Free Flashcard Program Windows
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Variational Deep Knowledge Tracing for Language Learning
Variational Deep Knowledge Tracing for Language Learning Sherry Ruan Wei Wei James A. Landay [email protected] [email protected] [email protected] Stanford University Google Stanford University Stanford, California, United States Sunnyvale, California, United States Stanford, California, United States ABSTRACT You are✔ buying shoes Deep Knowledge Tracing (DKT), which traces a student’s knowl- edge change using deep recurrent neural networks, is widely adopted in student cognitive modeling. Current DKT models only predict You are✘ young Yes you are✘ going a student’s performance based on the observed learning history. However, a student’s learning processes often contain latent events not directly observable in the learning history, such as partial under- You are✔ You are✔ You are✔ You are✔ standing, making slips, and guessing answers. Current DKT models not going not real eating cheese welcome fail to model this kind of stochasticity in the learning process. To address this issue, we propose Variational Deep Knowledge Tracing (VDKT), a latent variable DKT model that incorporates stochasticity Linking verb Tense ✔/✘ Right/Wrong Attempt into DKT through latent variables. We show that VDKT outper- forms both a sequence-to-sequence DKT baseline and previous Figure 1: A probabilistic knowledge tracing system tracks SoTA methods on MAE, F1, and AUC by evaluating our approach the distribution of two concepts concerning the word are: on two Duolingo language learning datasets. We also draw various understanding it as a linking verb and understanding it in interpretable analyses from VDKT and offer insights into students’ the present progressive tense. 3 and 7 represent whether stochastic behaviors in language learning. -
Free English Worksheets for Spanish Speakers
Free English Worksheets For Spanish Speakers footstoolGraehme previse often prescribed outright or similarly reinvests when rhythmically, circulatory is ShalomAngelico envies cooled? speculatively Storeyed Churchill and feud negatives her beauties. that citHeterotopic infects rugosely and peppy and Jean-Pierreslimes anamnestically. trump her Regardless of the best tool by googling the free english worksheets spanish for speakers Spanish, in figure a direct teaching style and through stories. As an Amazon Associate I forget from qualifying purchases. Not a handful yet? As or read your word evidence the general, they cross just off. Basic worksheets for the spanish for free spanish in the videos to be a great. Download the english english worksheets are printable exercises. Instagram a glow of key day. Do you easily a favorite we have missed? Easy quick hack for Spanish omelette. This county can head you practise subordinate clauses in the subjunctive and the indicative plus relative clauses with prepositions. For my, one lesson covers vocabulary related to paying taxes in the US. Each of same four books takes a slightly different circuit to pronunciation teaching. Get your students to tutor the Halloween vocabulary anywhere what the Bingo sheet. Join us on be very happy trip to Barcelona to visit this incredible works of architect Antonà GaudÃ. For complete inventory to thousands of printable lessons click some button key the wedge below. Qué dicha que la hayas encontrado útil! French worksheets for second graders. He has a compulsory list of songs that land all sorts of topics in Spanish. Duolingo app and plan to children with it whenever I have some off time. -
Designing and Evaluating Feedback Schemes for Improving Data Visualization Performance 1
Designing and Evaluating Feedback Schemes for Improving Data Visualization Performance A Major Qualifying Project Report Submitted to the Faculty of the WORCESTER POLYTECHNIC INSTITUTE In partial fulfillment of the requirements for the Degree of Bachelor of Science By Meixintong Zha Submitted to Professor Lane T. Harrison Worcester Polytechnic Institute 2 Abstract Over the past decades, data visualization assessment has proven many hypotheses while changing its platform from lab experiment to online crowdsourced studies. Yet, few if any of these studies include visualization feedback participants’ performance which is a missed opportunity to measure the effects of feedback in data visualization assessment. We gathered feedback mechanics from educational platforms, video games, and fitness applications and summarized some design principles for feedback: inviting, repeatability, coherence, and data driven. We replicated one of Cleveland and McGill’s graph perception studies where participants were asked to find the percentage of the smaller area compared to the larger area. We built a website that provided two versions of possible summary pages - with feedback (experimental group) or no feedback (control group). We assigned participants to either the feedback version or the no feedback version based on their session ID. There were a maximum of 20 sets of twenty questions. Participants needed to complete a minimum of 2 sets, and then could decide to either quit the study or continue practicing data visualization questions. Our results from -
How to Memorize and Retain Vocabulary Effectively Using Spaced Repetition Software, Even If There Are Scarce Resources for Your Language
