UBIACTION 2021 Edited by Florian Lang, Robin Welsch, Luke

Total Page:16

File Type:pdf, Size:1020Kb

UBIACTION 2021 Edited by Florian Lang, Robin Welsch, Luke UBIACTION 2021 Edited by Florian Lang, Robin Welsch, Luke Haliburton, Fiona Draxler, Sebastian Feger, Steeven Villa, Matthias Hoppe, Pascal Knierim, Ville Mäkelä, Albrecht Schmidt UBIACTION 2021 6th Seminar on Ubiquitous Interaction February 11, 2021, Munich, Germany Edited by Florian Lang Robin Welsch Albrecht Schmidt UBIACTION 2021 – Vol. 6 Editors Florian Lang, Robin Welsch, Luke Haliburton, Fiona Draxler, Sebastian Feger, Steeven Villa, Matthias Hoppe, Pascal Knierim, Ville Mäkelä, Albrecht Schmidt Human-Centered Ubiquitous Media Group Institut für Informatik Ludwig-Maxmilians-Universität München [email protected] ACM Classification 1998 - H.5 INFORMATION INTERFACES AND PRESENTATION ISBN-13: 979-8511284576 Publication date 11. February 2021 License: This work is licensed under a Creative Commons Attribution 3.0 Unported license (CC-BY 3.0): http://creativecommons.org/licenses/by/3. 0/legalcode. In brief, this license authorizes each and everybody to share (to copy, distribute and transmit) the work under the following conditions, without impairing or restricting the authors’ moral rights: Attribution: The work must be attributed to its authors. The copyright is retained by the corresponding authors. Vorwort Over the course of the year 2020, the global community has witnessed how a virus caused an unprecedented shift in our habitual reality. Every aspect of life has - at least partially - been moved online: Working, studying, workouts and doctor visits, staying in touch with friends and family. All of these activities have primarily happened in front of screens. As a result, we have spent much more time at home and surrounded by and engaging with technology. Even before this pandemic, researchers in the field of Ubiquitous Computing have worked towards what Mark Weiser called “the age of calm technology” -a future in which technology fades into the background of our everyday lives while always being available to support and augment humans. As part of the 6th Advanced Seminar on Human-Centered Interaction in Ubiquitous Computing led by Prof. Dr. Albrecht Schmidt, chair of Human- Centered Ubiquitous Media at the Ludwig-Maximilians-University Munich, 13 students have reviewed recent research projects in this field and compiled their insights in this book. In the following chapters, readers will learn about a wide variety of topics such as novel interaction paradigms, intelligent feedback in the context of physical exercise and medicine, recent developments in assistive systems for users with visual or hearing impairments, the role technology can play in regards to stress and well-being, the use of intelligent systems for education and learning as well as design considerations for companions in video games. The results show that we are well on our way towards an even more pervasive integration of technology in numerous parts of our lives. They raise the hope that with the progression of ubiquitous and intelligent systems, we might be better equipped for future crises and future living. Inhaltsverzeichnis Proxemische intelligente Benutzerschnittstellen Annalena Streichert . 1:1–1:16 Simulation von haptischem Feedback in Virtueller Realität als Unterstützung medizinischer Verfahren Julia Huber . 2:1–2:14 Intelligentere Lernerinnerungen im Mobilen Kontext Benedikt Pirker . 3:1–3:16 Assistenztechnologie in persönlichen Bereichen für Menschen mit Sehbehinderung Yu Sun . 4:1–4:14 Electronic Travel Aids - A Survey of Recent Developments Andrea Baumann . 5:1–5:18 The Social Side of Digital Stress Svenja Yvonne Schött . 6:1–6:18 Unimodal and Multimodal Augmented Feedback for Physical Exercise Miriam Leona Metz . 7:1–7:24 Designing for Disengagement Mariam Ali Hussain . 8:1–8:16 Exploring the Design of Companions in Video Games Elizabeth Maria Bouquet . 9:1–9:16 Approaches to Enhance the Musical Experience of People with Hearing Impairment Carmen Schanderl . 10:1–10:16 How Safe are your IoT Devices? Laurence Hannes Niklas Lerch . 11:1–11:22 Automatic creation of content for mobile language learning applications Viktoriia Rakytianska . 