Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
Browse
3 results
Search Results
Conference Object Citation - Scopus: 1Opportunities and Challenges in Designing a Blended International Student Project Activity: Experiences from the Epic Project(Institute of Electrical and Electronics Engineers Inc., 2018-04) Kuran, Mehmet Şükrü; Pedersen, Jens Myrup; van Hattum-Janssen, Natascha; Sole-Pareta, Josep; Pareta, Josep SoleIn this paper we explain our experiences and observations on a blended international teaching/training student project activity designed for students of different academic levels and programs at different universities working together on a project given by an industrial partner. This project activity is designed based on the EPIC project, funded by the Erasmus+ programme of the European Commission, which aims to provide a framework for carrying out multi-cultural and multidisciplinary student projects for increasing employability in an international job market. © 2018 Elsevier B.V., All rights reserved.Conference Object Citation - Scopus: 2History-Themed Games in History Education: Experiences on a Blended World History Course(Institute of Electrical and Electronics Engineers Inc., 2018-04) Kuran, Mehmet Şükrü; Tozoğlu, Ahmet Erdem; Tavernari, CinziaIn this paper we explain our experiences and observations on a blended world history course which combines classical lecture and discussion elements as well as video game sessions in which the students play strategy video games with heavy historical focus. The course, named Playing with The Past, is designed to experiment on how to integrate video games on teaching history especially in order to achieve a higher understanding of the contemporary social, political, economical, and technological context of a given era for a given nation. We ran the course four times between 2015-2018 with different video game titles having different historical models and observe the experiences and learning of students based on the quality of their written essays and articles. Our experiments and observations could be beneficial not only for the design of a general world history course, but also for a history course on specific periods, cultures, and nations. © 2018 Elsevier B.V., All rights reserved.Conference Object Citation - Scopus: 1Empowering Dialogic Feedback in FLW With LLM(CEUR-WS, 2025) Sökücü, GamzeThis doctoral study aims to address significant challenges in foreign/second language (L2) writing (FLW/SLW) instruction by leveraging artificial intelligence. The central problem this study addresses is the lack of active learner engagement and the resource-intensive nature of traditional feedback methods, which can lead to teacher burnout and ineffective student learning outcomes. Existing feedback practices often fall short in providing detailed, timely, and comprehensible feedback, which hinders students' ability to critically analyze and act upon it. The study proposes a shift from monologic to dialogic feedback, facilitated by large-language models (LLMs), to promote continuous iterations of editing and rewriting, thus enhancing linguistic and cognitive development. The goal is to reveal the potential of LLMs in facilitating effective dialogic feedback approaches in L2 writing. To achieve this, the study aims to develop a theoretical framework and design principles for AI-enabled dialogic feedback systems, create an AI-writing tool based on this framework, and test its effectiveness through experimental sessions. Ultimately, the study seeks to understand the impact of AI-enhanced feedback on L2 learners' writing progress, their perceptions and experiences, and the emerging interaction patterns during the feedback process. This research holds the potential to transform feedback practices in language learning, contributing to more effective and engaging L2 writing instruction. © 2025 Elsevier B.V., All rights reserved.