Maximizing Students' Learning Success Through Lab-on-Line

2020 ◽  
pp. 262-276
Author(s):  
Minda M. B. Marshall ◽  
Simon George Taukeni ◽  
Rheinhold Disho Muruti ◽  
Gibert Likando ◽  
Cynthy Kaliinasho Haihambo ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Reading Fluency ◽  
Visual Processing ◽  
Reading Speed ◽  
Perceptual Development ◽  
Learning Success ◽  
Reading Efficiency ◽  
Comprehension Ability ◽  
On Line ◽  
The University

This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).

Using Game-Based Learning to Improve Boys' Literacy

2022 ◽  
pp. 249-268
Author(s):  
Minda M. B. Marshall ◽  
Marinda Marshall
Keyword(s):  
South African ◽  
Reading Fluency ◽  
Visual Processing ◽  
Intervention Program ◽  
Reading Speed ◽  
Literacy Intervention ◽  
Game Based Learning ◽  
Perceptual Development ◽  
Whole School ◽  
Visual Intelligence

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).

scholarly journals Analisis Kefasihan Pembelajar Bahasa Korea dalam Membaca Teks Berbahasa Korea

2019 ◽  
Vol 2 (2) ◽  
pp. 111
Author(s):  
Theresia Avila Rencidiptya Gitanati Firstantin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Reading Fluency ◽  
Reading Speed ◽  
Korean Language ◽  
Effective Learning ◽  
Qualitative Descriptive ◽  
Text Reading ◽  
Language Proficiency Test

Fluency in reading is one of the important factors in language learning, especially foreign languages. Fluency in reading can be seen from understanding vocabulary, reading speed, rhythm and expression, also understanding the reading’s contents. Reading fluently is one of the effective learning methods to help for understanding the vocabulary and the content of the text. Reading fluency is needed by Korean leaners when working with Korean stakeholders. This study analyzes the fluency of Korean language learners in reading Korean texts using qualitative descriptive methods. This study found that the learning period and the Korean Language Proficiency Test score of the learner are not always directly assesed to leaner’s fluency in reading. Fluency in reading is also influenced by some factors, such as how much intensity and frequency of learners learn new vocabulary through text, and how instructors provide learning about morphology in how to read a word in Korean.

A Local Area Network for Medical Research; Planning, Realization and Experience

1991 ◽  
Vol 30 (01) ◽  
pp. 53-64 ◽  
Author(s):  
R. Schosser ◽  
C. Weiss ◽  
K. Messmer
Keyword(s):  
Medical Research ◽  
Word Processing ◽  
Local Area Network ◽  
Local Area ◽  
Area Network ◽  
Test Installation ◽  
Cost Performance ◽  
The Public ◽  
On Line ◽  
The University

This report focusses on the planning and realization of an interdisciplinary local area network (LAN) for medical research at the University of Heidelberg. After a detailed requirements analysis, several networks were evaluated by means of a test installation, and a cost-performance analysis was carried out. At present, the LAN connects 45 (IBM-compatible) PCs, several heterogeneous mainframes (IBM, DEC and Siemens) and provides access to the public X.25 network and to wide-area networks for research (EARN, BITNET). The network supports application software that is frequently needed in medical research (word processing, statistics, graphics, literature databases and services, etc.). Compliance with existing “official” (e.g., IEEE 802.3) and “de facto” standards (e.g., PostScript) was considered to be extremely important for the selection of both hardware and software. Customized programs were developed to improve access control, user interface and on-line help. Wide acceptance of the LAN was achieved through extensive education and maintenance facilities, e.g., teaching courses, customized manuals and a hotline service. Since requirements of clinical routine differ substantially from medical research needs, two separate networks (with a gateway in between) are proposed as a solution to optimally satisfy the users’ demands.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals Mobilizing foreign language students for multilingual crisis translation in Shanghai

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 587-595 ◽  
Author(s):  
Yongyan Zheng
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Local Community ◽  
University Student ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Close Collaboration ◽  
Team Members ◽  
Student Volunteers ◽  
The University

AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

scholarly journals DOLARS, a Distributed On-Line Activity Recognition System by Means of Heterogeneous Sensors in Real-Life Deployments—A Case Study in the Smart Lab of The University of Almería

Sensors ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 405
Author(s):  
Marcos Lupión ◽  
Javier Medina-Quero ◽  
Juan F. Sanjuan ◽  
Pilar M. Ortigosa
Keyword(s):  
Real Time ◽  
Activity Recognition ◽  
Real Life ◽  
Recognition System ◽  
Machine Learning Algorithms ◽  
Sensor Data ◽  
Heterogeneous Sensors ◽  
On Line ◽  
The University

