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- 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")