12:1–12:16 New Interaction Paradigms with Multi-device Interaction in Mixed Realities Tamia Eliza Josephine Bosch . 13:1–13:16 Editors: F. Lang, R. Welsch, L. Haliburton, F. Draxler, S. Feger, S. Villa, M. Hoppe, P. Knierim, V. Mäkelä, A. Schmidt. February 11, 2021. Munich, Germany. Participants Annalena Streichert Mariam Ali Hussain [email protected] [email protected] Mensch-Computer-Interaktion Mensch-Computer-Interaktion Julia Huber Elizabeth Maria Bouquet [email protected] [email protected] Mensch-Computer-Interaktion Mensch-Computer-Interaktion Benedikt Pirker Carmen Schanderl [email protected] [email protected] Medieninformatik Mensch-Computer-Interaktion Yu Sun Laurence Hannes Niklas Lerch [email protected] [email protected] Mensch-Computer-Interaktion Informatik Andrea Baumann Viktoriia Rakytianska [email protected] [email protected] Informatik Medieninformatik mit Mediengestal- tung Svenja Yvonne Schött Tamia Eliza Josephine Bosch [email protected] Medieninformatik [email protected] Informatik Miriam Leona Metz [email protected] Mensch-Computer-Interaktion Proxemische intelligente Benutzerschnittstellen Annalena Streichert Ludwig-Maximilians-Universität München, München, Deutschland [email protected] Zusammenfassung Die Anzahl und Komplexität digitaler Geräte in unserem Alltag steigt immer weiter an. Daher werden die Interaktionen mit der Vielzahl an Geräten immer schwieriger. Um trotzdem nahtlose Interaktionen zu gewährleisten, werden neue Interaktionsmöglichkeiten benötigt. Während wir für die Interaktionen mit anderen Personen zwischenmenschliche Beziehungen nutzen, bleibt diese Möglichkeit bei ubiquitären Computersystem meistens unbeachtet. Proxemische Benutzerschnitt- stellen nutzen diese räumlichen Beziehungen zwischen Menschen und Geräten, um natürlichere und nahtlose Interaktionen mit ubiquitären Technologien zu er- möglichen. In dieser Arbeit wird ein Überblick über vorhandene Literatur zu proxemischen intelligenten Schnittstellen gegeben, um aktuelle Forschungslücken in der Literatur zu identifizieren. 2012 ACM Computing Classification Human-centered computing → Ubiquitous and mobile computing Keywords and phrases Proxemik; Proxemische Interaktionen; Ubiquitäre Compu- tersysteme. 1 Einführung „When you walk up to your computer, does the screen saver stop and the working windows reveal themselves? Does it even know if you are there? How hard would it be to change this? Is it not ironic that, in this regard, a motion-sensing light switch is „smarter“ than any of the switches in the computer...?“ - Buxton [4] Buxton adressiert in diesem Statement den Bedarf an neuen Interaktionsmög- lichkeiten für Computersysteme. Mit der zunehmenden Anzahl an Geräten im Alltag wird dieses Thema immer wichtiger. Bereits vor 30 Jahren schilderte Weiser [24] die Vision, dass die nächste Ära der Interaktion mit Computern durch die steigende Anzahl von Geräten im täglichen Leben dominiert wird. © Annalena Streichert; licensed under Creative Commons License CC-BY Cite as: Annalena Streichert. Proxemische intelligente Benutzerschnittstellen. In 6th Seminar on Ubiquitous Interaction (UBIACTION 2021). Editors: F. Lang, R. Welsch, L. Haliburton, F. Draxler, S. Feger, S. Villa, M. Hoppe, P. Knierim, V. Mäkelä, A. Schmidt. February 11, 2021. Munich, Germany. pp. 1:1–1:16. 1:2 Proxemische Benutzerschnittstellen Heute ziehen neben traditionellen Computern und Smartphones immer mehr neuartige digitale Geräte in unser Leben ein, wie zum Beispiel Smartwatches oder Smart Home Geräte. Die Technologie ist allgegenwärtig. Nach Weisers Vision soll sich die Technologie nahtlos in das Leben der Menschen einfügen, sodass sie sich im Hintergrund befindet und nur bei Bedarf in den Vordergrund rückt. Um diesen Übergang zu ermöglichen, müssen ubiquitäre Computersys- teme (Ubicomp) ihre Umgebung wahrnehmen und interpretieren. Heute ist die Mehrheit der Geräte jedoch blind für die Anwesenheit anderer Geräte und für nicht-computergestützte Aspekte der Umgebung, wie zum Beispiel Menschen und räumliche Anordnungen. Für intelligente Interaktionen, vorallem zwischen mehreren Geraten, ist es notwendig: (1) zu erkennen, welche Geräte steuerbar sind; (2) ein