Le Symposium des cycles supérieurs en éducation / le 7 mai, 2009

...l'apprentissage qui transforme

Condensés des panels

contact: symposium@education.concordia.ca

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A Virtual Patient for Second Language Training

Low language proficiency remains a significant barrier to healthcare access for many patients throughout the world. Training healthcare professionals in the language of their minority language patients, therefore, should lead to greater healthcare access, lowered costs, better health outcomes, and improved patient satisfaction (Zambrana, Molnar, Munoz, &Lopez, 2004). One important aspect of language training involves the development of accessible, appropriate, and pedagogically sound language training materials. The first goal of this presentation is to describe the development of the "Virtual Language Patient," a computer-based language training module based on the Virtual Dialogue Method (Harless, Zier, & Duncan,1999). The prototype system under consideration employs automatic speech recognition (ASR) technology, using video clips of a simulated medical historyinterview with a minority language patient. The second goal of this presentation is to report the findings of a proof-of-concept feasibility study where the ease of operability and fitness of purpose of this prototype system were explored. Implications for the improvement of this and future virtual dialogue systems are also discussed.

Keywords: automatic-speech-recognition technology, health care communication, pronunciation training

A sociolinguistic approach for word-final [u]-deletion in Faialense Portuguese: The Azorean diaspora in Montreal

Using sociolinguistic (Labovian) methodology for data collection and analysis, this paper examines variable word-final [u]deletion ((gat/u/ => gat_ 'cat') in Azorean Portuguese. This linguisticvariable is a marker (Labov, 1972) and, consequently, a carrier of socialinformation (Silva, 2005; Bulhões & Cardoso, 2007).

In this study, native speakers of Faialense Portuguese (FP), in Montreal, completed audio-recorded interviews sociolinguistic protocols. The tasks adopted included reading wordlists and passages aloud, naming pictures, and an informal interview. The statistical results (via Goldvarb X) indicate that FP speakers deleteword-final [u] when engaged in informal tasks (free-style interviews), as isattested in the sociolinguistic literature for stigmatized phenomena like u-deletion. Surprisingly, the results indicate that gender plays a significant role in the outcome of this variable phenomenon: women delete more often than men, a pattern that is found when the innovative form is a more prestigious variant (Smith 1979, Coates, 1993). In the context of FP speakers, we interpret these results to mean that women hold a stronger group affiliation to their mother tongue than men. Other factors that played a significant role in u-deletion include the linguistic variables following phonological environment and the stress status of the u-final syllable.

Polysemy

This paper looked at polysemy and the issues that it presents to language learners. Polysemy is defined as the issue of having multiple meanings for oneword. This presents issues for the learner as well as the teacher. Some of these particular issues will be explored and recommendations given for individual learning strategies and classroom pedagogy.

Following Giacometti: A case study for a new pedagogy of art education

Artist and educator Sebastien Fitch presents his research into the Swiss artist Alberto Giacometti (1901-1966) using a hybrid research methodology based on self-reflective studio practice.

Though many art education theorists may dismiss copying,artists themselves attest to its usefulness in their own creative process. How, then, does one learn from copying? What can, in practical terms, be learnt from this seemingly innocuous exercise?

Fitch will demonstrate that this apparently simple act can serve as a basis for anoriginal, multi-faceted approach to studio-based research that uses classicalart-historical methodology along with self-reflective artistic production. Moreover, he will demonstrate how this approach can function as a template fora holistic method of teaching art within the classroom, allowing for both analytic and creative thought, and thus introducing students to a practical andtransformative experience that mirrors the act of artistic creation itself.

Keywords: studio-based copying pedagogy

To be, know, and see: Teaching photography to inter-cultural adolescents ina Montreal based community art program.

Laurel Hart shares her experience organizing, watching, and teaching as one of a team of educators in a Montreal-based, cross-generational, cross-cultural photography and journalism program. She openly reveals the struggles and benefits she experiences working within this setting, and the multifaceted questions it raises.

As par of her MA thesis research, Hart plays a major part in the fine-arts component of this project. Her contribution consists of working together with other arteducators, and collaborating with the student/participants to create a series of ever adapting weekly sessions, following the action-research model of McNiffand Whitehead (2006). Hart's overall goal is to provide the teens a platform for an artistic exploration oftheir own individual identities as well as their familial and culturalidentities, which may operate separately or simultaneously.

Hartwill be sharing some of the data she has gained since the project's inception in October 2008, including her lessons, observations, and a digital exhibitionof artworks created thus far by the participants. This presentation will provide valuable experiential-based information to anyone working in or interested in community art education, as well as teaching photography to teenagers for identity formation andcross-cultural cohesion.

Key Words: Photography, Cross-Cultural, Community Art

Art Historical issues in visual culture art education

With the emergence of Visual Culture Art Education (VCAE) asa serious candidate for the new Art Education curricula, discussion of it'smany facets is critical. This panel addresses the rarely, and briefly mentioned issue of art history in VCAE. Pagé presents contemporary notions of the Aura,and the Cult in mass media, while Fitch and Kenny discuss the differences between traditional art history, the new art history, and ideas of a visual culture history, and the history of visuality. The processes of content selection and the ideological implications within art educational curricula will also be discussed. This panel aims to demonstrate the significance of art historical study in any art education curriculum, while recognizing the many problems and possibilities it's inclusion faces.

