The history of hacking SIGMA: An autonomous and collaborative vocabulary learning system

2011 ◽  
Author(s):  
Keiichi Kaneko ◽  
Haruko Miyakoda
Keyword(s):  
Vocabulary Learning ◽  
Learning System ◽  
History Of

Dal’s dictionary in Russian lessons and extracurricular activity

2021 ◽  
Vol 82 (5) ◽  
pp. 15-25
Author(s):  
M. A. Bondarenko
Keyword(s):  
Comparative Analysis ◽  
Extracurricular Activities ◽  
Vocabulary Learning ◽  
Word Formation ◽  
Search Method ◽  
Russian Language ◽  
Extracurricular Activity ◽  
Warm Up ◽  
Teaching Activities ◽  
History Of

The paper explores the potential for use of "The Explanatory Dictionary of the Living Great Russian Language" by V. I. Dal in Russian lessons and extracurricular activities, including preparation of research project tasks. To achieve the objectives of the study, a literature review of sources (research, educational and methodological, official), observation, search method, comparative analysis, empirical data analysis, and modelling were employed in the research. A system of tasks designed with the help of Dal’s works is presented; such exercises can be used not only in vocabulary learning, but also while studying the history of the language and its word formation, syntax, punctuation, orthography. Moreover, these tasks facilitate the formation of research skills in extracurricular activity. In addition, it is suggested that Dal’s Dictionary be utilised in science teaching. The paper presents a variety of teaching activities such as lexical commentary, data collection, language warm-up exercises, analysis, imitation, entertaining tasks. It is concluded that V. I. Dal’s Dictionary has enormous potential for the formation of modern learners’ important competences. 

Computer Assisted Active Learning System Development for The History of Civilization E-learning Courses by Using Free Open Source Software Platforms

2011 ◽  
pp. 203-221
Author(s):  
Dilek Karahoca ◽  
Adem Karahoca ◽  
Ilker Yengin ◽  
Huseyin Uzunboylu
Keyword(s):  
Active Learning ◽  
Open Source ◽  
Open Source Software ◽  
Engineering Students ◽  
Learning System ◽  
Computer Assisted ◽  
Engineering Faculty ◽  
Implementation Purpose ◽  
History Of ◽  
E Learning

This chapter explains the developmental reasons and design to implementation cycles of the Computer Assisted Active Learning System (CALS) for History of Civilization (HOC) courses at Engineering Faculty of Bahcesehir University. Implementation purpose of CALS is to develop set of tools in a systematic way to enhance students’ critical thinking abilities for HOC courses. Dynamic meta-cognitive maps, movies, flash cards and quiz tools were developed. In order to reduce implementation costs of CALS, open Free and Open Source Software (FOSS) standards and platforms were utilized in the development and implementation cycles. This study also investigates the importance of the e-learning platform usage in HOC courses in Engineering Faculty of Bahcesehir University to improve the level of students. Results indicate that the concept based meta-cognitive tool improves learning instead of students just memorizing the class material. Also, engineering students improved their positive attitude towards who wants to learn the history of civilization by using CALS. This study shows that software helps to change human behavior in the learning cycle. This chapter highlights the implications of successful development of FOSS for the CALS.

scholarly journals Computational Characterization of Activities and Learners in a Learning System

2020 ◽  
Vol 10 (7) ◽  
pp. 2208 ◽  
Author(s):  
Alberto Real-Fernández ◽  
Rafael Molina-Carmona ◽  
Faraón Llorens-Largo
Keyword(s):  
Learning Style ◽  
Feature Vector ◽  
Learning System ◽  
Categorical Variables ◽  
Valuable Contribution ◽  
History Of ◽  
Artificial Intelligence Algorithm ◽  
Knowledge Type ◽  
Practical Nature

For a technology-based learning system to be able to personalize its learning process, it must characterize the learners. This can be achieved by storing information about them in a feature vector. The aim of this research is to propose such a system. In our proposal, the students are characterized based on their activity in the system, so learning activities also need to be characterized. The vectors are data structures formed by numerical or categorical variables such as learning style, cognitive level, knowledge type or the history of the learner’s actions in the system. The learner’s feature vector is updated considering the results and the time of the activities performed by the learner. A use case is also presented to illustrate how variables can be used to achieve different effects on the learning of individuals through the use of instructional strategies. The most valuable contribution of this proposal is the fact that students are characterized based on their activity in the system, instead of on self-reporting. Another important contribution is the practical nature of the vectors that will allow them to be computed by an artificial intelligence algorithm.

