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Incorporating global thinking behaviours and values in a postgraduate programme: a case study
Tam ShuSim
University of Malaya Faculty of Languages and Linguistics, LembahPantai, 50603 Kuala Lumpur, Malaysia
tamssum.edu.my
Abstract
The notion of think globally can be perceived as the need to adopt thinking behaviours and values
which are shared globally while the notion of act locally can be perceived as the application of these
thinking behaviours and values in various local contexts. In a postgraduate programme, what would
these global thinking behaviours and values be and how can they be translated into the delivery and
assessment of a course in order for learners to realize these behaviours and values in their thinking, doing
and being? This paper attempts to answer these questions by providing evidences obtained from an
action research conducted on a research-oriented course in a postgraduate programme. The course was
underpinned by a social constructivist perspective and learner-centred and process approaches were
foregrounded. The learning was driven by performance-based assessments and both project-
based and portfolio assessments were fully utilised to maximise the learning opportunities. Findings from
the self-perception questionnaires and exit survey reveal that the approach and assessments adopted in
this course have provided the learners with more confidence, awareness of critical thinking, project
management strategies and professional values to better prepare them for postgraduate research.
Keywords: Learner-centred approach; process approach;
performance-based assessment; postgraduate programme; action research
1. Introduction
In a postgraduate programme, cognitive development as a primary learning outcome is
absolutely essential. Not only must it be claimed to be taught, it is also measured. In postgraduate studies,
research training is fundamental to develop one’s way of approaching a phenomenon or problem. It is a
systematic approach to arrive at amore informed decisionperspective about matters that affect us and
hence, improving life around us. Additionally, in doing research, one developsone’s potential as a
human being to think critically and hence hopefully act rationally to advance society. In the context of this
paper, the notion of think globally can be perceived as the need to adopt thinking behaviours and values
which are shared globally while the notion of act locally can be perceived as the application of these
thinking behaviours and values in various local contexts.
2. The global thinking skills and values
For the postgraduate course entitled Research inEnglish Language Learning and
Teaching, where the emphasis is on research in second language learning, two models of thinking
were adopted as references: Bloom’s taxonomy Table 1 and “Steps for Better Thinking Performance
Patterns” Wolcott, 2006. The well-cited Bloom’s taxonomy is still very much prevalent as a reference
for the levels of cognitive development. Table 1 shows the summary with some questions as a guide.
Table 1: Bloom’s Taxonomy adapted from Bloom et al, 1956
Cognitive level
Brief explanation and examples of questions
Knowledge Identification and recall of information,
remembering previously learned material, e.g., definitions, concepts, principles,
formulas. Examples: “Who, what, when, where, how…?” “Describe…”
Comprehension Organization and selection of facts and
ideas. Understanding the meaning of remembered material, usually
demonstrated by explaining in ones own words or citing examples. Example:
“Retell…” Application
Use of facts, rules, principles. Using information in a new context to solve a
problem, to answer a question, or to perform another task. The information
used may be rules, principles, formulas, theories, concepts, or procedures.
Examples: “How is…an example of…?” “How is…related to…?” “Why
is…significant?”
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Analysis Separation of a whole into its component
parts. Breaking a piece of material into its parts and explaining the relationship
between the parts. Examples: “What are the parts or features
of…?”“Classify …according to…” “Outline diagram…”“How
does…compare contrast with…?” “What evidence can you list for…?”
Synthesis Combination of ideas to form a new
whole; putting parts together to form a new whole, pattern or structure. Examples:
“What would you predict infer from…?” “What ideas can you add to…?” “How
would you create design a new…?”“What might happen if you
combined…?” “What solutions would you suggest for…?”
Evaluation Development of opinions, judgments,
decisions; Using a set of criteria, established by the student or specified by
the instructor, to arrive at a reasoned judgment.Examples: “Do you agree…?”
“What do you think about…?”“What is the most important…?” “Place the
following in order of priority…” “How would you decide about…?” “What
criteria would you use to assess…?”
Source: Adapted from: http:www.oir.uiuc.eduDiddocsQUESTIONquest1
.htm Retrieved 27 Nov 2008.
An additional and highly interesting reference is the “Steps for Better Thinking
Performance Patterns” Wolcott, 2006. It provides detailed descriptors for each performance pattern or
level and these descriptors are very applicable in guiding learners in research. The steps provide
Overall Problem Approach and Common Weaknesses. Is one a confused fact finder, a biased jumper, a
perpetual analyser, a pragmatic performer or a strategic re-visioner? Do you “p
roceed as if the goal is to find the single, “correct” answer?” or do you “proceeds
as if the goal is to establish a detached, balanced view of evidence and information from different points of view?” or
do you “proceeds as if the goal is to construct knowledge to move toward better conclusions or greater confidence in
conclusions as the problem is addressed over time?”
