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Language and Dialectical Cognition based Risk Communication Education by using pMOOCs
PROCEEDINGS

, National Pingtung University of Science and Technology, Taiwan ; , I-Shou University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Recently in Taiwan, whenever there is a major technological risk incident, all levels of government, general public, and other stakeholders do not see eye to eye. Even worse, the conflict is always escalated because of different believes and opinions from each group of people. In our study, we are studying a proper way to introduce the concept and practical working methods for the students; thus, students would embed those concepts as they study their own major subjects. Participants are science and technology major teachers, language teachers, and students from science and technology majors from a university of science and technology in southern Taiwan. The two-year research project would have the extensive interview with the functional method of double stimulation, By using the constructivist’s pMOOCs paradigm, we expect all participants would be able to communicate Risk of technologies and finally reach the goal of problem solving.

Citation

Hsu, C. & Wu, C.p. (2015). Language and Dialectical Cognition based Risk Communication Education by using pMOOCs. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2808-2810). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2021 from .

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