Differentiated Learning

Haniya, Samaa; Roberts-Lieb, Sol

doi:10.4324/9781315639215-8

Cited by 6 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This approach has been argued for many years to provide a high quality learning experience (Dewey, 1986; Freire, 1972; Lave and Wenger, 1991). Educational researchers are now calling for a new reform to advance and adapt learning by designing equitable educational environments that account for learners’ motivations and interests (Haniya and Roberts-Lieb, 2017; Kalantzis and Cope, 2016; Tomlinson and McTighe, 2006). To accommodate the different needs of an increasingly diverse student population, the goal of MOOCs should not only be to provide educational content to millions of people, but it also needs to be directed toward optimizing their learning in order to provide high quality educational experiences.…”

Section: Introductionmentioning

confidence: 99%

Understanding learner participation at scale: How and why

Haniya

Paquette

2020

E-Learning and Digital Media

Self Cite

View full text Add to dashboard Cite

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

show abstract

Section: Introductionmentioning

confidence: 99%

Understanding learner participation at scale: How and why

Haniya

Paquette

2020

E-Learning and Digital Media

Self Cite

View full text Add to dashboard Cite

show abstract

“…Personalized learning and adaptive instruction represent fundamental pillars of effective education in the 21st century (Natal'ya & Kopceva, 2023). Traditional one-size-fits-all instructional approaches often fail to accommodate the diverse learning styles, paces, and preferences of students (Haniya & Roberts-Lieb, 2017). As a result, some students may struggle to engage with the material, while others may become disengaged due to a lack of challenge.…”

Section: Importance Of Personalized Learning and Adaptive Instructionmentioning

confidence: 99%

Enhancing Math Learning with AI: ChatGPT's Impact on Number Base Conversion Comprehension

Prathigadapa,

Binti Mohd Daud,

Chek Hui

et al. 2024

IJARPED

View full text Add to dashboard Cite

“…During this period, Haniya made it a routine to go visit multiple theaters in succession every weekend and naturally became a hardcore movie fan who watched nearly all Hollywood and European films imported to Japan at the time. Moreover, because he somehow believed that it was his duty "to completely memorize the program from top to bottom including information about the original story, adaptation, director, and actors" (Haniya [1958(Haniya [ ] 1979a, he ended up cultivating a rare propensity that enabled him to remember almost everything he watched in this period with "a surprisingly precise memory" (Haniya 1957, p. 142). As a result, readers of Haniya's film essays must be first astonished by his encyclopedic knowledge about old movie stars and directors.…”

Section: Paradoxical Existence Of the Film Mediummentioning

confidence: 99%

“…However, his interest in domestic film products came to an end as soon as he landed in Japan at the age of thirteen. As a consequence, when he was asked to contribute an article on two postwar films directed by Kinoshita Keisuke, Haniya made a surprising confession that it was the first time "in almost 20 years" that he watched Japanese films (Haniya [1958(Haniya [ ] 1979a. It might be easy to dismiss this anecdote as merely reflecting Haniya's self-claimed obsession with Western culture.…”

Section: Paradoxical Existence Of the Film Mediummentioning

confidence: 99%

As Seen from the Camera Obscura: Haniya Yutaka’s Ontological Film Theory

Yamamoto

2023

Humanities

View full text Add to dashboard Cite

Haniya Yutaka (1909–1997) was one of the leading figures in postwar Japanese literature and avant-garde art movements, chiefly remembered today for his unfinished metaphysical novel Dead Souls [Shirei, 1946–1997]. This essay, however, examines his hitherto unknown theoretical writings on film. Haniya and other writers gathering around the literary magazine Kindai bungaku [Modern Literature, 1946–1964] shared a keen interest in film’s unparalleled importance in twentieth-century modernity. And their collective efforts to transgress conventional boundaries between literature and film culminated in the 1957 publication of the anthology entitled Literary Film Theory [Bungakuteki eigaron]. Above all, Haniya’s film writing was clearly distinguished for its tendency to explicate film’s paradoxical mode of existence philosophically, an approach that the film critic Matsuda Masao later called an “ontological film theory” [sonzaironteki eigaron]. Looking closely at his essays and interviews collected in Literary Film Theory and two other volumes on this topic—Thoughts in the Darkness [Yami no naka no shisō, 1962] and Dreaming in the Darkness [Yami no naka no musō, 1982]—the present essay reads Haniya’s theorization of cinema in relation to both Martin Heidegger’s existential phenomenology and recent scholarly debates on non-Western film theory.

show abstract

Differentiated Learning

Cited by 6 publications

References 0 publications

Understanding learner participation at scale: How and why

Understanding learner participation at scale: How and why

Enhancing Math Learning with AI: ChatGPT's Impact on Number Base Conversion Comprehension

As Seen from the Camera Obscura: Haniya Yutaka’s Ontological Film Theory

Contact Info

Product

Resources

About