A Study on the Impact of A spherical video-based virtual reality on Teaching English Writing Guided by Experiential Learning Circle Theory

English as an international language,English writing is a very important skill as an important form of language output,which is not only an important means of expressing emotions and awareness,but also reflects the ability to use language in an integrated way.In language teaching,the development of English writing skills is an important and challenging teaching task.English writing language is expressed not only at the basic level of vocabulary,grammar,and sentence structure,but also at the higher-order level of text organization,logical reasoning,and argumentation.However,in traditional English writing teaching,students usually do not have the opportunity to have an in-depth experience of the context of the topic,which leads to a lack of motivation and poor writing results.Therefore,this study developed an SVVR learning system based on spherical video-based virtual reality(SVVR)technology and conducted a quasi-experiment in a university English major classroom.The results of the study showed that the SVVR-supported approach to English writing could improve students'writing performance,enrich writing content,and increase learning motivation.

Engaging College Students in Experiential Learning： Learning Through Serving, Inspiring Through Experience, and Creating Identity Through Bilingual Poetry

Experiential learning is the opportunity to meld teaching with experience; ＂to do＂ the things students learn about in the classroom, yet outside the classroom walls. I am an instructor that embraces experiential learning. Every other year, I lead a Chican@ Literature class which, after the semester is finished, culminates with a two-week excursion to New Mexico. While on-campus I highlight specific themes within Chicano narrative and poetry. Discussions focus on several key aspects regarding Chican@ Literature whose purpose is to create a voice for those whom have been marginalized within mainstream American culture. Chican@ Literature emphasizes a concept of origin which is reiterated in New Mexico through a sense of place in nature. A second topic often addressed in Chican@ Literature is the idea of aprendizaje. This is a journey of knowledge. In each episode experienced, the narrative voice gains a broader understanding of identity. This aprendizaje is also shared by my students as they gain a sense of self as defined by their own community in juxtaposition with their New Mexican fieldwork and the bilingual poetry they write. Lastly, Chican@ Literature often reveals an author or poet＇s personal culture clash or cultural fusion within the creative work itself. Once again, my students write about their own perspectives in a poetry workshop and presented their pieces during a poetry slam. Some of these pieces are included in this manuscript.

Experiential Learning with Internal Audit Service Projects： Students＇ Perceptions

Students are very familiar with their own universities and also are interested in improving their alma maters. The purpose of this research is to share insights about a project that can be used for both traditional Auditing courses and the Internal Auditing course. The project requires that students ＂audit＂ certain elements of the universities＇ non-confidential finances as well as perform operational and compliance techniques. The project creates synergy for experiential learning and improvement of university operations. Examples of educational issues that were improved with the operational audits are： （1） better information posted for office hours and class times; （2） better scripting for professors＇ and staff＇s voicemail messages; and （3） campus safety improvements. The students also seemed more enthusiastic about auditing and happy to contribute to the excellence of their university.

Building a Model for Teaching Korean in Universities under the Vision of Experiential Learning

The rapid development of the economy and the continuous improvement of the education system made the state begin to pay more attention to the talents in the education sector,especially in the context of the development of economic globalization,the demand for talents in foreign languages is increasing.China and South Korea are closely connected,so the demand for Korean language talents in our country is increasing,and many universities have established Korean language majors,and is constantly exploring teaching models and methods to enhance Korean language teaching,among which,experiential teaching being the university’s Korean language teaching is the important ways and means.This paper mainly analyzes the construction of the model of Korean language teaching in universities under experiential learning.

EXPERIENTIAL LEARNING IN A COMMUNICATIVE CLASS

There are distinctions between the traditional transmission teaching and the experiential teaching. The paper explains that experiential learning is in fact part of communicative teaching and task-based teaching by presenting a sample English class. The principles of the communicative class can be realized only when teachers create experiential scenarios and only when experiences are closely related to tasks and themes.

