Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement

In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.

Higher Order Thinking Skills of Children Aged 4-6 Years in Early Language Learning Based on Lesson Study

This study aims to describe the higher order thinking skills of children aged 4-6 years in early language learning based on lesson study. The research method used descriptive qualitative. The subjects of this study were B group students of Telkom Preschool Ternate in 2020/2021 academic year. Data collection was carried out using direct observation, in-depth interviews and documentation that explored children's abilities of critical and creative thinking aspects. Data were analyzed which followed to the three main steps; data reduction, data presentation and verification, and concluding. The study found that early language learning based-on lesson study activities can stimulate children's abilities in critical aspect; 18 students (81.8%) answered questions and retold and 4 students (18.2%) are able to interpret stories. Meanwhile, in creative thinking aspects 10 students (45.5%) have criteria that often appear of completing assignments in the form of the work given by the teacher. The children identify the problem, giving various responses and comments; become active learner both collaboratively in completing sharing and jumping tasks on ‘ profession’

Context Matters in Gifted Education

Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education.

How to measure uncertainty in uncertainty sampling for active learning

Various strategies for active learning have been proposed in the machine learning literature. In uncertainty sampling, which is among the most popular approaches, the active learner sequentially queries the label of those instances for which its current prediction is maximally uncertain. The predictions as well as the measures used to quantify the degree of uncertainty, such as entropy, are traditionally of a probabilistic nature. Yet, alternative approaches to capturing uncertainty in machine learning, alongside with corresponding uncertainty measures, have been proposed in recent years. In particular, some of these measures seek to distinguish different sources and to separate different types of uncertainty, such as the reducible (epistemic) and the irreducible (aleatoric) part of the total uncertainty in a prediction. The goal of this paper is to elaborate on the usefulness of such measures for uncertainty sampling, and to compare their performance in active learning. To this end, we instantiate uncertainty sampling with different measures, analyze the properties of the sampling strategies thus obtained, and compare them in an experimental study.

Early Childhood Education

The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

Pre-Training Acquisition Functions by Deep Reinforcement Learning for Fixed Budget Active Learning

There are many situations in supervised learning where the acquisition of data is very expensive and sometimes determined by a user’s budget. One way to address this limitation is active learning. In this study, we focus on a fixed budget regime and propose a novel active learning algorithm for the pool-based active learning problem. The proposed method performs active learning with a pre-trained acquisition function so that the maximum performance can be achieved when the number of data that can be acquired is fixed. To implement this active learning algorithm, the proposed method uses reinforcement learning based on deep neural networks as as a pre-trained acquisition function tailored for the fixed budget situation. By using the pre-trained deep Q-learning-based acquisition function, we can realize the active learner which selects a sample for annotation from the pool of unlabeled samples taking the fixed-budget situation into account. The proposed method is experimentally shown to be comparable with or superior to existing active learning methods, suggesting the effectiveness of the proposed approach for the fixed-budget active learning.

Teaching acronyms to the military: A paper-based DDL approach

This research investigates the use of Data-driven learning (DDL) tasks in the teaching and learning of acronyms in a specialised corpus. Our target population is professional military staff (n=16). The researchers collected and analysed the Salvage and Rescue of Submarines Corpus (SAR) where the patterning of acronyms, neglected in English for Specific Purposes (ESP), plays a substantial role. Using a mixed-methods methodology, this research looked at the students’ interaction with DDL, as well as at the subsequent interviews with the students. Deductive and inductive paper-based DDL tasks with concordance lines of acronyms were used with two groups of students of different rank. Both groups found the tasks challenging and showed mixed reactions towards concordance lines. While there has been a much-needed emphasis on tools and corpus methods training in DDL, we suggest that conversations with adult, professional students about the nature of instructed language learning and language patterning are absolutely essential to promote a more active learner role in DDL approaches.

role of linguistics studies on the political debate

The paper is to find out the linguistics role contribution towards the political debate event at the election party. The presidential debate's primary purpose is to sponsor and produce debates for the United States presidential and vice-presidential candidates and to undertake research and educational activities relating to the debates. A leaders' debate or presidential debate is a public debate held during a general election campaign, where the candidates expose their political opinions and public policy proposals, and criticism of them, to potential voters. They are normally broadcast live on radio, television and the internet. Increasing learners' confidence, poise, and self-esteem. Providing an engaging, active, learner-centered activity. Improving rigorous higher-order and critical thinking skills. Enhancing the ability to structure and organize thoughts.