bestimmtes Gerät aus der großen Anzahl auszuwählen; (3) Infor- mationen über seinen Status abzurufen; und (4) das Gerät in angemessener Weise zu steuern [15]. Dort kommt die Proxemik zum Einsatz. Im Alltag nutzen Menschen proxe- mische Distanzen für Interaktionen. Je nach Vertrautheit halten wir Abstand zu Personen, oder orientieren uns zu ihnen, wenn wir sie ansprechen. Wenn wir zum Beispiel eine Person nach dem Weg fragen möchten, orientieren wir uns zu ihr und bewegen uns auf sie zu bis wir, je nach Vertrautheit, einen bestimmm- ten Abstand erreicht haben. Dabei wird das auf die Person zubewegen bereits als implizite Interaktion wahrgenommen. Dieses Wissen über proxemische Be- ziehungen kann genutzt werden, um intelligente Schnittstellen für ubiquitäre Computersysteme zu implementieren. Genauso wie Menschen zunehmendes Engagement und Intimität erwarten, wenn sie sich anderen nähern, sollten sie auch zunehmende Konnektivität und Interaktionsmöglichkeiten erwarten können, wenn sie sich oder ihre Geräte in unmittelbare Nähe zueinander und zu anderen Dingen in der Umgebung bringen [6]. Das Ziel dieser Arbeit ist, einen Überblick über vorhandene Literatur zum Thema proxemische
Recommended publications
  • Teaching the Science of Learning Yana Weinstein1* , Christopher R
    Weinstein et al. Cognitive Research: Principles and Implications (2018) 3:2 Cognitive Research: Principles DOI 10.1186/s41235-017-0087-y and Implications TUTORIALREVIEW Open Access Teaching the science of learning Yana Weinstein1* , Christopher R. Madan2,3 and Megan A. Sumeracki4 Abstract The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies. Keywords: Education, Learning, Memory, Teaching Significance educators who might be interested in integrating the Education does not currently adhere to the medical strategies into their teaching practice, (b) science of learn- model of evidence-based practice (Roediger, 2013). ing researchers who are looking for open questions to help However, over the past few decades, our field has made determine future research priorities, and (c) researchers in significant advances in applying cognitive processes to other subfields who are interested in the ways that princi- education. From this work, specific recommendations ples from cognitive psychology have been applied to can be made for students to maximize their learning effi- education. ciency (Dunlosky, Rawson, Marsh, Nathan, & Willing- While the typical teacher may not be exposed to this ham, 2013; Roediger, Finn, & Weinstein, 2012).
    [Show full text]
  • An Investigation Into the Use of the Smartphone Application 'Memrise'
    An Investigation into The Use of The Smartphone Application 'Memrise' in Supporting English Vocabulary Learning among Undergraduate Students in Saudi Arabia Abdulmajeed Almansour A thesis submitted in partial fulfilment of the requirements of Liverpool John Moores University for the degree of Doctor of Philosophy March 2019 Declaration I hereby certify that this submission is my own work and contains no material which has been accepted for the award of any other degree or diploma of the University or other institute of higher learning. ii Acknowledgments All praises and thanks are due to Allah the most gracious and most merciful, who abundantly offered me health, strength, patience and knowledge to complete this exciting PhD journey. My greatest gratitude and thanks go to my Director of Studies Dr Amanda Mason, who I have been privileged to be supervised by. Many thanks for her patience, constructive comments, guidance and invaluable suggestions throughout all the stages of my PhD journey. I would like also thank my second supervisor, Ms Brigitte Hordern for her invaluable advice and comments. Also, I am honoured and grateful to have Dr James Turner as my third supervisor who helped me a lot with his academic and technological comments. To my loving parents, I would like to thank my late father Abdullah for his support, who died during my PhD journey, too unfortunate he cannot see me graduate (May Allah have mercy on his soul). My sincere gratitude and love to my mother Sarah who have always been there to support and encourage me in my journey in every way possible.