These two models formed the frames of reference for the
construction of activities and assessment measurements.
For the values, the author has a two-level perspective: first, the values that the lecturereducator
subscribes to as a professional. These professional values include among others respect for individuals,
respect for time punctuality and meeting deadlines, adherence to principles of fairness and transparency
and second, the professional and ethical values which are relevant in the context of research and
postgraduate studies. These research ethics and values would include respect for individuals consent
for data collection respect for truth in reporting, respect for intellectual property acknowledging
sources among others.
Besides the internationally accepted thinking models and value system, the author adopted the four-
stage model of the development of competence. Figure 1 below is referred. This model recognises the
ignorance stage i.e. ‘I don’t know what I don’t know’ known as the Unconscious Incompetence stage. In
applying this model, it becomes necessary to bring the thinking skills or values to the conscious level. The
second level is known as the Conscious Incompetence stage. Here, the learner knows what heshe doesn’t
know. After this conscious incompetence stage, the learner is provided with opportunities to actively work
on and apply the skill i.e. ‘I apply what I know’. If the learner is a fast learner and works hard, heshe will
reach the Unconscious Competence level where the learner ‘applies’ what heshe knows without thinking
i.e. the skill value has been internalised. However, it is very rare for a learner to jump from the
Unconscious Incompetence to the Unconscious Competence stage.
Figure 1: The four stages of competence development
With the competence development model as the guide, the lecturer constructed activities to first
raise awareness, followed by practice and finally assessments and rubrics are carefully developed to
measure the level of competence.
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3.An example: A reading activity
For all activities to be successful, a conducive and ‘safe’ environment for learning and interacting
has to be prioritised. To achieve this, icebreaking sessions were carefully monitored. The course
lecturer ensured there were numerous group and paired discussions to build the rapport among the
class members. The importance of accepting different views was also highlighted. This had positively set the
appropriate tone for the course. Besides a focus on rapport-building, the ‘safe’ class environment enabled
essential but ‘seemingly stupid questions or issues’ to be raised. These issues became pertinent teaching
points. In fact some of these unplanned teaching points were integrated into the content for the next
semester’s cohort. In this way, the course practices continuous improvement on the basis of in-class
feedback and exit feedback. For example, when students were asked to present in one slide the
similarities and differences of some aspects of research methods, it was obvious to the course
lecturer those who already had critical thinking skills and those who were floundering. For the latter, there
were no comparable qualities for comparison. This became an essential tool and activity to gauge the
level of thinking skill achieved for the next cohort of learners.
Besides incidental learning, numerous crafted activities were carefully designed to raise awareness
and provide ample opportunities for practice of the various objectives. In this paper, the author will
provide one example to show how critical thinking skills were introduced, practiced and evaluated.
3.1 Goal-oriented, multi-stepped approach to reading
Instead of the normal reading activity where students read an article chapter and later discuss, the
author developed a goal-oriented multi-stepped procedure for the development of critical thinking.
Among the objectives of this activity were:
- to introduce and practice critical thinking
involved in reading and answering higher order thinking questions
- to empower them through the sharing of best
reading practices -
to lower the affective filter in attempting to read academic genre
- to raise awareness of the importance and
relevance of collaborative learning in the process of reading
- to highlight the effective ways to
communicate or present information after reading
The procedure is as follows: Stage 1:
Academic genre and lowering the affective filter Activity: The learners were given a very challenging
chapter of a reference book academic genre to read at home. The task was to highlight parts which they
had found familiar, confusing or challenging. Rationale: This task was aimed at lowering the
affective filter. Stage 2:
Top-down approach to reading Activity:In class, after briefly sharing their thoughts,
confusions and frustrations in a group and sharing some reading strategies, they were asked to discuss
the content of the chapter with the intention to arrive at a list of three questions which could be answered.
In other words, they have to re-examine the chapter for potential questions to be asked. They formulate
higher order thinking questions by referring to the Bloom’s taxonomy.
Rationale: Besides sharing reading strategies, this task enabled the learners to explore the text from top-
down. Stage 3:
Critical reading to answer higher order thinking question 1
Activity: In the next stage they were required to develop the answer to one of the three questions. In
other words, they had to read the text again but this time with the goal to answer their own question. They
then uploaded the list of questions in the e-forum but not their answers.
Rationale: Critical reading was practised and the strategies were shared.
Stage 4: Critical reading to answer higher order thinking
question 2 Activity: Next, each group was given the task of
retrieving the list of questions from the e-forum. Then they had to provide the answer to the question
formulated by another group. In a group, they now read the text one more time to answer a higher order
thinking question. Rationale: In this way, strategies on how to answer
question adequately were shared. Stage 5:
Presentation of information 1 Activity: Finally, another further challenge was given
when they had to share their version of the answer in
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front of a live audience. They had to present their answer in three slides.
