The Edu-Metaverse, a vast ensemble of different technologies, has initiated a great and unprecedented change in the field of education. This change has been effected through the following Edu-Metaverse characteristics: embodied and multimodal interaction; immersive teaching scenarios, which can accelerate learning and skill acquisition; and the emergence of AI-enabled agents. In comparison to traditional classroom teaching models, smart education is a collaborative and visual model that adopts the latest AI technologies to reach a learning outcome. However, a problem that should be considered is how a smart education model, enabled by the Edu-Metaverse, can be developed to enhance better learning outcomes for students. Such a model should highlight smart pedagogy in the context of the Edu-Metaverse, together with a smart teaching environment, multimodal teaching resources, and AI-enabled assessment. In this study, we focused on the teaching of college English to 60 students from Zhejiang Open University. We investigated the effectiveness of a smart education model, which was empowered by the Edu-Metaverse, in enhancing better learning outcomes for the students, using a combination of qualitative and quantitative research. After the one-semester-long experiment, questionnaires were sent out to complement the interview findings. It was found that the students who engaged in the smart education model in the Edu-Metaverse yielded higher scores in oral English, vocabulary and grammar, reading comprehension, English-to-Chinese translation, and writing than those who engaged in traditional instruction. Therefore, this study suggests that a smart education model enabled by the Edu-Metaverse, which is characterized by a highly immersive experience, multimodal interaction, and a high degree of freedom for resource sharing and creation can help learners to realize deep learning, develop their capacity for high-order thinking, and help them to become intelligent individuals in an online learning space. In order to facilitate this smart learning, we make the following suggestions for educational institutions: (1) teachers should improve the design of teaching scenarios, (2) teachers should focus on learning assessment that is based on core literacy, and (3) teachers’ knowledge of the architecture of the Edu-Metaverse should be enhanced.
A flipped classroom refers toa model of learning which reverses how time is spent in and out of the class to shift the ownership of learning from the teachers to learners. But from the perspective of ecology, education can be healthily developed in a harmonious and dynamically-balanced ecological system. Therefore, this project, exemplified through translation teaching, constructed a flipped teaching model based on an ecological perspective that open university distance learners will adapt to after revisiting the flipped classroom. Through the teaching experiment in the course on Translation Theory and Practice, the author highlighted that a good ecological relationship should be established in the translation subject, the translation object, the objectives of the translation course, and translation sources and requirements from the translation market — based on which the basic teaching process of a flipped classroom was developed. Using a questionnaire and interviews, the results of a one-year experiment showed that the flipped teaching model with the integration of modern information technology (functions of interaction, virtual simulation and social networking) in translation teaching could foster greater student engagement and higher levels of motivation and translation competence; and the teachers were excited by the opportunity to enhance their teaching practice and the profession. However, some major challenges were also posed to the students and teachers, viz.: (1) how to make the students transform from knowledge-receivers to knowledge-producers; and (2) how to improve the teacher's TPACK(technology integrated into some curricula) — for example,how to explaina concept in a bite-sized video (the pace, the visual representation, and the aligned assessment practices) and how to extend these activities into the classroom.
Advances in developed and developing countries are more attributable to growth in industrial activities that directly impact increasing energy demand. Energy availability has been inconsistent globally, necessitating energy storage (ES) for use as per requirement. Various energy storage technologies (ESTs) are available in mechanical, electrochemical, electrical, chemical, and thermal forms to fulfil the energy demand of a user as and when required. The factors responsible for making a commercially viable energy storage product are further being researched for an eco-friendly and optimal solution to store energy for a longer duration. Researchers are employing different strategies to evaluate the energy efficiency of storage technologies. This paper uses the VIKOR technique to analyze ESTs while assigning objective weights with the entropy weights method based on identified energy performance indicators and ranking them according to their commercialization viability. The method helps a consumer choose better ESTs as per their requirement while manufacturers compete with each other to enhance the commercial value of their energy storage products. Sensitivity analysis has been performed to understand the uncertainties, pros, and cons with the limitations and scope of using the decision model and thus taking an informed decision. The analysis of different energy storage technologies has indicated Hydrogen Fuel Cells (HFC) to be impressive and promising for the future.
TPACK (Technological Pedagogical Content Knowledge) is a kind of new knowledge required by teachers for technology integration in their subject teaching. With the connotation of TPACK including TCK, TPK and PCK, the project, exemplified with translation teaching, conducts an action research of an English teacher of Zhejiang Radio & TV University on how she uses information technology to help conduct translation teaching, then integrates technology into translation teaching, and finally acquires and develops TPACK framework. At last, acquiring TPACK has a great effect on the perfection of teachers' knowledge system, the development of teachers' teaching ability and promotion of professional development of teachers.
Adopting a popular research method-a quality research arisen in the field of social science research, the paper regards four trainee teachers as the research object and reports on how four trainee teachers responded to a short introductory teacher training program (the training program for elementary school English teachers in Yushan county in Jiangxi Province) which mainly focuses on practical teaching skills. With this action research, the research gives an account of how trainee teachers reflect on their learning, how their ideas and beliefs about teaching develop during the program and how the tutors reflect on their teaching. In summary, reflective teaching fosters professional growth and development, critical thinking, self-assessment, and self-directed learning. It promotes the development of new knowledge, leads to broader understanding and creates greater self-awareness. It facilitates selecting from many ideas, helps challenge one's current conceptions of teaching and learning, and assists in identifying how these affect classroom decision-making. Therefore, reflective teaching, with school's involvement, is an invaluable tool in facilitating life-long learning and professional growth.
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