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- 14:05, 26 January 2015 Page 14.12 (hist) [4,845 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =End users' statements = ‘The graphics are eye-catchy. The interface is easy to use. You can easily tell...")
- 16:22, 20 January 2015 Page 14.11 (hist) [1,910 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Spain = Click here to go back")
- 16:21, 20 January 2015 Page 14.10 (hist) [2,315 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Romania = Click here to go back")
- 16:21, 20 January 2015 Page 14.9 (hist) [4,262 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Georgia = Click here to go back")
- 16:21, 20 January 2015 Page 14.8 (hist) [4,665 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Swirtzerland = Click here to go back")
- 16:21, 20 January 2015 Page 14.7 (hist) [3,232 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Sweden = Click here to go back")
- 16:21, 20 January 2015 Page 14.6 (hist) [3,064 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Cyprus = Click here to go back")
- 16:20, 20 January 2015 Page 14.5 (hist) [1,697 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Norway = Click here to go back")
- 16:20, 20 January 2015 Page 14.4 (hist) [1,611 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Portugal = Click here to go back")
- 16:20, 20 January 2015 Page 14.3 (hist) [2,441 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Italy = Click here to go back")
- 16:20, 20 January 2015 Page 14.2 (hist) [1,808 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation activities in Estonia = Click here to go back")
- 16:17, 20 January 2015 Page 14.1 (hist) [2,908 bytes] Silang (Talk | contribs) (Created page with "In total, 358 users have participated in siLang evaluation activities in Greece. More precisely, a total of 200 higher education students at the University of Thessaly were en...")
- 16:07, 20 January 2015 Page 14 (hist) [3,497 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} =Evaluation results = ===Overview === ===Evaluation results per country=== *[[Page 14.1| Evaluation ...")
- 11:20, 16 September 2014 Test test (hist) [153 bytes] Silang (Talk | contribs) (Created page with "{{DISPLAYTITLE:<span style="display:none">{{FULLPAGENAME}}</span>}} == TEST TEST == test Please click here to go back to the Home page.")
- 12:40, 28 November 2013 References (hist) [7,200 bytes] Silang (Talk | contribs) (Created page with "===References appear in the wikipages === Alm, A. (2009). Blogging for self-determination with L2 learner journals. In M. Thomas (Ed.), Handbook of research on Web 2.0 and ...")
- 10:11, 28 November 2013 Page 17 (hist) [6,398 bytes] Silang (Talk | contribs) (Created page with "=== siLang Evaluation Framework=== The siLang evaluation framework has been inspired by the Learning Experiments technique. More precisely, case studies that embody featu...")
- 10:05, 28 November 2013 Page 13 (hist) [4,078 bytes] Silang (Talk | contribs) (Created page with "The siLang evaluation framework has been inspired by the ‘learning experiment’ technique. More precisely, case studies that embody features of the ‘learning experiment...")
- 02:07, 28 November 2013 The experimental method in qualitative research (hist) [1,433 bytes] Kourias (Talk | contribs) (Created page with "Experimental research and design, on one hand, employs random assignment of units, i.e. subjects, classrooms, schools, districts, etc., to conditions, i.e. experi-mental treat...")
- 02:05, 28 November 2013 Qualitative research models (hist) [7,988 bytes] Kourias (Talk | contribs) (Created page with "There are many approaches to research design although the term “design” in itself, is usually linked to the concept of fixed arrangements of research conditions and method...")
- 01:57, 28 November 2013 Qualitative research sampling methodologies (hist) [2,593 bytes] Kourias (Talk | contribs) (Created page with "The benefits of a qualitative approach to many scientific fields of research are becoming increasingly recognized while doubts still arise about its philosophical basis and th...")
- 01:54, 28 November 2013 Quantitative vs. qualitative research (hist) [2,311 bytes] Kourias (Talk | contribs) (Created page with "On one hand is quantitative research which can be considered conclusive in its purpose due to the fact that it tries to quantify a problem and understand its preva-lence by se...")
- 01:01, 28 November 2013 Evaluation Approaches (hist) [177 bytes] Kourias (Talk | contribs) (Created page with " **Research Evaluation **Formative and Summative Instructional Design Evaluation **Design Experiments")
- 23:04, 27 November 2013 Typology of Common Mistakes in L2 (hist) [7,643 bytes] Kourias (Talk | contribs) (Created page with "According to linguists such as Mclaughlin (1987) errors can either be linked to intra-lingual, namely developmental, factors, inter-lingual factors, namely influences from L1,...")
- 23:02, 27 November 2013 Error Analysis Approaches (hist) [5,745 bytes] Kourias (Talk | contribs) (Created page with "The analysis of errors can lead to important information in relation to the learner’s progress towards the goal of L2 acquisition. Errors made b learners can be useful to te...")
- 23:00, 27 November 2013 The significance of errors in Language Learning (hist) [6,995 bytes] Kourias (Talk | contribs) (Created page with "A series of important changes worldwide such as the advent of colonialism, the immigration boom in specific historical periods, the phenomenon of globalization, the institutio...")
- 18:16, 27 November 2013 Page 4.2.6 (hist) [2,233 bytes] Silang (Talk | contribs) (Created page with "===Financial considerations === There are numerous challenging situations that the adult trainers have to cope with while the training process is underway. Additional challen...")
- 18:14, 27 November 2013 Page 4.2.5 (hist) [3,005 bytes] Silang (Talk | contribs) (Created page with "The training process presents a number of complex and varied challenges. Trainers must address fears related to the training process. When learners experience some of the chal...")
- 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...")