Rationale: This challenge forced them to make decisions about main and supporting ideas and
the
various ways to present information e.g. in a table or in a linear format.
Stage 6: Presentation of information 2
Activity: After each answer was presented, it was objectively compared and contrasted with the original
group’s answer. Reasons and justifications were shared for the differences observed.
Rationale: Learners had the opportunity to observe how others can interpret and present the same
information differently and critique each other’s work in a ‘safe’ environment.
Stage 7: Feedback and teaching points
Activity: At the final wrap up, the lecturer commented on the accuracy and appropriacy of the content or the
answer provided, the flow of argument and the adequate support to justify the answer as well as
alternative ways to present clear and concise information e.g. in a tabulated summary. Besides this,
the manner in which the response was delivered was critiqued. These aspects included how the message
was delivered visually i.e. the slides and orally i.e. presentation skills.
Rationale: At this juncture, the crucial teaching points were delivered by means of the inductive approach.
In this goal-oriented, multi-stepped approach, the learners got to practice reading the text
multiple times but each time with a different goal and they practiced reading individually, in a group and as
a class. The critical thinking awareness and expectations were delivered through various means
e.g. developing questions based on the Bloom’s taxonomy, providing the answers to the questions,
comparing answers with each other, and transferring information from linear to non-linear among others.
4. Assessment for Learning
In this course, assessment is performance-based, multi-stepped and the focus is on the process. The
following is the list of assessment methods adopted for the course:
Table 2: Assessment methods
Assessment methods
Instrument used
Portfolio 1 A 600 - 800 word critical
review of 3-4 journal articles focusing on
theory in ELLnT Groups of 3-4
10
Portfolio 2 An 800 - 1000 word
critical review of 3-4 journal articles focusing
on research methods in ELLnT
Pair 20
Final assignment
A pilot study report on ELLnT following the
conventions of a journal article
Individual 20
Presentation 30-min Powerpoint
presentation of the pilot study
Individual 20
Exit survey Feedback
Indirect measure
Final exam 2 hour exam paper
3 questions 30
Acrucialcomponent of any assessment is the descriptors. In order to increase validity, reliability
and fairness in assessment, the criteria and descriptors were clearly specified at the beginning of the course.
The following is an example.
Table 3: Description and Descriptors for Portfolio 1
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Criteria Demonstration of knowledge
gained -
Explanation of the claims and scope of the
theory -
Explanation of the view of language involved in
the theory 2.5
Critical review -
Relevance of the information in the
tabulated summary -
Level of engagement with the literature
2.5
Meeting all the stipulated requirements 0.5 mark to be
deducted for each missed requirement
- Deadline, word limit,
typewritten, no name to be mentioned, 1.5 line
spacing
- Appended the tabulated
summary, similarity index report and articles
1.5
Quality of the articles in terms of reliability, range and relevance
1 Competence in writing critically,
clearly, cohesively, coherently and with accurate citations APA
5
th
edition. 2.5
Total 10
5.Feedback on the course
In terms of feedback on the course, views on the knowledge or skills and attitudes towards
conducting research were expressed by 11 respondents as follows:
Table 4: Feedback on knowledge or skills gained No. Do you think you can list the
knowledge or skills you have gained after attending this course? If yes,
please list them. If no, please share your feedback for course
improvement.
1 Presentation skills
Working in group Critique essay and synthesis
Evaluation and feedback Critical reading and thinking
2 I have learned how to save important
information from my readings in table form. Its useful when i have to
retrieve the data.
3 Yes, how to analyze data, how to
review theories and research methodology critically, how to design
research and so forth
All assignments submitted must be type-written and only have your
matric nos. DO NOT put your name on the cover page or elsewhere in the
assignment. Similarity Index reports from Turnitin, must be appended with
your assignments.
Portfolio 1: Focus on Theory 10 Deadline for submission is class time,
Week 7
Description:
Select a particular theoryhypothesis or modelframework
from the main reference. It could be one which you would like to pursue further.
Find three studies which focus on this theoryhypothesis or modelframework.
With the main reference and the three studies as your reading input, include in
your paper a write up on the claims and scope of the theory, the view of
language involved in the theory and incorporate a comparison of the aspects
of the theory hypothesis or modelframework investigated in these
studies. The word limit is between 600 and 800 words and the number of words
must be stated at the end of the paper. Please use the line spacing of 1.5. You
are required to append a tabulated summary, the articles and the Similarity
Index report. This assignment is to be done in groups of 3-4.
Main reference: Mitchell, R., Myles, F., Marsden, E. 2013. Second language
learning theories 3
rd
ed.. London: Routledge
The mark allocation is as follows:
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4 Yes of course because I have learnt on
many new things about this course. Perhaps it should be more group work
and presentation.
