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elliswhite5

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James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
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  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
tpreview

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started by tpreview on 15 Jul 20 no follow-up yet
Hare Marke

Buy Yelp Reviews - 100% Real, Permanent, Reviews - 0 views

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David McGavock

CITE Journal - Editorial - 21 views

  • A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
  • his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
  • Integration is defined not by the amount or type of technology used, but by how and why it is used.
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  • many of these technology-specific studies did not explore more fundamental issues in technology and education
  • what needs to be further developed, examined, and shared
  • particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
  • understanding the processes and interim results of how and why specific tools can and should be appropriated
  • help students with distinct needs and preferences to achieve identified learning goals.
  • the STaR Chart
  • According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
  • Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
  • curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
  • As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
  • the technologies themselves do not require this shift
  • Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
  • In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
  • Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
  • perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
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    A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary. Contrast this depiction with what the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration: Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions-as accessible as all other classroom tools.
wallaceclient56

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Duane Sharrock

Bringing the world to innovation - MIT News Office - 0 views

  • mentions: a popular TED talk Smith gave in 2006 and Time magazine’s
  • D-Lab, the project aimed to develop creative solutions to problems facing people in the world’s least-affluent countries — and then hoped those residents would embrace the solutions.
  • thanks to a major new U.S. Agency for International Development (USAID) grant to D-Lab and MIT’s Department of Urban Studies and Planning, D-Lab’s instructors and researchers will implement this strategy even more broadly — providing greater continuity to projects around the world, says D-Lab founder Amy Smith, a senior lecturer in MIT’s Department of Mechanical Engineering.
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  • The program now employs about 20 people and encompasses 16 courses that reach about 400 students each year. Even though D-Lab does little to publicize its activities, staffers are increasingly hearing that this program was a major reason why participating students chose to attend MIT.
  • Awareness of D-Lab has grown in recent years, thanks in part to some prominent mentions: a popular TED talk Smith gave in 2006 and Time magazine’s selection of her in 2010 as one of the world’s 100 most influential people.
  • with the new USAID support, “we can harness the alumni of IDDS as a kind of an extremely diverse and dispersed design consultancy,”
  • While some students have already managed to turn class projects into ongoing organizations — building better water filters in Africa, bicycle-powered washing machines in Latin America, and wheelchairs in India, for instance — the new funding should enable more such activities, Smith says, by “incubating ventures and training entrepreneurs.”
  • The emphasis has shifted,” Grau Serrat says, “more from designing for poor people to designing with poor people, or even design by poor people.”
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    Another reason some students are applying to MIT. Undergrads are making a difference globally. "the innovative MIT classes and field trips known collectively as D-Lab, the project aimed to develop creative solutions to problems facing people in the world's least-affluent countries - and then hoped those residents would embrace the solutions." "The program now employs about 20 people and encompasses 16 courses that reach about 400 students each year. Even though D-Lab does little to publicize its activities, staffers are increasingly hearing that this program was a major reason why participating students chose to attend MIT." "All of D-Lab's classes assess the needs of people in less-privileged communities around the world, examining innovations in technology, education or communications that might address those needs. The classes then seek ways to spread word of these solutions - and in some cases, to spur the creation of organizations to help disseminate them. Specific projects have focused on improved wheelchairs and prosthetics; water and sanitation systems; and recycling waste to produce useful products, including charcoal fuel made from agricultural waste."
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    "All of D-Lab's classes assess the needs of people in less-privileged communities around the world, examining innovations in technology, education or communications that might address those needs. The classes then seek ways to spread word of these solutions - and in some cases, to spur the creation of organizations to help disseminate them. Specific projects have focused on improved wheelchairs and prosthetics; water and sanitation systems; and recycling waste to produce useful products, including charcoal fuel made from agricultural waste."
Tero Toivanen

Digital Citizenship | the human network - 0 views

  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
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  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
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    Mark Pesce: Digital Citizenship and the future of Education.
Nigel Coutts

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J Black

The 21st Century Centurion: 21st Century Questions - 0 views

  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
       
      This is really, really well said here...bravo
  • ...2 more annotations...
  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
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    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • ...1 more annotation...
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
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    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  •  
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
lawagner

