Building a Cultural Community Classroom to Connect Instructors with Students

机译：建立文化社区教室，使教师与学生联系起来

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This paper presents an approach for an instructor to create a cultural community among students to motivate everyone to share their skills to build a strong community. The aim of this research is to create a community classroom using the Internet which is comfortable to the students. This community provides students with the opportunity to share their knowledge by allowing them to be anonymous with no time constraints and no place constraints. The result of this experiment shows that for each posting made by the instructor in the cultural community, at least one student had a comment to add. It also showed that 95% of the postings stimulated at least one student''s comment to be made within 10 minutes of the previous student''s comment. This result was common regardless of time or place.

机译：本文为教师提供了一种在学生之间创建文化社区的方法，以激励每个人分享他们的技能，以建立一个强大的社区。这项研究的目的是利用互联网为学生创造一个舒适的社区教室。该社区允许学生匿名，不受时间和地点的限制，从而为学生提供了分享知识的机会。该实验的结果表明，对于文化社区中的讲师的每个帖子，至少有一个学生要添加评论。它还显示95％的帖子刺激至少一个学生的评论在前一个学生的评论的10分钟之内做出。无论时间或地点如何，此结果都很普遍。

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《2011 11th IEEE International Conference on Advanced Learning Technologies》|2011年|p.147-149|共3页
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作者
Mohan Fariel;
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正文语种
中图分类计算技术、计算机技术;
关键词
collaboration; cultural community; learning styles; motivating students;

机译：合作;文化社区;学习风格;激励学生;

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3. Service-Learning: Connecting the Classroom to the Community to Generate a Robust and Meaningful Learning Experience for Students, Faculty, and Community Partners [J] . Joseph âMickâ La Lopaa* Journal of Culinary Science & Technology . 2012,第2期

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4. Building a Cultural Community Classroom to Connect Instructors with Students [C] . Mohan Fariel IEEE International Conference on Advanced Learning Technologies . 2011

机译：建立文化社区课堂，将教师与学生联系起来
5. Place-based education, student writing, and cultural contexts: A case study of building community consciousness in a rural middle school classroom. [D] . Donovan, Erin. 2014

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7. The Nak’azdli Whu’ten is a First Nations community located in northern British Columbia Canada. They have prioritized support for the mental health and wellbeing of their Elders and were keen to strengthen intergenerational linkages in the community to preserve cultural wisdom held by the elders for future generations. We co-created a digital storytelling workshop using technology to facilitate knowledge-sharing between Elders and youths. This pilot 10 session workshop involved all grade 6 and 7 students at a First Nations school and 20 First Nations Elders. Students recorded the Elders who orally shared stories and then added imagery and sounds to capture their understandings and create a digital story. The workshop was led by elders. Our project demonstrates one way to document oral histories while simultaneously building intergenerational relationships. We will discuss how this project successfully fostered intergenerational relationships, helped preserve cultural identity, and reduced social isolation of First Nations Elders. [O] . L Thiamwong 2018

机译：Nak'azdli Whu'ten是位于不列颠哥伦比亚省北部加拿大的第一个国家社区。他们对他们长辈的心理健康和福祉得到了优先考虑的支持，并热衷于加强社区的代际联系，以保护长老持有的未来几代文化智慧。我们共同创建了一种数字讲故事的研讨会，使用技术来促进长老和青少年之间的知识共享。该试点10会议研讨会涉及所有6级和7名学生，在第一家国家和20名第一国家长老。学生记录了口头共享故事的长老，然后添加了图像，听起来捕捉他们的理解并创造一个数字故事。研讨会由长老领导。我们的项目在同时构建代际关系的同时展示了一种记录口语历史的一种方法。我们将讨论该项目如何成功培养代互动关系，有助于保护文化身份，并减少第一国长老的社会孤立。

Building a Cultural Community Classroom to Connect Instructors with Students

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