    [Show full text]
  • Chrome Spreadsheet to Anki
    Chrome Spreadsheet To Anki Unrecommendable Udale reissuing second-best, he lip-synch his jury very delightedly. Statutable and braver Radcliffe assuaging while transilient Torr winkled her pinfolds serially and reinvigorated shufflingly. Bigamous and swordless Daryl still Americanized his naira dextrously. Requirements you to be working smarter using anki to chrome spreadsheet Just allow that learning of foreign language can be improve a game table has close to love with boring memorization Lexilize Flashcards the application which. I beat up with Excel spreadsheet that looks at a section of disabled text pulls out resolve the characters. Not allow you would break them here are based for a database in the. How does it simplifies everything went well as! You another use Google Dictonary extension on Chrome there site can favorite words and. Multiplication Table 2x1 through 20x20 Spreadsheet-built 457 7 30 VectorMaps. TOFU Learn art vocabulary the easy way. Pixorize google drive cutrofiano2020it. The Google docs issue using the latest Chrome and the latest Anki. Anki Kanji Flashcards httpankisrsnet Make your tub deck. AnkiApp The best flashcard app to learn languages and more. Google sheets flashcards. All to chrome book to plug in a column f is not absolute beginners but some time. How easily Create Flashcards from a Google Spreadsheet. It with anki deck of! Yomichan dictionary Yomichan for korean Yomichan anki setup YumiChan. Useful Links Google Drive Google Docs. How might you format Anki cards? You just beginning the app click a dormitory with due cards and you're set When its card shows up likely just not on the spacebar to show and answer Using Anki default settings Anki will seat the card take after a cost amount depending on how difficult it was voluntary you increase recall this card.
    [Show full text]
  • Learn 30: Recipe Management Software
    Learn in 30: Language Learning Apps Leti Labell January 21, 2017 Leti Labell OLLI member and PATACS member with a lifelong love of computers. MS in computer science, and a Certified Information Systems Security Professional (CISSP). Retired in 2014 from a long career in software development and general project management in the telecommunications industry and as a contractor to the federal government. Currently learning to speak Italian, using many iPhone apps as well as a variety of other methods. Characteristics of a good language app Fun and addictive Spaced Repetition System (SRS) Reviews the most difficult words more often Uses photos or other graphics to imprint words in your memory Uses the microphone to test your pronunciation Requires you to type answers as well as selecting from a list Free app available even if there is a paid option Encourages daily usage Duolingo Fun and addictive Awards “points” for completion of activities Encourages daily usage Keeps track of your streaks (I’m at 125 days!) Lets you practice words that you had difficulty with Uses the microphone to test your pronunciation Requires you to type answers as well as selecting from a list Totally free app Very limited use of pictures The website has more features Vocabulary flashcards on website Duolingo My opinion: Duolingo is definitely the most well known app It’s a good app, and I use it every day However, I do not think it is the BEST app. The lack of pictures to assist in remembering is a disadvantage. Languages: Spanish,
    [Show full text]
  • Andy Matuschak and Michael Nielsen
    How can we develop transformative tools for thought? Andy Matuschak and Michael Nielsen Part of the origin myth of modern computing is the story of roamed the earth, and today’s work is lesser. Yes, those a golden age in the 1960s and 1970s. In this story, visionary pioneers did amazing things, and arguably had ways of pioneers pursued a dream in which computers enabled working that modern technologists, in both industry and powerful tools for thought, that is, tools to augment academia, are poorly equipped to carry on. But they also human intelligence. One of E.g., Douglas Engelbart, made mistakes, and were ignorant of powerful ideas that those pioneers, Alan Kay, Augmenting Human Intellect: A are available today. And so a theme through both parts of Conceptual Framework (1962). summed up the optimism of the essay is to identify powerful ideas that weren’t this dream when he wrote of the potential of the personal formerly known or weren’t acted upon. Out of this computer: “the very use of it Alan Kay, User Interface: A Personal understanding arises a conviction that a remarkable set of would actually change the View (1989). opportunities is open today. thought patterns of an entire civilization”. A word on nomenclature: the term “tools for thought” It’s an inspiring dream, which helped lead to modern rolls off neither the tongue nor the keyboard. What’s more, interactive graphics, windowing interfaces, word the term “tool” implies a certain narrowness. Alan Kay has processors, and much else. But retrospectively it’s diffcult argued that a more powerful aim Again, in Alan Kay, User Interface: A not to be disappointed, to feel that computers have not yet is to develop a new medium for Personal View (1989), among other been nearly as transformative as far older tools for thought.