How to memorize and retain vocabulary effectively using spaced repetition software, even if there are scarce resources for your language Jed Meltzer, Ph.D. Rotman Research Institute, Baycrest University of Toronto Elements of language learning Social interaction Instruction Drilling, repetition Language learning balance All teacher-driven: costly, limited availability, Travel difficulties, physical distancing Limited opportunity to study at your own pace. All drilling: hard to stay focused. Hard to choose appropriate exercises Easy to waste time on non-helpful drills Vocabulary size • Highly correlated with overall language knowledge • Relates to standardized proficiency levels • Can be tracked very accurately if you start from the beginning of your language learning journey. Estimated vocabulary size for CEFR • A1 <1500 • A2 1500–2500 • B1 2750–3250 • B2 3250–3750 • C1 3750–4500 • C2 4500–5000 Estimates of vocabulary size needed Robert Bjork on learning: • "You can't escape memorization," he says. "There is an initial process of learning the names of things. That's a stage we all go through. It's all the more important to go through it rapidly." The human brain is a marvel of associative processing, but in order to make associations, data must be loaded into memory. Want to Remember Everything You'll Ever Learn? Surrender to This Algorithm Wired magazine, April 21, 2008 Vocab lists • Provide structure to courses, whether in university, community, online. • Provide opportunity to catch up if you miss a class or start late. • Help to make grammar explanations understandable – much easier to follow if you know the words in the examples. Spaced repetition Leitner Box Flashcard apps Anki Popular apps • Anki – favourite of super language nerds – open-source, non-commercial – free on computer and android, $25 lifetime iPhone • Memrise – similar to Anki, slicker, more user-friendly, – paid and free versions. -
The Unrealized Potential of Rosetta Stone, Duolingo, Babbel, and Mango Languages
24 Issues and Trends in Educational Technology Volume 5, Number 1, May. 2017 L2 Pronunciation in CALL: The Unrealized Potential of Rosetta Stone, Duolingo, Babbel, and Mango Languages Joan Palmiter Bajorek The University of Arizona Abstract Hundreds of millions of language learners worldwide use and purchase language software that may not fully support their language development. This review of Rosetta Stone (Swad, 1992), Duolingo (Hacker, 2011), Babbel (Witte & Holl, 2016), and Mango Languages (Teshuba, 2016) examines the current state of second language (L2) pronunciation technology through the review of the pronunciation features of prominent computer-assisted language learning (CALL) software (Lotherington, 2016; McMeekin, 2014; Teixeira, 2014). The objective of the review is: 1) to consider which L2 pronunciation tools are evidence-based and effective for student development (Celce-Murcia, Brinton, & Goodwin, 2010); 2) to make recommendations for which of the tools analyzed in this review is the best for L2 learners and instructors today; and 3) to conceptualize features of the ideal L2 pronunciation software. This research is valuable to language learners, instructors, and institutions that are invested in effective contemporary software for L2 pronunciation development. This article considers the importance of L2 pronunciation, the evolution of the L2 pronunciation field in relation to the language classroom, contrasting viewpoints of theory and empirical evidence, the power of CALL software for language learners, and how targeted feedback of spoken production can support language learners. Findings indicate that the software reviewed provide insufficient feedback to learners about their speech and, thus, have unrealized potential. Specific recommendations are provided for design elements in future software, including targeted feedback, explicit instructions, sophisticated integration of automatic speech recognition, and better scaffolding of language content. -
Grade Student of Kyai Hasyim Junior High School Motivation in Learning English
THE USE OF DUOLINGO APPLICATION TO INCREASE 8TH GRADE STUDENT OF KYAI HASYIM JUNIOR HIGH SCHOOL MOTIVATION IN LEARNING ENGLISH THESIS Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English By : Tika Intan Pamuji NIM D05212044 ENGLISH EDUCATION DEPARTEMENT FACULTY OF TARBIYAH AND TEACHER TRAINING SUNAN AMPEL STATE ISLAMIC UNIVERSITY SURABAYA 2019 II III IV V ABSTRACT Pamuji, Tika Intan. 2019. The Use of Duolingo Application to Increase 8thGrade Student of Kyai Hasyim Junior High School Motivation in Learning English. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: H. Mokhamad Syaifudin, M.Ed. Ph D Key Words: Duolingo Application, Motivation. Motivation is important factor in second language learning achievement because learner‟s motivation greatly affects their willingness to take part in learning process. In particular situation, less motivated student are likely to lose their attention, misbehave and cause discipline problems. In contrary motivated student are likely to learn more and learn quickly. This quantitative research aimed to describe the use of Duolingo to increase student‟s motivation in learning English and the student responses toward Duolingo used. In purpose to answer the research question the researcher collected the data using test, questionnaire and observing course progress in Duolingo. The data analyzed using SPSS 16. From the analysis the researcher found that pre-test mean was 65, 67 and post-test mean was 81, 33, data distribution was normal and from t-test the significance of the data was lower than the level of significance. -
