Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment

This paper discusses the implementation of self-assessment in consecutive interpreting among novice learners in a non-interpreting environment specifically referring to the interpreting courses offered at USM （Universiti Sains Malaysia）, being the only bachelor＇s degree programme in Translation and Interpreting in Malaysia, and the learners＇ perception on this mode of assessment with the goal of fostering learner autonomy among them. Such implementation was made possible with the shift from analogue technology to digital technology, the deployment of e-learning in the course instruction, and the shift from teacher-centred learning approach to student-centred learning approach in line with the university＇s APEX （Accelerated Programme for Excellence） transformation plan. Findings show a high acceptance level of self-assessment among novice learners of interpreting

Towards a Collaborative Learning Environment Through ICT： A Case Study

This paper expounds how the possibility of collaboration and construction of knowledge being put into practice in a group of ICT （information and communication technologies）-based teaching and learning programmes for Mother Tongue languages, collectively known as 10＇CMT. 10＇CMT, which is initiated by the ETD （Educational Technology Division） of MOE （Ministry of Education） Singapore, embodies a focus on the development of relevant pedagogy by which web-based technologies are embedded in meaningful learning activities in the classroom. Through a case study of a primary school in Singapore, this paper exemplifies how 10＇CMT has the ability to promote collective knowledge and, by doing so, essentially supporting the growth of the individual student＇s knowledge. It draws on the students＇ engagement in peer editing, peer evaluation, peer interaction, and feedback with self-reflective practices through the affordances of an array of online tools. This paper will also discuss how the 10＇CMT approach promotes the ability to respond flexibly to complex problems, to communicate effectively, to manage information, to work in teams, to use technology, and to produce new knowledge which are deemed to be crucial competencies for 21 st century.

The Management of Digital Transformation in Higher Education:An Assessment Proposal

The impacts of the current digital era are growing more and more on the way in which higher education(HE)offers learning programs at every level.Smart learning(SL)represents the evolution of educational approaches and techniques that capitalizes on all the opportunities deriving from new digital ecosystems.This study argues that the usefulness of HE can benefit from rethinking the traditional active learning(AL)model to smart ones.Thus,this research aims at investigating how to adapt the performance evaluation when the operations of HE turn to digitalized models.Therefore,this paper designs a research approach that allows accounting for the effects that the adoption of some SL strategies and tools has on the engagement of students and the aggregate performance of HE programs that adopt AL.The results of this study would help academics and HE managers assess the effectiveness of SL initiatives they plan to adopt.

Peer Teaching——Useful Tool in College English Teaching

In the recent decades, peer teaching and peer learning has attracted great attentions from higher education. For somescholars, peer teaching is an effective way to increase the students’engagement. In order to examine whether peer teaching is useful in the college English class, I have conducted two peer teaching experiments in my class. This paper describes the details of thetwo experiments. The experiments analysis and some suggestions are also discussed later in this paper.

Autonomous Learning and the Flipped Classroom in Chinese Vocational Schools——A Warming-Up to Student-Centred Learning

In this study,the authors focus on the application of the flipped classroom in Chinese vocational schools. We argue the possibility of a flipped class as another way to employ student-centred learning in China where teacher-centred learning is still heavily influencing the whole educational sector. In other words,if student-centred learning is difficult to implement in the classroom due to various reasons such as the class size,an exam-oriented system and so on,can a flipped class approach take part in student-centred learning outside the classroom and if so how? Available data quantifying student learning using the flipped classroom as opposed to other student centred methods are presented. This paper will also look at the feasibility of using the flipped classroom in Chinese vocational schools where the students are historically believed to be poor learners. Finally, practices for the use of flipped classrooms in encouraging learning autonomy will be discussed.