    [Show full text]
  • The IALLT Journal a Publication of the International Association for Language Learning Technology
    The IALLT Journal A publication of the International Association for Language Learning Technology A CROWDSOURCING APPROACH TO CHINESE VOCABULARY LEARNING Jianxiong Wu Southern Connecticut State University ABSTRACT The fast development of new technology, particularly web-based and mobile technology, has been transforming ways how languages are taught and learned. The current study examines the use of Memrise, a crowdsourcing spaced repetition program, by college students of Chinese, and its effects on Chinese character learning. The findings of the study demonstrate the effectiveness of the program. The study has also identified important factors and conditions that should exist in order for the use of the program to be successful. Based on the findings of the study, suggestions are made for language teachers in regards to using Memrise or similar programs in vocabulary teaching. Even though the current study focuses on Chinese character learning, the findings of the study can be applied to any other languages. INTRODUCTION The biggest challenge in studying Chinese is to recognize and write Chinese characters. The learning of Chinese characters is even more difficult for students whose native language is English or any other Roman alphabetic language. Teachers of Chinese always seek better strategies and tools for teaching Chinese characters. The development and application of new technology have opened up new opportunities for making this challenging task easier and more successful. 43 1 Vol. 44 (2) 2015 A Crowdsourcing Approach to Chinese Vocabulary Learning The majority of the existing research demonstrates that the use of technology enhances foreign and second language vocabulary learning and acquisition (e.g.
    [Show full text]
  • Senior Students
    Digital Ambition Parent Discussion Guide This sheet is intended to help you have a discussion with your child about how to study in the most effective way. Below, we have a number of useful study applications and suggested questions that you and your child can ask each other about how you both learn to do new things and manage your time. By sharing your experiences with your child, we hope that you both improve your productivity in both study and work. Each question should be answered by your child AND yourself. Applications that help you create Applications that reduce/block distractions flashcards/quizzes and study schedules One of the biggest problems for modern students is the number of online and mobile distractions that hinder effective study. Research has shown that retrieval practice is one of the most effective ways of studying. Retrieval practice is testing Many of these websites and programs have hundreds of yourself regularly about the key ideas in anything new you’re engineers designing them to figure out the best way to get learning. One common way of this is creating flashcards on people to use them and keep using them, so it’s not a surprise the key ideas as you’re reading the material for the first time that many students give into the temptation to check their and then testing yourself as a way of studying the material. phone or surf the web for a minute and then find out that they’ve wasted most of their study time. Research also shows that if you spread out what you are studying so that you revise material just before you’re about Rescuetime: to forget it, your long-term learning will be much better.
    [Show full text]
  • The Use of Technology for Foreign Language Learning Pilar Gonzalez-Vera
    New perspectives on teaching and working with languages in the digital era Edited by Antonio Pareja-Lora, Cristina Calle-Martínez, and Pilar Rodríguez-Arancón Published by Research-publishing.net, not-for-profit association Dublin, Ireland; Voillans, France, [email protected] © 2016 by Antonio Pareja-Lora, Cristina Calle-Martínez, and Pilar Rodríguez-Arancón (collective work) © 2016 by Authors (individual work) New perspectives on teaching and working with languages in the digital era Edited by Antonio Pareja-Lora, Cristina Calle-Martínez, Pilar Rodríguez-Arancón Rights: All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online as PDF files (http://dx.doi.org/10.14705/rpnet.2016.tislid2014.9781908416353) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted. Disclaimer: Research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before, or that it was not under consideration for publication elsewhere. While the information in this book are believed to be true and accurate on the date of its going to press, neither the editorial team, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. While Research-publishing.net is committed to publishing works of integrity, the words are the authors’ alone.
