The Experts below are selected from a list of 45 Experts worldwide ranked by ideXlab platform
Andrew Sangpil Byon - One of the best experts on this subject based on the ideXlab platform.
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the use of culture Portfolio Project in a korean culture classroom evaluating stereotypes and enhancing cross cultural awareness
Language Culture and Curriculum, 2007Co-Authors: Andrew Sangpil ByonAbstract:This paper investigates a case of designing, implementing, and evaluating a semester-long culture Portfolio Project in a Korean culture class in an American university setting. The paper addresses the following four issues: (1) How does the Project help the students gain insights into a particular aspect of Korean culture and encourage them to evaluate their own stereotypical impressions of Korean culture? (2) How does the Project raise students' cross-cultural awareness? (3) Does the Project increase students' interest to study Korean language? (4) What are the pedagogical implications of the Project? Students' written (e.g. pre- and post-Project questionnaires) and spoken reports (e.g. classroom presentation) are used for qualitative analysis. The results of the analysis indicate that the Project assists the students in gaining insights into a particular aspect of the Korean culture, by modifying their own stereotypical impressions of the target culture and people. The Project helps the students to be a...
Linda Quinn Allen - One of the best experts on this subject based on the ideXlab platform.
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implementing a culture Portfolio Project within a constructivist paradigm
Foreign Language Annals, 2004Co-Authors: Linda Quinn AllenAbstract:Abstract: This article illustrates a step-by-step hypothesis refinement activity that is consistent with constructivist pedagogies and the perception of culture learning as a process of discovery. Postsecondary students identified stereotypes about the cultures of French-speaking countries, conducted open-ended investigations, and accepted or rejected the validity of the stereotypes based on supporting and contradictory evidence. They compiled the information they gathered during their explorations, along with rationales explaining their thinking processes, in a Portfolio. As a result of completing the Project, students not only gained insight on a specific aspect of their own and francophone cultures but also recognized the impact their own perspectives have on understanding another culture. They became aware of their own process of learning, engaged in critical thinking, and familiarized themselves with resources for future cultural explorations. The activity may be implemented in upper-level high school classes as well as university classes and is appropriate for the study of any target culture. Introduction In the editor's introduction to a special issue on culture in Foreign Language Annals, Grittner (1996) offered an historical overview of the teaching of culture in classroom foreign language instruction. "Earlier approaches," the editor stated, "tended to view culture as a means to some end ... As for method, the student was to receive and store information about the target culture . . . More recent approaches have placed the emphasis on content . . . more emphasis methodologically has been put on having students discover cultural data rather than having it 'fed' to them as static information" (p. 18). Learning about other cultures has come to be perceived as a process of discovery. Culture learning as a process necessitates opportunities for students to explore aspects of the culture, reflect on the fruit of their explorations, and, based on their reflections on both the target culture as well as their own culture, create their own relational meanings (Kramsch, 1993, p. 205). This article presents a culture Portfolio Project as a means of facilitating the exploration, reflection, and creation of meaning that underlies a process approach to learning about culture. Second-year university students of French hypothesized that stereotypes they held about the cultures in French-speaking countries were valid assumptions. Over the course of a semester, they sought multiple sources to support or disaffirm their hypotheses. Goals for the Project included five specific objectives. Students were expected to: (1) gain insight on a particular aspect of French or another francophone culture and compare and contrast the same aspect with their own culture, (2) recognize the impact their own perspectives have on understanding another culture, (3) become aware of their own process of learning, (4) engage in critical thinking, and (5) become familiar with resources for future cultural explorations. Culture learning as a process is grounded in the theory of constructivism and implemented through constructivist pedagogies. Thus, these constructs, along with a brief discussion of Portfolios and a review of how they have been used in classroom foreign language instruction, are presented in the first section of this article. An explanation follows of how the Portfolio Project was crafted. The final section of the article describes the evaluation of the Portfolios and students' reactions to the Project. Background Constructivism and Constructivist Pedagogies Constructivism is a theory about knowledge and learning that stems from the work of Piaget (1976) and Vygotsky (1978) and is the basis for current educational reform (Fosnot, 1996). Although there are different types of constructivism (e.g., Phillips, 1995; Reagan, 1999), a review of the literature (Confrey 1990; Etchberger & Shaw, 1992; Noddings, 1990; Reagan, 1999; von Glasersfeld, 1991, 1996) suggests that within a constructivist paradigm individuals construct their own knowledge. …
Esmail Ghorbaniane - One of the best experts on this subject based on the ideXlab platform.