5 The tabulated summary practice is
very useful in comparing and contrasting studies by looking at
many aspects such as theories, methodologies, findings and personal
insights. Turnitin practice is also useful for me
to familiarise myself with the software, which will be very useful
during my dissertation writing.
6 1 better writing skill
2 critical thinking in reading literature
3 better understanding of frameworks and methodology
7 critical thinking skills
knowledge on how to conduct a research base on theory. purpose of
theory
8 I have learnt to be more critical in
reading and analysing journal articles which is the main criteria in both
Portfolio 1 and 2.
9 soft skills
academic writing skills 10 I understand what is research in a
scientifically and systematically way. I know that literature review and
previous studies are very important to a research. Besides that, I acquired the
way of how to access good and reliable sources which helps me in the
future dissertation writing. I managed to explore varieties of methodology
that I can used in conducting a research.
11 Critical thinking, presentation skills, writing skills, the use of online
databases, use of turnitin, reference books especially on theories and
analysis. Table 5: Feedback on change of attitude towards
conducting research
No. Has the course changed your attitude towards conducting research in
ELLnT in any way? Please elaborate. 1
Yes, the course has enabled me to embrace a more positive attitude
towards research in ELLnT by looking at the possible research gap
that have yet to be done much on such as the Activity Theory, Metaphor
analysis.
2 Yes. Research can be time-consuming
and requires interpersonal skills, but in the end it is worthwhile if we
choose language researcher as our profession.
3 Yes, especially the final assignment
helps me see research in a less scary light. The assignment forces you to
read journal articles to find current topics of research interest and find
research which has a relatively easy methodology. People say the first step
is the hardest and this course helps me take the first step. Doing research
seems much more doable now.
4 Yes, it gives me positive attitude
towards conducting a research in an appropriate way.
5 Yes, it inspired me a lot in conducting
research in ELLnT. The course gives me a clear and concrete guideline to
have a good research in ELLnT.
6 yes. before attending this course i
viewed the research is something abstract. but now i had the knowledge
on how to fix the problem systematically using research
7 Yes. It gives me more confidence in
carrying out research and at the same time, we are now more mentally
prepared and critical in doing research.
8 Yes. This course have helped me to
perceive ELLnT in wider scope. It helped me to learn on various types of
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researches, knowledge, problems and issues as well as fundamental theories
and hypothesis in ESL in various perspectives.
9 Yes, it has, positively. I think research
is important to conduct despite the challenges. I learnt that even though I
am a school teacher in service, I must always put on my researcher hat when
analysing my students, so that I am able to be a better teacher.
10 Yes, of course. more positive attitude towards doing a research although it
requires a lot of reading, thinking and time consuming.
11 yes, i tend to narrow the lens on research by thinking like a researcher
rather than a teacher.
6.Concluding remarks
Findings from the self-perception exit survey reveal that the approach and assessments adopted in
this course have provided the learners with more confidence, awareness of critical thinking, research
project management strategies and professional values to better prepare them for postgraduate research. In
conclusion, it is important to be reminded that chances for success in adopting a learner-centred and
holistic approach are better when the classes are small i.e. a class size of not more than 15.
References
Wolcott, S. K. 2006. Steps for Better Thinking Performance Patterns On-line. Available:
http:www.WolcottLynch.com . Based in part on
information from Reflective Judgment Scoring Manual With Examples 19851996 by K. S.
Kitchener P. M. King.
Bloom et al 1954, Adapted from: http:www.oir.uiuc.eduDiddocsQUESTIONquest1
.htm Retrieved 27 Nov 2008.
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Internationalizing Hatyai University – A Case of Thinking Globally and Acting Internationally
Victor Charnwit
The phenomenon of globalization pervades all spheres of life in the new millennium, and this notwithstanding the current debates
prevalent in academic circles vis-à-vis the challenge of clarifying what appears to be a much misused, abused and misleading concept. In
addressing the focus of the ELGIC 2014 conference, this paper points out that there are actually two possible interpretations, one positive and
the other negative, of the phrase: thinking globally and acting locally TGAL. First, in the positive sense of providing educational leadership
that reflects a glocal approach, embracing processes of globalization that are situated in the context of local aspirations and adapted to local
conditions. Second, in the negative sense of the joining the bandwagon; being exhorted on the virtues of thinking globally in light of institutional
espoused aspirations and rhetorical onslaught, it is but “business as usual” – acting locally, but in the sense of being still stuck in a time
warp, unable to use the tools afforded by a rapidly internationalizing higher education landscape. The paper argues that there is an alternative
third sense which can be advocated, and that is to think globally but act internationally TGAI and this will be illustrated in examining the
narratives to internationalize Hatyai University from the lens of the strategic partners in a transnational academic collaboration between
Universiti Utara Malaysia and Hatyai University.