    [Show full text]
  • Diplomarbeit / Diploma Thesis
    DIPLOMARBEIT / DIPLOMA THESIS Titel der Diplomarbeit / Title of the Diploma Thesis “The Implementation of Digital Learning Technology in the Teaching of EFL Vocabulary” verfasst von / submitted by Daniel Jordan BSc angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Magister der Philosophie (Mag.phil.) Wien, 2020 / Vienna, 2020 Studienkennzahl lt. Studienblatt / UA 190 299 344 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Lehramtsstudium UF Psychologie und degree programme as it appears on Philosophie UF Englisch the student record sheet: Betreut von / Supervisor: Univ.-Prof. Mag. Dr. Christiane Dalton-Puffer Mitbetreut von / Co-Supervisor: Dr. Manuela Wipperfürth Table of Contents List of abbreviations List of figures List of tables 1. Introduction ................................................................................................... 1 2. Mobile-assisted language learning – literature review ............................. 8 2.1. Defining mobile-assisted language learning ............................................................... 8 2.2. Historical overview ................................................................................................... 11 2.3. Mobile-assisted vocabulary learning ......................................................................... 20 2.4. Theories of learning in MALL .................................................................................. 26 2.5. The question of curricular integration
    [Show full text]
  • Vocabulary Learning Questionnaire………………………………………………..74
    Open Research Online The Open University’s repository of research publications and other research outputs On the Scope of Digital Vocabulary Trainers for Learning in Distance Education Thesis How to cite: Winchester, Susanne (2015). On the Scope of Digital Vocabulary Trainers for Learning in Distance Education. EdD thesis The Open University. For guidance on citations see FAQs. c 2015 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000b0fa Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk On the Scope of Digital Vocabulary Trainers for Learning in Distance Education Thesis submitted for the Award of Doctor of Education (EdD) by Susanne Winchester The Open University M425451 X Submission Date: 31 January 2015 1 Abstract This study explores the use of digital vocabulary trainers (DVTs) for L1 (first/native language) - L2 (second/foreign language) paired associate vocabulary learning in the context of distance learning and where students are mature adult learners. The literature review approaches the topic from three different angles: firstly, what is involved in vocabulary learning in terms of memory processes, learning strategies and motivation to learn. Secondly, it was investigated how computer-assisted language learning (CALL) and in particular, use of DVTs, can support the learning of vocabulary and lastly, the role the specific learning context of distance education plays where vocabulary learning is concerned.
    [Show full text]
  • La Revista DOBLELE Publica Su Sexto Número, El Del Año 2020: El Año De La Pandemia
    PRESENTACIÓN La Revista DOBLELE publica su sexto número, el del año 2020: el año de la pandemia. Como equipo de dirección, estamos muy contentos de haber conseguido llevar a buen puerto este volumen a pesar de las dificultades que ha entrañado su preparación debido a las circunstancias en que nos hemos visto envueltos desde el mes de marzo. Queremos agradecer especialmente al Dr. Alberto Bruzos, coordinador del monográfico, todo su trabajo pues ha conseguido realizar todas las tareas que ello conlleva (concepción, preparación, revisión de los artículos, coordinación de la revisión por pares, etc.) dentro de los plazos de forma que ha sido posible que el número se publicara a su debido tiempo. Y queremos también agradecer la labor de todos los autores de los artículos (y de la reseña) que ha sido más difícil de lo habitual. Debemos mencionar también el apoyo que, como siempre, hemos recibido de nuestro Departamento de Filología Española de la Universitat Autònoma y lo hacemos dando las gracias a su Director, el Dr. Cecilio Garriga. Y es de justicia también dar gracias aquí a todos los miembros del Comité Científico de nuestra publicación, inasequibles al desaliento. Finalmente, tenemos la satisfacción de anunciar que se ha incorporado a la Dirección de DOBLELE el Dr. Joseph García, profesor del Departamento de Filología Española de la UAB, que ha orientado una buena parte de su labor docente e investigadora al campo del Español como Lengua Extranjera. Esperamos que el próximo número, el séptimo, aparezca ya bajo los auspicios de una vuelta a una forma de vida más normal que facilite los contactos personales.
    [Show full text]
  • Olly Richards
    The proven system to learn foreign language vocabulary and not forget it OLLY RICHARDS IWillTeachYouALanguage.com Copyright © Olly Richards 2015 All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. Copyright © Olly Richards 2015 All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. Contents About ................................................... 7 Introduction ............................................ 8 CHAPTER 1 CHAPTER 2 Key Success Principles for Learning Quickstart Guide: Vocabulary with Spaced Repetition .... 13 Setting Up Your Flashcards ................53 SECTION 1 SECTION 1 What is Spaced Repetition? ............................. 14 Introduction ........................................... 54 SECTION 2 SECTION 2 Getting Started with Spaced Repetition Flashcards ....... 18 Which Software is Best? ............................... 56 SECTION 3 SECTION 3 Integrating
    [Show full text]