ZINES AND DIGITAL TASK-BASED PROJECTS: CONTENT-BASED INSTRUCTION AND TASK-BASED LEARNING. Gobel, P. & Kano, M. International Conference on e-Learning, January, 2024. Publisher: International Association for Development of the Information Society (IADIS)![ZINES AND DIGITAL TASK-BASED PROJECTS: CONTENT-BASED INSTRUCTION AND TASK-BASED LEARNING. [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex This paper discusses using project-based tasks to improve the understanding of cultural theory in a content-based language classroom. The course of concern is a university-level intercultural communication class, where students study a variety of cultural theories and then use these theories to explain cultural artifacts and cultural behavior in a variety of cultures. In previous years, various models of cultural theory, such as those of Hall (1976), Hofstede (2011), and Trompenaars (1997), were introduced to students through readings and lectures. These theories were then used as the basis for essays and final research papers. It was found that students only gained a shallow understanding of the models through readings and teacher-based instruction, resulting in very little thinking beyond the text. It was hoped that using digital projects, creating digital zines, would allow students to illustrate the theories, thus leading to deeper understanding of the models. For each aspect of cultural theory presented by the instructor, students are given a set of digital tasks that help them create a zine. The tasks revolve around the reframing of the theoretical aspect from the readings, connecting the aspect to their own experience, and creating a digital representation of the theory. This story is then presented to their peers as an illustration of the complex cultural theory. It is hoped that by incorporating their own experiences and framing the theory as a story, students will more easily grasp these abstract concepts and incorporate them into their analysis. The preliminary results of using digital project-based tasks in the classroom will be discussed in light of task efficacy, task completion, and the effect of the tasks on motivation and willingness to communicate. It is hoped that these results will provide evidence for the positive interface between CBI and digital task-based projects.
@article{gobel_zines_2024,
title = {{ZINES} {AND} {DIGITAL} {TASK}-{BASED} {PROJECTS}: {CONTENT}-{BASED} {INSTRUCTION} {AND} {TASK}-{BASED} {LEARNING}.},
shorttitle = {{ZINES} {AND} {DIGITAL} {TASK}-{BASED} {PROJECTS}},
url = {https://research.ebsco.com/linkprocessor/plink?id=2e3df146-c5c1-3cd9-ad23-0622e8c09630},
abstract = {This paper discusses using project-based tasks to improve the understanding of cultural theory in a content-based language classroom. The course of concern is a university-level intercultural communication class, where students study a variety of cultural theories and then use these theories to explain cultural artifacts and cultural behavior in a variety of cultures. In previous years, various models of cultural theory, such as those of Hall (1976), Hofstede (2011), and Trompenaars (1997), were introduced to students through readings and lectures. These theories were then used as the basis for essays and final research papers. It was found that students only gained a shallow understanding of the models through readings and teacher-based instruction, resulting in very little thinking beyond the text. It was hoped that using digital projects, creating digital zines, would allow students to illustrate the theories, thus leading to deeper understanding of the models. For each aspect of cultural theory presented by the instructor, students are given a set of digital tasks that help them create a zine. The tasks revolve around the reframing of the theoretical aspect from the readings, connecting the aspect to their own experience, and creating a digital representation of the theory. This story is then presented to their peers as an illustration of the complex cultural theory. It is hoped that by incorporating their own experiences and framing the theory as a story, students will more easily grasp these abstract concepts and incorporate them into their analysis. The preliminary results of using digital project-based tasks in the classroom will be discussed in light of task efficacy, task completion, and the effect of the tasks on motivation and willingness to communicate. It is hoped that these results will provide evidence for the positive interface between CBI and digital task-based projects.},
language = {eng},
urldate = {2024-10-23},
journal = {International Conference on e-Learning},
author = {Gobel, Peter and Kano, Makimi},
month = jan,
year = {2024},
note = {Publisher: International Association for Development of the Information Society (IADIS)},
keywords = {CROSS-cultural communication, DIGITAL technology, LANGUAGE \& languages, ZINES},
pages = {295--299},
}
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In previous years, various models of cultural theory, such as those of Hall (1976), Hofstede (2011), and Trompenaars (1997), were introduced to students through readings and lectures. These theories were then used as the basis for essays and final research papers. It was found that students only gained a shallow understanding of the models through readings and teacher-based instruction, resulting in very little thinking beyond the text. It was hoped that using digital projects, creating digital zines, would allow students to illustrate the theories, thus leading to deeper understanding of the models. For each aspect of cultural theory presented by the instructor, students are given a set of digital tasks that help them create a zine. The tasks revolve around the reframing of the theoretical aspect from the readings, connecting the aspect to their own experience, and creating a digital representation of the theory. This story is then presented to their peers as an illustration of the complex cultural theory. It is hoped that by incorporating their own experiences and framing the theory as a story, students will more easily grasp these abstract concepts and incorporate them into their analysis. The preliminary results of using digital project-based tasks in the classroom will be discussed in light of task efficacy, task completion, and the effect of the tasks on motivation and willingness to communicate. 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