Activity Recognition (AR) is an active research topic focused on detecting human actions and behaviours in smart environments. In this work, we present the on-line activity recognition platform DOLARS (Distributed On-line Activity Recognition System) where data from heterogeneous sensors are evaluated in real time, including binary, wearable and location sensors. Different descriptors and metrics from the heterogeneous sensor data are integrated in a common feature vector whose extraction is developed by a sliding window approach under real-time conditions. DOLARS provides a distributed architecture where: (i) stages for processing data in AR are deployed in distributed nodes, (ii) temporal cache modules compute metrics which aggregate sensor data for computing feature vectors in an efficient way; (iii) publish-subscribe models are integrated both to spread data from sensors and orchestrate the nodes (communication and replication) for computing AR and (iv) machine learning algorithms are used to classify and recognize the activities. A successful case study of daily activities recognition developed in the Smart Lab of The University of Almería (UAL) is presented in this paper. Results present an encouraging performance in recognition of sequences of activities and show the need for distributed architectures to achieve real time recognition.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals Neural Responses to Ambiguity Involve Domain-general and Domain-specific Emotion Processing Systems

2013 ◽  
Vol 25 (4) ◽  
pp. 547-557 ◽  
Author(s):  
Maital Neta ◽  
William M. Kelley ◽  
Paul J. Whalen
Keyword(s):  
Decision Making ◽  
Facial Expressions ◽  
Visual Processing ◽  
Neural Responses ◽  
Social Signals ◽  
Emotional Facial Expressions ◽  
Biologically Relevant ◽  
Domain Specific ◽  
Specific Emotion ◽  
On Line

Extant research has examined the process of decision making under uncertainty, specifically in situations of ambiguity. However, much of this work has been conducted in the context of semantic and low-level visual processing. An open question is whether ambiguity in social signals (e.g., emotional facial expressions) is processed similarly or whether a unique set of processors come on-line to resolve ambiguity in a social context. Our work has examined ambiguity using surprised facial expressions, as they have predicted both positive and negative outcomes in the past. Specifically, whereas some people tended to interpret surprise as negatively valenced, others tended toward a more positive interpretation. Here, we examined neural responses to social ambiguity using faces (surprise) and nonface emotional scenes (International Affective Picture System). Moreover, we examined whether these effects are specific to ambiguity resolution (i.e., judgments about the ambiguity) or whether similar effects would be demonstrated for incidental judgments (e.g., nonvalence judgments about ambiguously valenced stimuli). We found that a distinct task control (i.e., cingulo-opercular) network was more active when resolving ambiguity. We also found that activity in the ventral amygdala was greater to faces and scenes that were rated explicitly along the dimension of valence, consistent with findings that the ventral amygdala tracks valence. Taken together, there is a complex neural architecture that supports decision making in the presence of ambiguity: (a) a core set of cortical structures engaged for explicit ambiguity processing across stimulus boundaries and (b) other dedicated circuits for biologically relevant learning situations involving faces.

scholarly journals How do future publication plans affect theses availability in UiT’s open access research archive?

2016 ◽  
Author(s):  
Tanja Larssen
Keyword(s):  
Open Access ◽  
Health Science ◽  
Document Management ◽  
Electronic Survey ◽  
Master Thesis ◽  
On Line ◽  
Future Publication ◽  
Phd Theses ◽  
Students Attitudes ◽  
The University

Watch the VIDEO of the presentation.Open access to research results is a stated aim for the University of Tromsø – The artic university of Norway. The university’s research archive, Munin, has a well-developed system to make available the university’s own research, as well as master theses written by its students. Both master and PhD theses from UiT are delivered directly through Munin and can be made openly available on-line. Despite of this, many candidates choose not to have their theses made openly available through Munin. In my master thesis in document management, I examined why some candidates opt against, or postpone, making their theses openly available through Munin. What factors influence this decision, and are the given reasons based on actual issues or on misconceptions?From Munin I was given access to metadata from previously delivered, and passed, master and PhD theses where the candidate wanted to withhold their theses from being made openly available in Munin. The metadata contained the reasons provided by the candidates for their decision. I also conducted an electronic survey among, then, current master students where the goal was to examine current students’ attitudes towards making their thesis openly available in Munin, and compare the results from this survey with reasons stated by former master and PhD candidates.The main reason provided for postponing or refusing open access to their theses, given by both former master and PhD candidates, and current master students, where the fear that it would impair their chances for future publication. My study also showed that both master and PhD candidates from the faculty of health science are less likely to make their theses openly available in Munin, than candidates from other faculties. This faculty also had more candidates than other expressing concern over the possibilities for future publication.Why do candidates from different faculties within the same university show different attitudes towards having their work openly available? Are candidates right in their concerns regarding open availability and future publication, or are these concerns based on unfounded fears? Does it matter if master and PhD candidates choses not to make their work openly available, and can candidates be encouraged to make their work available?

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