Writing Center Staff | Wilk - 0 views

  • delightful
  • gut-wrenching descent
    • lawagner
       
      Thesis: understanding the differences and cultural factors will help with some guidelines for communicating with ESL students/tutees, thus leading to more beneficial tutoring sessions.
  • ...56 more annotations...
    • lawagner
       
      Introduction
  • severe
  • ittle headway
  • communications gap.
  • made in the paper.
  • struggled
  • in my explanations
    • lawagner
       
      Since the first paragraph identified the problem and stated the solution, the reader needs to understand what is causing the probelm
  • cultural factors plague important aspects of ESL communications in the writing center.
  • ack of a shared linguistic knowledge base,
  • ifferences in the educational, rhetorical, and cultural contexts of their language
  • acquisition
  • learning
  • subconsciously incorporating of linguistic forms through reading and listening.
  • consciously assimilating rules and forms through study and instruction.
    • lawagner
       
      What causes the communication gap/ differences between what the ESL learner wrote and what the tutor is trying communicate as errors
  • Understanding those differences helps in formulating beneficial principles of communication
  • rhetorical models are quite diverse
  • In some cultures, one would be considered rude or abrupt to announce one's point immediately.
    • lawagner
       
      Socratic dialogue vs didactic context (lecture and passive learning)
  • Socratic dialogue
    • lawagner
       
      The tutor takes on the role of collaborator and is an authoritative figure based on didactic tutoring. Tutors don't need to know all the answers, but it seems this paragraph is saying start by using didactic tutoring and move towards Socratic dialogue.
  • didactic context
    • lawagner
       
      So we have a communications gap, how do we begin to communicate with the ESL learner. What tutoring style should we use? Didactic context and communicate collaboratively, but realize that tutor is more of an authoritative figure, telling/informing the tutee of what he/she must do.
  • shared assumptions and patterns of language
  • apply a principle they have learned to a grammar error.
  • communicate collaboratively
  • ole as cultural/rhetorical informants as well as collaborators.
  • Cultural differences in body language
  • attitudes and preferences
  • The acceptability of degrees of physical proximity and eye contact differ between cultures.
    • lawagner
       
      Cultural differences in body language (speaking without speaking), attitudes and preferences need to be known so that the tutor and tutee may communicate effectively. Examples of these cultural differences are given: Latin American, Arabic, Asian, and Chinese.
    • lawagner
       
      When I have gone to a new country, such as Zambia and Mexico, I looked up the ways in which to communicate with folks there, forbidden hand gesture, is shaking hands okay. In some culture they kiss each other on the cheek as a greeting. Ignorance towards body language, attitudes, and preferences may drive an eternal wedge between the tutor and tutee. This is a huge part of understanding cultural differences.
  • it down first and allow the student to establish comfortable body positioning
  • ake body language cues from the writer
  • encouraging the student to speak up or ask questions
    • lawagner
       
      This paragraph answers a question Writing Centers, directors and tutors may wonder: Do I have to know everything about every culture in order to communicate effectively? When writing essays it's important to keep in mind questions that may arise from the intended audience.
    • lawagner
       
      The tutor does not need to know everything about every culture, rather keenly observe the tutee, and modify behavior when appropriate.
  • utor can foster discourse through slightly modified behavior.
  • temptation to address too many issues in one session
    • lawagner
       
      Another issue with tutoring ESL learners: trying to fix everything at once. They are not the same as a native English speaker and cannot be expected to eat, chew and digest everything put in front of them. You need to pick up the steak knife and cut up the steak into manageable pieces. 
    • lawagner
       
      Native English speaker vs ESL learner; don't tutor them the same Although this paragraph seems slightly out of place and doesn't move the argument forward, it is a reminder that ESL students are tackling the foreign language and cannot be expected to handle the same workload as native speakers.
  • effective communications is best achieved by limiting the topics covered within the session
  • English is not the primary language.
    • lawagner
       
      Going back to ESL learners, a part of understanding cultural differences is understanding that they are coming to me for help with their writing-writing which is in a foreign language to them. Understanding prioritizing is part of the solution when tutoring ESL learner, and all learners consequently.
  • The driving force behind limiting is prioritizing.
  • the primary cultural barrier to communication
    • lawagner
       
