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Teaching multimodal news to children in the post-truth era
No full textThis chapter addresses the need to prepare young learners for engaging with news in the post-truth era by using approaches that aim to develop their multimodal literacy. While research on theoretical frameworks on multimodality abounds, the relevant concepts need to be translated into age-appropriate pedagogical practices within the primary classroom. This chapter describes the adaptation of a pedagogic metalanguage – designed to foster critical engagement with multimodal news in secondary English classrooms – for use with children aged 7–8 in primary English settings. We reflect on the translational journey undertaken in adapting the pedagogic metalanguage to support the development of multimodal literacy in children. We argue that by equipping students with multimodal literacy, they would have the concepts and language to make sense of the multimodal news that is pervasive in today’s digital age and through it lay the foundation for the development of critical literacies
Exploring the mechanism of the age-related P3 anterior shift
No full textThe open access publication is available at https://doi.org/10.1016/j.brainres.2025.150028The aim of this study was to explore the mechanism of the age-related P3 anterior shift using high-precision temporal principal components analysis (tPCA). Continuous EEG was recorded from younger and older adults while completing a two-stimulus visual oddball task. tPCA input was narrowed to the P3 range to enhance precision and reveal potentially overlapping temporal components. eLORETA modelled group and condition-related differences in component sources to further understanding of the neurobiology of the P3 anterior shift. Target P3a, P3b and nontarget P3/l-P3 (late P3) evidenced the expected anterior shift. P3 component amplitudes were reduced for older compared to younger adults across both stimulus types, consistent with the P3 ‘ageing effect’. All P3 components showed age-related differences in activation in multiple and diffuse sources, indicating neural processing beyond frontal regions (i.e., neural broadening). Findings suggest a dedifferentiation rather than compensation mechanism, as reduced P3 target amplitudes reflect attenuated responding to a preferred stimulus, and the anterior shift to nontargets indicates decreased processing selectivity to a non-preferred stimulus
Fundamentals of feedback
No full textIf feedback is an essential element in the process of learning, sufficient attention must be given to designing feedback processes to engage learners. Such an endeavour should focus not only on the content of feedback but also its accessibility to learners and its ability to build confidence and resilience. With this renewed conceptualization of feedback, there is a greater need for feedback literacy. To this end, this chapter outlines key approaches to enhancing feedback practices in education settings. It begins with demystifying feedback definitions and clarifying feedback paradigms for the purpose of identifying implications for practice. It then explores what educators need to do for feedback to be effective and what learners should do with feedback to support their learning. The assessment and feedback cycle are introduced to support educators in designing for student feedback engagement. The chapter includes annotated school-based examples of feedback practices to illustrate feedback practice-theory nexus
Domestic violence and the subaltern reality of Indian women in Malaysian Tamil folk songs
No full textThe open access publication is available at https://doi.org/10.6007/ijarbss/v15-i12/27156This study examines the domestic violence endured by Indian women in colonial Malaya as reflected in Malaysian Tamil folk songs. These songs function as cultural archives that document the lived realities, emotional pain and silenced voices of women within the exploitative British rubber plantation system. Drawing on 23 purposively selected songs from major documented collections, the analysis identifies two dominant forms of abuse which were violence committed by intoxicated husbands and violence perpetrated by sober husbands. Across these songs, domestic violence appears through multiple dimensions such as physical assault, marital rape, humiliation, psychological intimidation, emotional neglect, infidelity, abandonment and economic deprivation. Historical, descriptive and explanatory research designs were employed to interpret women’s experiences in their socio-cultural context. Thematic analysis guided by Braun and Clarke’s six-phase framework enabled the identification of recurring patterns of oppression. Narrative and discourse analyses were also used to uncover symbolic meaning, linguistic choices and emotional tone within the lyrics. A translation process was incorporated using Tamil lexical resources to preserve cultural nuances, idiomatic expressions and metaphors while rendering them into English. The findings reveal that domestic violence was deeply rooted in patriarchy, economic dependency, caste norms and the structural conditions of plantation life, leading some women to express death as a final escape from relentless suffering and subaltern existence
Reimagining the Future of Teaching & Learning in the Age of AI (23 May 2025)
No full textGroup photo: Guests of Reimagining the Future of Teaching & Learning in the Age of A
Reimagining the Future of Teaching & Learning in the Age of AI (23 May 2025)
No full textProf Liu Woon Chia delivers her closing remarks