Corresponding author: victor_chu.ac.th
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Investigating photo recognition capacity using photo hunt games with hearing impaired learners.
Piyaporn Techarueangrong
Faculty of Industrial Education and Technology King Mongkut’s University of Technology Thonburi
54501805st.kmutt.ac.th
James H. Baden
Asian Affairs Center, University of Missouri badenjmissouri.edu
Wacheerapan Kaewprapan
Faculty of Industrial Education and Technology King Mongkut’s University of Technology Thonburi
wacheerapan.kaekmutt.ac.th
Surachai Suksakulchai
Faculty of Industrial Education and Technology King Mongkut’s University of Technology Thonburi
surachai.sukkmutt.ac.th
Abstract
The purpose of this research is study memorized performance of hearing impaired students using the
photo hunt games and compares the paper based visuals with computer based visuals. The tools used
are two sets of photo hunt games, an easy set and a difficult set. The sampling groups were eleven
Prathom 4 students Grade 4 who are hearing impaired and are studying in Thungmahamek School
for the Deaf in Bangkok. There are two basic findings in this study. First, the research suggests that the
hearing impaired students will recognize and remember selected pictures faster and more accurately
using easy paper based visuals. The study also found that students using the easy computer based sets score
higher in remembering than those using the difficult based sets. This research is a first step in developing a
guideline for the design and use of a new visual media for teaching hearing impaired students.
Keywords: hearing impaired, visual media, photo hunt game
Introduction
Providing education to hearing impaired students is important for the development of Thailand.
Although, schools must be able teach children with physical disabilities and focus on this group of
children, schools also need to develop appropriate teaching methods that will and help hearing impaired
students develop. Thus, the educational system in Thailand should not be confined to the hearing
student. It must, also provide for children who are hearing impaired and who are considered
disadvantaged. Department of Education, 2003 According to a survey of the disabled population, by
the National Statistical, 2550 1,319,832 people out of the 65.4 million Thai population have disabilities ,
including 243,044 hearing impaired. This represents 18.41 of the total Thai disabled population.
Therefore, to provide education for those hearing impaired students, the traditional public and private
schools have established a special education program, which was established with the goal of providing a
road to a successful, happy and normal life.
A study by Piyaporn Techaraeungrong Piyaporn,2013 comparing the photo recognition of
hearing impaired students with normal hearing students found that the hearing impaired students
could remember images faster and more accurately than normal hearing students at the time averaged 2.15
and 2.38 minutes, while the normal students took about 2.84 and 3.33 minutes. The comparison between
the two groups using average score found that the hearing impaired student had a higher score in photo
recognition than the normal student with a significance of .05.
According to Dowliby and Lang, teaching with images can help hearing impaired children learn.
Paintings, drawings, photographs or prints can be classified as a media of instruction. The researchers
suggest that the images themselves can sometimes be used to teach the material. Thus, using pictures can
excite the students interest and enhance their learning.DowalibyLang,1999
This study asks the following research questions: 1 What are the effects of easy paper based
images on hearing impaired students? 2 What are the effects of difficult paper base
images on hearing impaired students? 3 What are the effects of easy computer base
images on hearing impaired students? 4 What are the effects of difficult computer
base images on hearing impaired students? The purpose of the present study is to compare the
outcomes children with hearing impaired when using different difficulty levels of sets photo hunt activities.
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The Study
This research compared the paper base and the computer base photo recognition performance of the
hearing impaired students using Photo Hunt Games. This study was a quasi-experimental research project
using a specific sample group of eleven hearing impaired students who are all studying in Prathom 4
Schools of the Deaf in Bangkok. The research instrument consists of:
1. Two sets of Photo Hunt Games, the first one is a easy paper base set and the second one
is a more difficult paper base set . The easy set includes exercises with four pictures and
the difficult set uses three pictures. Before playing the game, the teacher will explain the
rules. During the game students are given 5 minutes to find the difference between the
two pictures and mark them.
2. The Photo Hunt Games focus on the picture recognition by using a computer which will
play in the different way than the paper base instrument. The first set is an easy computer
base with five pictures. The second set is a difficult computer base also with five
pictures. Students are allowed to see the five sets of images in the computer. In one image
set, students will see each picture for three minutes and two images in each set will be
the same scenario but will be changed in some way. See figure 1 and 2. After students
have seen all images the teacher will ask them to find the difference between the two
pictures. Students must identify all the differences they see.
3. The form for remembering techniques observation was created by the researcher
from the literature reviewed in Memory Skills for Deaf Blair, 1957.
