Contributing to an online database of professional terminology provides an enriched learning...

2008 International Conference on ICT in Teaching and Learning

Dr Paula HodgsonFaculty of Education, The University of Hong Kong

Hong Kong SAR, China

Ms Lai-kuen ChanInstitute of Textiles and Clothing, Hong Kong Polytechnic University,

Hong Kong SAR, China

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.


Key fociGeneral and professional termsOnline database of professional

terminology websiteOnline image submissionResults and findings of the learning

tasks by full-time and part-time students


General versus professional terms


Search in

•Terms for garments and parts

•Terms for machines and equipment

•Technical make terms•Terms related to production

•Materials and Accessories terms

Learning prof. terms through…


Uploading an image by student


Viewing with an enlarged image


Findings N=276 weeks386 terms in the online professional

terminology site820 quality images published170 terms (44%) matching with

proper images


Criteria of image publishingImages were selected based on the assessment criteria:

(1)appropriate matching of an image with a term’s description;

(2)clear visual illustration; and (3)precision of image elaboration.


Percentage of image coverageCategories of terminology Number of

termsNumber of

terms matching with

images

Percentage

(1) garments and parts 88 84 95.5(2) machines and equipment 42 22 52.4(3) technical terms 191 28 14.7(4) production terms 9 1 11.1(5) materials and accessories 56 35 62.5

386 170 44


Methodologyonline survey (end of course)

fourteen closed-ended questions in a five-point Likert scale (1 = strongly disagree; 5 = strongly agree), and

5 open-ended questions Focus on exploring the perceived

usefulness of the online tool: including searching relevant images to be

published learning new terms through the activity


Survey resultsN=18 voluntarily provided feedback on their experience;

two-third had submitted images one-third had made no contribution to images but used the online tool for learning professional terms


Survey results (cont’d)‘I think that the online terminology website

should be kept open all year round’ (mean = 4.22; standard deviation (S.D.) = 0.81);

‘Searching for images helps me to understand the meaning of a new professional term’ (mean = 4.06; S.D. = 0.73);

‘Images help me to remember the meaning of a new professional term’ (mean = 4.06; S.D. = 0.73);


Survey results (cont’d)‘I can recall professional terms with

images better than those without’ (mean = 4.00; S.D. = 0.49);

‘I enjoy looking up the definition of professional terms with images displayed when reading the online terminology website’ (mean = 4.00; S.D. = 0.77).


Outcomes44 percent of terms with matched images and

some terms were matched with multiple imagesan advantage over any print-based version

because a range of visual images can be made reference to a term.

indication on what terms students understandfirst category (garments and parts) the best.

There were 95.5 percent of the terms matched with appropriated diagrams


Outcomesindication on what terms students

understand (cont’d)difficulty to find appropriate images or

understand the terms for ‘technical terms’ and ‘production terms’ terms describing the production process

and these terms are not easy to be matched with one single image

the Year One students have not yet covered the production stage yet


Quality of task performedmost of the submissions were matched

properlyobtained from a wide range of sources:

Google image, created images with their digital

camerassome images with added enhancements to

indicate the relevant part of an image :additional text labels arrow(s)


Student learning and engagementStudents pay greater attention to assessment-

related17 percent of students participating in the

learning task, 44 percent of professional terms with matched

images was contributed by students during the period

motivated students would be engaged in learning tasks, although time spent and effort made may have no direct and immediate impact on the course grade


Student learning and engagementContributions• Part-time students

• 48 percent of contributors • 60 percent of published images • having higher level of motivation• having more experience through full-time work• better understanding of the technical terms and

subsequently knew how to do the task• Full-time students

• 52 percent of contributors • 40 percent of published images


Conclusionstudents can use a variety of strategies to

acquire new terms the process of searching for an image for a term,

they needed to read through the description and understand the meaning before their search

repeatedly searching for more images for submission or in the online tool reinforced memory of the terms

the learning task indirectly assisted students to produce high-quality reports with correct use of professional terms


Dr Paula HodgsonFaculty of Education, The University of Hong KongHong Kong SAR, ChinaContact: [email protected]

Contributing to an online database of professional terminology provides an enriched learning...

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