Browsing by Subject "Pedagogical"

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    Innovative mixed reality advanced manufacturing environment with haptic feedback
    (2018-07-13) Satterwhite, Jesse C.; Ben-Miled, Zina; El-Mounayri, Hazim; Rogers, Christian; Wasfy, Tamer
    In immersive eLearning environments, it has been demonstrated that incorporating haptic feedback improves the software's pedagogical effectiveness. Due to this and recent advancements in virtual reality (VR) and mixed reality (MR) environments, more immersive, authentic, and viable pedagogical tools have been created. However, the advanced manufacturing industry has not fully embraced mixed reality training tools. There is currently a need for effective haptic feedback techniques in advanced manufacturing environments. The MR-AVML, a proposed CNC milling machine training tool, is designed to include two forms of haptic feedback, thereby providing users with a natural and intuitive experience. This experience is achieved by tasking users with running a virtual machine seen through the Microsoft HoloLens and interacting with a physical representation of the machine controller. After conducting a pedagogical study on the environment, it was found that the MR-AVML was 6.06% more effective than a version of the environment with no haptic feedback, and only 1.35% less effective than hands-on training led by an instructor. This shows that the inclusion of haptic feedback in an advanced manufacturing training environment can improve pedagogical effectiveness.
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    The Pedagogical Mediation of a Developmental Learner Corpus for Classroom-Based Language Instruction
    (Publisher of original article: Language Learning & Technology (LLT)[BREAK][LINK]http://llt.msu.edu/vol12num3/default.html[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2008-10) Belz, Julie A. (Julie Anne); Vyatkina, Nina
    Although corpora have been used in language teaching for some time, few empirical studies explore their impact on learning outcomes. We provide a microgenetic account of learners’ responses to corpus-driven instructional units for German modal particles and pronominal da-compounds. The units are based on developmental corpus data produced by native speakers during interactions with the very learners for whom the units are designed. Thus, we address the issue of authentication in corpus-driven language pedagogy. Finally, we illustrate how an ethnographically supplemented developmental learner corpus may contribute to second language acquisition research via dense documentation of micro-changes in learners’ language use over time.