Engaging Mobile-Assisted Learning Activities Using Multiple Mobile Apps for Foreign Language Practice

2020 ◽  
pp. 203-220
Author(s):  
Gyeo Woon Jung
Keyword(s):  
Mobile Apps ◽  
Vocabulary Learning ◽  
Language Education ◽  
Learning System ◽  
Learning Activities ◽  
Target Language ◽  
Daily Lives ◽  
Student Responses ◽  
Diverse Learning ◽  
E Learning

Mobile applications have been used to support engaging and interactive learning over the past several years. However, most mobile apps for language education were developed for merely vocabulary learning and simple grammar exercises. Hence, it is important for instructors to encourage and guide students to participate in more diverse learning activities using the mobile apps to learn and practice the target language in their daily lives. This chapter attempts to introduce a sample of engaging mobile-assisted learning activities toward the use of multiple mobile apps like TIMeS (Taylor's Integrated Moodle e-Learning System), Naver Blog, and Quizlet. A survey was conducted to gather student responses and feedback regarding this app-based learning, and 266 students responded over four semesters in 2018 and 2019. The chapter examines how these app-based learning activities are advantageous to the students' learning outside of the classroom in terms of enhancing engagement and flexibly.

scholarly journals Repeated Concussions Impair Behavioral and Neurophysiological Changes in the Motor Learning System

2020 ◽  
Vol 34 (9) ◽  
pp. 804-813
Author(s):  
Gabriela Cantarero ◽  
Jake Choynowski ◽  
Maria St. Pierre ◽  
Manuel Anaya ◽  
Matthew Statton ◽  
...  
Keyword(s):  
Motor Learning ◽  
Brain Injuries ◽  
Clinical Manifestations ◽  
Emergency Department Visits ◽  
Skill Learning ◽  
Learning System ◽  
Motor Impairments ◽  
Affective Symptoms ◽  
History Of ◽  
Time Since Injury

Background. Concussions affect nearly 3 million people a year and are the leading cause of traumatic brain injury–related emergency department visits among youth. Evidence shows neuromotor regions are sensitive to concussive events and that motor symptoms may be the earliest clinical manifestations of neurodegenerative traumatic brain injuries. However, little is known about the effects repeated concussions play on motor learning. Namely, how does concussion acuity (time since injury) affect different behavioral and neurophysiological components of motor learning? Methods. Using a 3-pronged approach, we assessed (1) behavioral measures of motor learning, (2) neurophysiological measures underlying retention of motor learning known as occlusion, and (3) quantitative survey data capturing affective symptoms of each participant. Collegiate student athletes were stratified across 3 groups depending on their concussion history: (1) NonCon, no history of concussion; (2) Chronic, chronic-state of concussion (>1 year postinjury), or (3) Acute, acute state of concussion (<2 weeks postinjury). Results. We found that athletes in both the acute and chronic state of injury following a concussion had impaired retention and aberrant occlusion in motor skill learning as compared with athletes with no history of concussion. Moreover, higher numbers of previous concussions (regardless of the time since injury) correlated with more severe behavioral and neurophysiological motor impairments by specifically hindering neurophysiological mechanisms of learning to affect behavior. Conclusions. These results indicate the presence of motor learning impairment that is evident within 2 weeks postinjury. Our findings have significant implications for the prognosis of concussion and emphasize the need for prevention, but can also direct more relevant rehabilitation treatment targets.

scholarly journals Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning

2014 ◽  
pp. 112-126
Author(s):  
Jing Wu
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Vocabulary Learning ◽  
Mainland China ◽  
Learning System ◽  
Vocabulary Learning Strategies ◽  
Learning Paths ◽  
Foreign Language Vocabulary Learning

Vocabulary learning is an on-going and life-long process, which is greatly influenced by individual differences. It has been noted that there is inefficient self-directed FL vocabulary learning of college students in mainland China and non-individualized learning may be one of the major reasons. As one of the most significant individual differences, a student’s learning style is supposed to largely determine their selection of learning strategies and have an effect on learning outcomes. This paper focuses on categorizing diversified vocabulary learning tasks which activate various vocabulary learning strategies, and integrating them into a learning system along particular learning paths to cater for different learning styles. The system is also tested in an empirical study for the purpose of checking the effects of these learning paths.

scholarly journals Implementation of Word Square Learning Model in Vocabulary Learning (adjectives and nouns) Japanese Language in 11th Grade Students at YADIKA High School, Langowan District

2020 ◽  
Vol 3 (2) ◽  
pp. 111-120
Author(s):  
Sandra Rakian
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Learning Model ◽  
Learning System ◽  
Average Grade ◽  
Post Test ◽  
Innovative Learning ◽  
The Subject ◽  
11Th Grade

Teacher Deployment Program Activities in Schools (PDS) are very beneficial for the lecturers and the school as well as LPTK. The Teacher Deployment Program in Schools (PDS) has a symbiotic nature of mutualism, meaning that it benefits both parties, both the school and the Lecturer and LPTK. An innovative learning model that can encourage students' understanding of Japanese vocabulary mastery. One form of innovative learning models is the Word Square learning model. Word Square learning model can be used to encourage students 'understanding of the subject matter, can train students' discipline, can train their attitudes carefully and critically and can stimulate students to think effectively. Of the 20 students who were tested in the pre-test before applying the Word Squared learning model in studying Japanese vocabulary can be seen from the results of the average grade of 49.5. Whereas after using the Word Square learning model, the progress of learning outcomes is so well evidenced by the average grade of the post-test that reaches 90.15. This proves that the application of the Word Square learning model in learning Japanese vocabulary plays a big role in a teaching and learning system, especially for education.

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