mac-donald [36] Mertens [40], Norris [41], Nunan [42], Smith and Glass [53], and Stenhouse [56] among oth...")
- 16:12, 26 November 2013 Page 8.1 (hist) [3,894 bytes] Silang (Talk | contribs) (Created page with "===Serious games for language learning === Many researchers and practitioners in the field argue for the potential of serious games for language learning and teaching (Meyer...")
- 16:10, 26 November 2013 Page 8 (hist) [5,760 bytes] Silang (Talk | contribs) (Created page with "=Serious Games = ‘Serious games’ are not new in educational processes. The term dates back to late 60’s and first appears in Clark Abt’s book (1968) entitled ‘Seri...")
- 16:06, 26 November 2013 Page 6 (hist) [1,603 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} ==siLang Methodological Framework== To ensure that outcomes meet the needs of the stakeholder professional,...")
- 15:45, 26 November 2013 Page 6.1 (hist) [2,343 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Active Learning= ''‘All genuine learning is active, not passive. It is a process of discovery in which ...")
- 15:36, 26 November 2013 Page 6.2 (hist) [4,406 bytes] Silang (Talk | contribs) (Created page with "==Situated Learning== In 1989 Brown, Collins, and Duguid presented the model for situated cognition, or situated learning thought their article entitled: ‘situated cognitio...")
- 15:32, 26 November 2013 Pedagogy (hist) [1,350 bytes] Silang (Talk | contribs) (Created page with "when using games to trigger learning mechanisms, the pedagogy applied through the game is of great importance (de Freitas and Oliver, 2006). Literature shows that ‘learning ...")
- 15:31, 26 November 2013 Representation (hist) [2,415 bytes] Silang (Talk | contribs) (Created page with "The representation is also an important factor in learning with games. Literature shows that users’ motivation and sense of engagement is closely associated with the ‘play...")
- 15:29, 26 November 2013 Learner (hist) [785 bytes] Silang (Talk | contribs) (Created page with "The learner is in the root of the game-play. Therefore, information regarding the profile of the learner can be a useful insight (deFreitas and Oliver, 2006). Demographics inc...")
- 15:28, 26 November 2013 Context (hist) [1,106 bytes] Silang (Talk | contribs) (Created page with " Factors related to the context, namely the environment for game play, institutional policies, socio-political situations, technical facilities, and classroom facilities, of t...")
- 15:13, 26 November 2013 Page 7 (hist) [5,736 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} == ICT tools for Foreign Language Instructions==")
- 15:15, 22 November 2013 Page 6.3 (hist) [3,389 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}}")
- 11:32, 22 November 2013 Foreseen Outcomes (hist) [2,324 bytes] Kourias (Talk | contribs) (Created page with "ngbcgcjbcbcbgcngcgccf")