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a fuzzy hybrid Project Portfolio selection method using data envelopment analysis topsis and integer programming
Expert Systems With Applications, 2015Co-Authors: Madjid Tavana, Mehdi Keramatpour, Francisco J Santosarteaga, Esmail GhorbanianeAbstract:Project Portfolio selection is a complex and difficult task in fuzzy environments.A three-stage hybrid method is used to select an optimal combination of Projects.Data Envelopment Analysis is used to screen the available Projects.TOPSIS is used to rank the potentially promising Projects.Linear Integer Programming is used to select the most suitable Project Portfolio. Project selection and resource allocation are critical issues in Project-based organizations. These organizations are required to plan, evaluate, and control their Projects in accordance with the organizational mission and objectives. In this study, we propose a three-stage hybrid method for selecting an optimal combination of Projects. We obtain the maximum fitness between the final selection and the Project initial rankings while considering various organizational objectives. The proposed model is comprised of three stages and each stage is composed of several steps and procedures. We use Data Envelopment Analysis (DEA) for the initial screening, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) for ranking the Projects, and linear Integer Programming (IP) for selecting the most suitable Project Portfolio in a fuzzy environment according to organizational objectives. Finally, a case study is used to demonstrate the applicability of the proposed method and exhibit the efficacy of the algorithms and procedures.
Madjid Tavana - One of the best experts on this subject based on the ideXlab platform.
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a fuzzy hybrid Project Portfolio selection method using data envelopment analysis topsis and integer programming
Expert Systems With Applications, 2015Co-Authors: Madjid Tavana, Mehdi Keramatpour, Francisco J Santosarteaga, Esmail GhorbanianeAbstract:Project Portfolio selection is a complex and difficult task in fuzzy environments.A three-stage hybrid method is used to select an optimal combination of Projects.Data Envelopment Analysis is used to screen the available Projects.TOPSIS is used to rank the potentially promising Projects.Linear Integer Programming is used to select the most suitable Project Portfolio. Project selection and resource allocation are critical issues in Project-based organizations. These organizations are required to plan, evaluate, and control their Projects in accordance with the organizational mission and objectives. In this study, we propose a three-stage hybrid method for selecting an optimal combination of Projects. We obtain the maximum fitness between the final selection and the Project initial rankings while considering various organizational objectives. The proposed model is comprised of three stages and each stage is composed of several steps and procedures. We use Data Envelopment Analysis (DEA) for the initial screening, the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) for ranking the Projects, and linear Integer Programming (IP) for selecting the most suitable Project Portfolio in a fuzzy environment according to organizational objectives. Finally, a case study is used to demonstrate the applicability of the proposed method and exhibit the efficacy of the algorithms and procedures.
Knutsteinar Engelsen - One of the best experts on this subject based on the ideXlab platform.
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Portfolios and assessment in teacher education in norway a theory based discussion of different models in two sites
Assessment & Evaluation in Higher Education, 2004Co-Authors: Olga Dysthe, Knutsteinar EngelsenAbstract:Two teacher institutions in Norway involved in a new ICT‐supported Portfolio Project provide data for our study. In this paper we present a model of analysis for Portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the Portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance of building reflection, self‐assessment and feedback into Portfolio assignments and processes in such a way that it becomes part of what is documented. This will strengthen the formative assessment aspect of Portfolios. The summative assessment practices are strongly influenced by exam traditions in both institutions. Digital Portfolios provide new learning opportunities that are not yet fully utilized. By way of conclusion we explore some critical aspects of Portfolios in teacher education in light of Wenger's social theory of learning, focusing on the concepts p...