The research was conducted, empirically, and interviews were implemented as follows:
1. Asking for permission to collect data from Thungmahamek School for the Deaf
acquired from eleven students who were hearing impaired and studying in Prathom 4 .
2. Eleven students studying in Thungmahamek School for the Deaf were tested for image
recognition with easy and difficult Photo Hunt Games.
3. Using easy and difficult computer based photos
eleven students studying in Thungmahamek School for the Deaf were
tested on their ability to find the difference between the two pictures.
4. Having the teacher sign language to give the interview questions to the students about
whether they could remember differences in the pictures.
5. Collecting and analyzing data by using SPSS.
Figure 1.The activities about paper base in games hearing impaired classroom
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Figure 2.The activities about computer base games in hearing impaired classroom
Assessment quality of research tools and photo hunt checking were tested by three experts from
media education and school of the deaf. These experts analyzed appropriates of both photo hunt sets. Then it
was tested with the sample group of 20 deaf persons in order to ana
lyze the static value by α-Cronbach’s Alpha Coefficient which shows the confidence value
at 0.95. The photo hunt was used with the real sample group of eleven students from Thungmahamek School
for the Deaf. This study used command data analysis and statistics such as the percentage of general data of
the sample group, as well as, Average and Standard Deviation.
Findings
Table 1 The table shows the general information
Sample Group Students with hearing impaired
Male 81.82
Female 18.18
General information found is follows: Hearing impaired male had a percentage of 81.82; female had
a percentage of 18.18, and the sample groups from Thungmahamek School for the Deaf a percentage of
100.
Table 2 The table shows the time spent for a easy
photo hunt game activities A easy paper base set
Average time used minute
Set 1 2.10
Set 2 2.26
Set 3 2.12
Set 4 1.98
The second table shows the time hearing impaired students spent playing games from the first
game to the fourth game are as 2.10, 2.26, 2.12 and 1.98 minutes in sequence.
Table 3 The table shows the time spent for a difficult
photo hunt game activities A difficult paper base set
Average time used minute
Set 1 1.36
Set 2 2.03
Set 3 2.12
The third table shows the average time spent playing all three game sets of hearing impaired
students 1.36, 2.03 and 2.12 respectively. Table
4 Table shows the average time distinguish by game categories
Game Categories Average time used
minute A easy paper base set
2.15 A difficult paper base set
2.38 The fourth table shows the average time spent
playing the easy paper base set by was 2.15 minutes and the time spent for a difficult paper base set was
2.38 minutes.
Table 5 Comparison of the frequency in the
memorized performance in computer images Set
An easy computer base set points
A difficult computer base
set points Set1
4.76 4.55
Set2 4.63
4.25 Set3
5.00 4.65
Set4 4.55
3.75 Set5
5.00 4.75
The researcher tested the abilities of the sample groups in order to know the memory performance by
showing five sets of easy computer base and difficult computer base pictures. Students saw each image for
three minutes until they have seen all five set of images. Then the teacher asked about the differences
between the two images in each set. The study found that hearing impaired students are observant and are
able to answer correctly the easy sets more than the difficult base sets. The average scores for the easy
were 4.76, 4.63, 5.00, 4.55 and 5.00.
Discussion
This study found results for all four research questions. Research question 1: what are the effects
of easy paper based images on hearing impaired students? This research found that student is learn
better and faster with easy paper based print and computer images. Results indicate that students on
average spent more time playing games with easy images. Interviews of the students indicated that using
easy pictures can help in learning and remembering. When deaf individuals compared to hearing peers of
similar
chronological age, deficits were found in regard to immediate sequential recall of lists of
digits Daniele,V.A.,1993,
printed wordFlaherty, M.,2004, pictures Blair, 1957., American Sign
Language ASL Boutla, M., Supalla, T., Newport, E. L., Bavelier, D.,2004. and Finger spelled words
Koo, D., Crain, K., LaSasso, C., Eden, G. F.,2008. The phrase “A picture is a worth a thousand
words” is a manifesto that speaks to the value and efficiency of visual communication.
Research by the educator Pagliaro,C.M.,1998 from the research
found that if children with hearing disability were
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stimulated by the visual, it helped them increase their learning process and learning achievement. In
addition it is essential to adapt the learning environment when using visual materials for teaching
Hodgdon,1995. That help student who are deaf or hard of hearing to successes in school. Therefore
visual teaching is a too that teachers can be use in the classroom to enhance the communication and
learning.
Research question 2: what are the effects of difficult paper base images on hearing impaired
students? This study found the students spent less time playing games with difficult images. The
researcher interviews with the students and showed that the difficult images were more complex more
than easy images, and therefore students spent more time than the first images games.
Research question 3: what are the effects of easy computer base images on hearing impaired
students? This study found that students received higher scores on easy image based game. In this game
students saw each image in three minutes until they had seen all five set of images, then teacher asked
about the differences. The results indicate that students received higher scores and that the easy
pictures can help them for learning and remembering.