Keywords: Visual Culture, Art History, Visuality

Metaphor and explanation: The case of mathematical proof

Recent literature in Mathematics Education has emphasizedthe pedagogical importance of explanatory proofs, those proofs that are do notmerely convince but also explain why a result is true. It remains unclear, however, when a mathematical proof qualifies as an explanation for a particularreader. This talk describes research into the factors that influence a reader' sacceptance of a proof as a satisfactory explanation. The study examined one potential factor: an agreement between the proof's metaphorical language and the reader's conceptual metaphors. A conceptual metaphor is a cognitive mechanism, first posited in Cognitive Linguistics, used to understand abstract concepts. When reading a proof, do a reader's conceptual metaphors for the relevant concepts influence their acceptance of the proof as an explanation? To answer this question, we conducted a case study of four students in an advanced undergraduate mathematics course. The results of the study revealed that the students' conceptual metaphors did, indeed, play a role in their satisfaction with proofs as explanations. Furthermore, these conceptual metaphors evolved over the course of the study. A reader's satisfaction with a proof as an explanation varies over time, therefore, as their conceptual metaphors are modified by learning.

Keywords: Mathematics Education; Explanation; Conceptual Metaphor

Five Ways to Improve Instruction on Introductory Programming Courses

Two of the main challenges in Computer Science Education areto align students and instructors expectations; and to teach abstract topics ina concrete way. Both challenges are strongly related; students will be evenmore engaged if they understand why they are learning all the material and ifthey know how to apply all the theory. The purpose of this presentation is todiscuss five points that, independently of the teaching style, instructors ofintroductory programming courses should consider in order to deal with bothchallenges and for improving their instructional style. These points are theresult of a detailed literature review, personal experience, and experiencesshared by different instructors, students and practitioners on the field acrossCanada. The proposed points are: 1) Relate concepts to real world situations;2) Use of visual approaches; 3) Use of examples; 4) Add interaction in theclassroom; and 5) Know your students. These tips are not intended for changingthe preferred teaching style. However, they can help to increase instructionquality, and as consequence, deal easily with the main challenges. It is suggested to the reader try to integrate one of them at time; then keep addingthem to their teaching repertoire.

Keywords: Computer Science Education, Introduction to Programming, Teaching in ComputerScience

Study on Academic success and motivation for college student

The first term of college can make a critical difference toa student's entire academic career influencing career options and income potential for the rest of their lives, yet for many students the first term can be the most overwhelming and daunting task to complete successfully. The research was conducted to determine if there is a significant correlational relationship between student motivation (type and level as measured by anadaptation of Vallerand's Academic Motivation Scale) and academic success(persistence and grades) in students' first college term. There were twocategories of participants (remedial and advanced) based on high school gradesupon entrance to college. The participants from the remedial group wereenrolled in a 12 week Explorations program either for general remedial purposes or attaining prerequisite courses. Students completed motivation surveys during week one and week six ofthe winter term. Selected studentswere interviewed to determine the reasons for the changes in their answers overthe six week time frame.

Keywords: motivation, college students, academic success

Concept Maps

Using the Novakian method of concept mapping is it possible to design knowledge maps that capture changes in learner behaviour? What possible roles are there in the field of education for concept maps? Are concept maps just a study tool or can they assess a learners knowledge in conjunction with an interview process. I will present some research from past Conferences of Concept Mapping and discuss the early preparations I have made to try and develop a system for capturing knowledge models in the field of Oral History.

Keywords: learner behavior, concept maps, Novakian method

Cognitive development by leaps and bounds: The possibility of transformative learning

Progressive theories of education promote the values ofcritical, emancipatory, and creative thinking in a post-modern (that is,non-foundational) pedagogical frame, and contemporary theories of learningstress the value of voluntary perspective transformation (unlearning,recontextualizing and relearning) in adapting dysfunctional cognitive frameworks to accord with existing evidence. Instructors who learn to promotecritical reflection by deliberately provoking disorienting dilemmas in anemancipatory and egalitarian pedagogical context are most qualified tofacilitate transformational learning.

Keywords:Cognition, Higher-Order Thinking, Transformative Learning

Unschooling - Désapprendre pour mieux apprendre

Ceci sera un atelier sur la déscolarisation (unschooling) que l'on peut faire sur soi-même, et ensuite comment on peut l'apppliquer dans son travail comme éducateur, intervenant, professeur, enseignant, etc. Nous parlerons aussi d'une initiative qui existe depuis octobre 2008 à Montréal quise nomme le Centre d'apprentissage "Cap libre":

Le Cap libre est un milieu de vie et d'apprentissage qui s'adresse aux adolescents (11 -17 ans) à la recherche d'un contexte éducatif librepromouvant la motivation intrinsèque de la personne et la vie en communauté. Ils'agit d'un lieu où les jeunes peuvent vivre et réaliser leurs projets etapprentissages dans un contexte d'autonomie, de confiance et de collaboration (www.caplibre.biz).

Nous parlerons aussi de divers projets aux États-Unis et dans le reste du Québec et Canada.

Mots-clés:français: déscolarisation, éducation alternative, liberté

Keywords:unschooling, alternative education, freedom