      Explaining the differences in mechanics seen in varying languages spoken by other cultures. Patience is key nevertheless.
    • lawagner
       
      So how do tutors not overwhelm the tutees? By prioritizing-what is causing the most issues and go from there.
    • lawagner
       
      Communication barriers lie in the language itself and its attached conversational dialect, transcending into how the ESL learner communicates in their native tongue. * I think this paragraph could be two.
  • ack of fluency in conversational dialect
  • Close observation is a key to interpreting and dispelling cultural interference.
    • lawagner
       
      Summarizing the last several paragraphs; close observation is the key as well as other possible modifications.
    • lawagner
       
      Summarizing the main points is like the Therefore since we know all of this we can understand  the cultural differences between the tutor and ESL tutee and thus eliminate or at least reduce the cultural barriers.
    • lawagner
       
      Conclusion
    • lawagner
       
      A continuance of the last paragraph. All of this information presented  may help or it may not.
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Red Bank Enterprises was involved in the following transactions - Just Question Answer - 0 views

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    Why choose us to Buy SiteJabber Reviews? Why choose us to Buy SiteJabber Reviews? We are the best to buy SiteJabber Reviews. We have over 10 years of experience in this field, and we know what it takes to sell high-quality reviews on your site. Our customer service team is available 24/7, so if you have any questions or concerns about your order, please don't hesitate to contact us! Also, our prices are unbeatable! You can buy as many reviews as you want at one time with our discount pricing system so there's no excuse not to try out our service today! Buy Sitejabber Reviews Sitejabber Reviews Buy 5 Star SiteJabber Reviews SiteJabber is a review site for local businesses. It allows customers to leave reviews about their experiences with local businesses, and it has an overall rating system similar to Yelp or TripAdvisor. SiteJabber has a 5 star rating system, which means that if you give one star to your service provider, they will take away your ability to leave them any more stars in the future. For example: If you give one star because they didn't fix your car after you paid them $300 dollars for repairs - then next time when you need work done again (and maybe not this time), they won't be able to rate them as highly because there's no incentive for them anymore! Importance of Positive Sitejabber Reviews The Importance of Positive Sitejabber Reviews Sitejabber reviews are important for your business. They help you improve your online reputation and attract more customers, but they also can be an important marketing tool to get traffic to your website or increase sales. The significance of Sitejabber reviews Sitejabber reviews are important for your business. You might think that they're just a nice thing to have, but they can actually make a big difference in the success of your online business. If people see positive reviews on Google or Yahoo! Search Engine and then decide to click through to your website, it will increase sales. You should al
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    Buy Sitejabber Reviews Introduction Sitejabber is a social media monitoring tool that allows you to track your competitors' and customers' activity. You can use it to find out who is talking about you, what they're saying and how many people are viewing your site. What is SiteJabber ? Sitejabber is a website that allows users to post reviews of businesses. It's a review site where users can write reviews of businesses and share their opinions with others in an easy-to-use format. Sitejabber was founded by two brothers, John and Mike MacDonough, in 1999 as an email marketing company called Sidekick Technologies Inc., which was later renamed SiteJabber Incorporated (SJI). The company grew quickly due to its focus on providing email services for small businesses through its flagship product "Sitescope." How Sitejabber Works? Sitejabber is a social media site that allows users to review businesses. It's similar to Yelp or Facebook in that it allows you to leave reviews about local businesses, but there are some key differences between Sitejabber and these other sites. Here's what you need to know about this new social network: Why choose us to Buy SiteJabber Reviews? Why choose us to Buy SiteJabber Reviews? We are the best to buy SiteJabber Reviews. We have over 10 years of experience in this field, and we know what it takes to sell high-quality reviews on your site. Our customer service team is available 24/7, so if you have any questions or concerns about your order, please don't hesitate to contact us! Also, our prices are unbeatable! You can buy as many reviews as you want at one time with our discount pricing system so there's no excuse not to try out our service today! Buy Sitejabber Reviews Sitejabber Reviews Buy 5 Star SiteJabber Reviews SiteJabber is a review site for local businesses. It allows customers to leave reviews about their experiences with local businesses, and it has an overall rating system similar to Yelp or TripAdvisor. Si
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