Finally research question 4: what are the effects of difficult based images on hearing impaired
students? This study found that students received lower scores on difficult based games. These difficult
based imaged were complex and include more detail than easy images. As a result, the hearing impaired
students got lower scores.
This current study also found that the score in playing paper base games is higher than the score
in playing computer base games regardless of difficulty.
Conclusion
This research compared the paper base and the computer base photo recognition performance of
hearing impaired students using Photo Hunt Games. From the researchSkliar,2001 argues that most of
the times this characterization, of the deaf as visual subjects, is restricted to the linguistic or intellectual
ability to create and understand information through sign language. He thinks that the deaf visual
experiences encompass, beyond linguistic, various cultural and environmental meanings. For example:
the deaf people also utilize nicknames or visual denominations; they also use visual metaphors; visual
imaging and visual humor; they also define the passage of
time through images. Education
LEBEDEFF, 2006 for the deaf must be visual, with methods that include visual experiences. The educator
Reily, 2003 worked with deaf children, using the humoristic and multi-symbolic characteristic of
illustrations, while reading comic images. As far as visual literacy goes, she emphasizes the importance of
imagery in the curriculum taught to deaf children, pleading for the need of formally including visual
literacy in schools. She suggests that the teachers working with the deaf should re-consider the role that
visual imagery plays in the learning process. She emphasizes the need to utilize imagery as a cultural
resource that involves all fields of knowledge, as tools capable of improving the thinking process. Therefore
using image can help the hearing impaired for memories. This current study found using the photo
hunt games both the easy and the difficult sets. Form that, the score in easy set was higher than the score in
difficult set.
Results indicate that students on average spent more time playing games with easy images. So the
next phrase the research will create a media for them that utilize easy images for media. The current, the
testing data was just the basic data to study the remembering ability of the hearing impaired learner.
Future study the researcher can use the data to create and develop a media that can address the learning
achievement issue of the hearing impaired students. This current study suggests that the media should use
simple and easy images for the hearing impaired student.
Methodological limitations of the current study include the small population and the fact that most
participants were male. Previous studies on gender differences in verbal and visual memory Maccoby
Jacklin,1974 ,Gathercole, S. E., Baddeley, A. D., 1993 suggest that investigation of female subjects in
this context and might enhance insight into the memory of deaf individuals.
Future research should also develop guideline for the design and implementation of the new visual
media.
Reference
Blair, F. 1957. A study of the visual memory of deaf and hearing children. American Annals of the
Deaf, pp.254-263. Maryland , USA: The Johns Hopkins University Press.
Boutla, M., Supalla, T., Newport, E. L., Bavelier, D. 2004. Short-term memory span: Insights
from sign language. Nature Neuroscience, pp.997–1002.USA: Nature Publishing Group.
Daniele, V. A. 1993. Quantitative literacy. American Annals of the Deaf, pp.76–81.
Maryland , USA: The Johns Hopkins University Press.
Department of eduction. 2003. National Education Act BE 2542 as amended
second edition. Bangkok, Aksornthai Press. Dowaliby,F.J. and H.G.Lang.1999.
Adjunct Aids in Instructional A Multimedia
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study With Deaf College Students. Journal of deaf studies and deaf education,4:272-280.
Flaherty, M., Moran, A. 2004. Deaf signers who know Japanese remember words and numbers
more effectively than deaf signers who know English. American Annals of the Deaf, pp.39–
45. Maryland , USA: The Johns Hopkins University Press.
Gathercole, S. E., Baddeley, A. D. 1993. Working
Memory and Language. Hove: Lawrence Erlbaum Associates.
Hodgdon, L. 1995. Visual strategies for improving communication practical supports for school and
home, Troy: QuirkRoberts Publishing. Koo,D., Crain, K., LaSasso, C., Eden, G. F. 2008.
Phonological awareness and short-term memory in hearing and deaf individuals of different
communication backgrounds. Annals of the New York Academy of Sciences, pp.83–99. USA:
New York Academy of Sciences.
LEBEDEFF, Tatiana Bolivar. Análise das estratégias e recursos surdosutilizados por uma professora
surda para o Ensino de Língua escrita.Perspectiva. Florianópolis: UFSC, v.24,
p.139 - 152, 2006.
Maccoby, E. M., Jacklin, G. N. The psychology of sex differences. Stanford, Galif.: Stanford
University Press, 1974. Pagliaro,C.M.1998. Mathematics reform in the
education of deaf and hard of hearing students. American Annals of the deaf, pp.22-28.
Maryland, USA: The Johns Hopkins University Press.