The Experience of Setting up a New Learning Environment Model in Management Education： Challenges and Frustrations

The aim of this paper is to describe and to reflect on the experience of the authors in setting up a new model of learning environment in management education in a University in Brazil, which was initially called Management Practice Laboratory （MPL）. The MPL environment was conceived as a physical and conceptual space where students could learn and practice the principles and techniques of working in organizations in its three levels operational, tactical, and strategic. The foundations of the project come from social constructivist perspective on learning, from experiential learning literature and from researches that call for a new epistemological ground in management learning. In this paper, the authors will stress some challenges and frustrations with the project since these could be helpful to those interested in similar initiatives. Due to limited space, only two challenges will be stressed： （1） the construction of legitimacy for the project; and （2） the persistent dissonance between theory and practice. The authors conclude that there is room for innovation in the way management is taught and learned in universities since one shows courage to overcome the challenges and frustrations one will certainly deal with

Artificial synaptic behavior of the SBT-memristor

The synapse of human brain neurons is not only the transmission channel of information,but also the basic unit of human brain learning and information storing.The artificial synapse is constructed based on the Sr_(0.97)Ba_(0.03)TiO_(3-x)(SBT)memristor,which realizes the short-term and long-term plasticity of the synapse.The experiential learning and non-associative learning behavior in accordance with human cognitive rules are realized by using the SBT-memristor-based synapse.The process of synaptic habituation and sensitization is analyzed.This study provides insightful guidance for realization of artificial synapse and the development of artificial neural network.

Experiencing Business English in Community-Based Projects

With more emphasis on the communicative and pragmatic function of Business English learning, the author discusses a case study of a Business English course based on projects conducted by the students in their community This curriculum aims at students experiencing and implementing their knowledge of Business and English in the real business environments, engaging community in the process, and avoiding isolation and separation of business English teaching and learning from communities. The research lays more importance on the students＇ experiencing and participating process by providing them with a series of guidelines as reference and assessment, but meanwhile the students have their freedom of choices and decision-making in many aspects. Integrative skills are practiced including linguistic skills, business-related skills, communicative skills, and technology-related skills. Specifically, the students are required to conduct a mini market research in their community. The topic of the research is negotiated, classified, and grouped in the entire class until each individual student belongs to a group. The project procedure and requirements are given to the students on weekly basis, including field of research, questionnaire, data collection and analysis, report, and the final group presentation. Based on their experience from the research, the students write down their reflections. Based on the observation of the instructor and students＇ feedback, the research found that students＇ expectations and teacher＇s roles varied in a number of aspects. A variety of knowledge and skills have been practiced. Problems have also been found in each step of the project.

Practical Use of Moran＇s Theoretical Frameworks in Teaching Culture A Case Study in an EFL University Reading and Writing Class＊

Teaching target culture has been widely acknowledged as an indispensible component in the overall foreign language education. This paper presents a feasible way to effectively integrate cultural teaching into traditional classroom instruction by using Moran＇s theoretical frameworks, namely, the ＂Cultural Knowings Framework＂ and ＂Experiential Learning Cycle＂, as the foundation and guidance of the course design. It highlights the combination of teaching culture with the training of the basic language skills, adding a cultural dimension to the language learning. This teaching method can fully arouse the students＇ attention to cultural learning and provide more meaningful activities to physically and mentally engage students both in class and after class. By going through a series of assigned tasks individually or collectively, the students not only obtain the desired cultural knowledge but strengthen their language ability as well as other skills pivotal and necessary for becoming independent and lifetime learners.

Integrating Appreciative Inquiry （AI） into architectural pedagogy： An assessment experiment of three retrofitted buildings in the city of Glasgow

Recently there has been a growing trend to encourage learning outside the classrooms, socalled ＇universities without walls.＇ To this end, mechanisms for learning beyond the boundaries of classroom settings can provide enhanced and challenging learning opportunities. This paper introduces Appreciative Inquiry （AI） as a mechanism that integrates various forms of inquiry into learning. AI is operationalized as a Walking Tour assessment project which was introduced as part of the class Cultural end Beheviourel Fectors in Architecture and Urbanism delivered at the Department of Architecture, University of Strathclyde - Glasgow where thirty-two Master of Architecture students were enrolled. The Walking Tour assessment involved the exploration of 6 factors that delineate key design characteristics in three retrofitted buildings in Glasgow： Theatre Royal, Reid Building, and The Lighthouse. Working in groups, students assessed factors that included context, massing, interface, wayfinding, socio-spatial, and comfort. Findings reveal that students were able to focus on critical issues that go beyond those adopted in traditional teaching practices while accentuating the value of introducing AI and utilizing the built environment as an educational medium. Conclusions are drawn to emphasize the need for structured learning experiences that enable making judgments about building qualities while effectively interrogating various characteristics.