Piyaporn Techaraeungrong, Wacheerapan Kaewprapan and Surachai Suksakulchai.“The
Study on Photo Recognition of the Hearing Disabilities with Normal Children by using the
Photo Hunt Games”The proceeding of E-learn 2013 World Conference on E-learning, 2013.
REILY, Lucia H. As imagens: o lúdico e o absurdo no ensino de arte parapré-escolares surdos. In: SILVA,
I.; KAUCHAKJE, S. e GESUELI, Z.Orgs. Cidadania, surdez e linguagem. São Paulo: Plexus,
2003. SKLIAR, Carlos. Perspectivas políticas e pedagógicas da
educação bilíngüepara surdos. In: SILVA, Shirley e VIZIM, Marli. Educação Especial:múltiplas
leituras e diferentes significados. Campinas: Mercado de LetrasALB, 2001.
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Karl Marx on the 21st Century Trade Unionism: A Discourse on Their Past, Present and Future
Thulani Zengele, Victor Pitsoe
Trade unionism has a very long and rich history – its roots are traceable to the 1850’s. Most importantly, trade unionism and the
proletariat working class have a symbiotic relationship. In his work, Communist Manifesto of 1848, Karl Marx noted that “of all the classes
that stand face to face with the bourgeoisie today, the proletariat alone is a really revolutionary class. The other classes decay and finally
disappear in the face of modern industry; the proletariat is its special and essential product.” Marx declared that the future task of the trade unions
was to reach out to the poor and the oppressed; the lowest paid, the unorganized, and push forward political and social movements that
would aid in the emancipation of the working class as a whole. With this in mind, we argue that it is no coincidence that levels of class inequality
today mirror those of the laissez faire capitalism of Gilded Era of the late nineteenth century. Given the material challenges faced by South
African Democratic Teachers Union’s SADTU, perhaps, we should put the following questions on the table: 1 is Marx still relevant on any
critiquing trade unionism in the 21st century? Notwithstanding the fact that trade unions have been operating in South Africa since the 1980s,
we maintain that much of what is flawed with the trade unionism today is explicable in Marxist terms. Drawing upon Karl Marx works and on
Zengele’s 2009, Letseka and Bantwini2010 and Pattillo’s 2012 studies, we critique SADTU’s role in the liberation of the proletariats
teachers from bourgeois capitalist exploitation.
Corresponding author: tzengeleunisa.ac.za
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Learning Dyslexia Early Diagnosis and Teaching Strategies in Italy
Nicolina Pastena
Statistical data confirm that today the incidence of specific learning disorders in Italy, since kindergarten, is around 1216
with a tendency to increase. There is still, after so much awareness of the problem, a general tendency to underestimate the problem,
attributing the difficulty of reading at wrong strategies or at emotional-relational problems. The hypothesis that we will try to
show is that the identification and early analysis of risk situations, the early diagnosis, the appropriate teaching strategy will reduce the
likelihood of school failure. To obtain a profile of the individual child and to develop the treatment plan have been used qualitative
and qualitative tests.
METHOD
The study, a longitudinal character, was divided into two phases: evaluation, in the first class, of the requirements for the
activation of the processes of learning to read, in the second class of the level of maturity of the skills of reading and writing, using
standardized tests.
In the first class we used: Ravens Matrices, VMI, PRCR-2, Bender Visuo Motor Gestald Test. In the second classe used: MT
Cornoldi. The data were analyzed and identified at-risk children.
RESULTS
The study pointed out that, at the entrance into the first class, some children show significant difficulties in the basic
processes. Despite the improvements observed in the second class, the frequency of subjects at risk is still high.
Corresponding author: npastenaunisa.it
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Localization learning process for human resources development: case study of project support the local community in order to restore the southern border
Nat Luxchaigul
Dept. of Social Sciences, Faculty of Humanities and Social Sciences Prince of Songkla University, Pattani Campus
E-mail: nat-lbunga.pn.psu.ac.th
Abstract
This study aims to analyze the learning process for human resources development in collaboration
community of practice COP on project support the local community in order to restore the southern
border. The 50 samples consisted of graduate workers, graduate motherland and also people in
Pattani, Yala and Narathiwat Provinces, were collected sampling with participant observation and
in-depth interviews, using content analysis and descriptive narrative. The research results founded
that the community learning only discourse of human resources development in postmodern; the input
process are sufficient supported by the third party participation. The learning process in southern border
community is only the beginning and medium participation. However, this collaborative learning
process output are the expansion to the second project, but the participant gained experience as the
result process of interaction with the community development and environment around the human
center. Although, the restore southern border is not now conducive fulfillment to human development,
because of unrest in the areas, lack of trust, scarcity of natural resources and coastal erosion, etc.
Keywords: learning process, human resources development, community of practice COP, southern
border
1. Introduction