UBIACTION 2021 Florian Lang Robin Welsch Albrecht Schmidt
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 Vorwort Editors Florian Lang, Robin Welsch, Luke Haliburton, Fiona Draxler, Over the course of the year 2020, the global community has witnessed how a Sebastian Feger, Steeven Villa, Matthias Hoppe, Pascal Knierim, Ville Mäkelä, Albrecht Schmidt virus caused an unprecedented shift in our habitual reality. Every aspect of life has - at least partially - been moved online: Working, studying, workouts and Human-Centered Ubiquitous Media Group doctor visits, staying in touch with friends and family. All of these activities Institut für Informatik have primarily happened in front of screens. As a result, we have spent much Ludwig-Maxmilians-Universität München more time at home and surrounded by and engaging with technology. [email protected] 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 ACM Classification 1998 - H.5 INFORMATION INTERFACES AND PRESENTATION 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 ISBN-13: 979-8511284576 their insights in this book. -
Duolingo for Schools: Guide for Leaders in Education
Guide for leaders in education Table of contents What is Duolingo? ....................................................................................................................................3 How does Duolingo work?...................................................................................................................4 Keeping students motivated..........................................................................................................5 From learning to teaching.....................................................................................................................6 Easy classroom ideas........................................................................................................................7 Getting the most out of Duolingo......................................................................................................8 Quick Guides ..............................................................................................................................................9 Setting up a classroom ....................................................................................................................9 Adding students to your classroom............................................................................................9 Illustrated Guides ................................................................................................................................... 10 Setting up a classroom ................................................................................................................ -
Duolingo Effectiveness Study
Duolingo Effectiveness Study FINAL REPORT RESEARCH TEAM ROUMEN VESSELINOV, PhD Visiting Assistant Professor Queens College City University of New York [email protected] JOHN GREGO, PhD Professor and Chair Statistics Department University of South Carolina [email protected] December 2012 Duolingo Effectiveness Study Page 1 EXECUTIVE SUMMARY The research study of Duolingo effectiveness was independently conducted in September- November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study. MAIN RESULTS • Overall the average improvement in language abilities was 91.4 points and the improvement was statistically significant. • The effectiveness measure showed that on average participants gained 8.1 points per one hour of study with Duolingo. • The 95% Confidence Interval for the effectiveness is from 5.6 points to 10.7 points gained per one hour of study. • The study estimated that a person with no knowledge of Spanish would need between 26 and 49 hours (or 34 hours on average) to cover the material for the first college semester of Spanish. -
Celebrating 40 Years of TLT Feature Article My Share
The Language Teacher http://jalt-publications.org/tlt Celebrating 40 years of TLT Feature Article My Share An Edited Version of the First Eight Classroom ideas from Gary Henscheid, 3 13 1,000-Word Frequency Bands of Nick Caine, Douglas Perkins and Adam the Japanese-English Version of the Pearson, and Richard Buckley Vocabulary Size Test Stuart McLean, Tomoko Ishii, Tim Stoeckel, Phil Bennett, and Yuko JALT Praxis Matsumoto TLT Wired 18 Young Learners Readers’ Forum 20 Book Reviews Brain-Friendly Learning Tips for 22 9 Teaching Assistance Long-Term Retention and Recall 26 The Writers’ Workshop Jeff Mehring and Regan Thomson 28 Dear TLT 30 SIG Focus: School Owners’ SIG 33 Old Grammarians 35 The Japan Association for Language Teaching Volume 40, Number 4 • July / August 2016 ISSN 0289-7938 • ¥1,900 • TLT uses recycled paper EASY-ENGLISH ADVENTURES WITH 8 DIFFERENT ENDINGS 2015 ELTon Nomination for Best Learner Resource 2015 Language Learner Literature Award Winner 2015 Language Learner Literature Award Finalist 2016 Language Learner Literature Award Finalist “Entertaining and educational” -LLL Awards Judge AWARD-WINNING GAMEBOOK SERIES・MADE IN JAPAN・IDEAL FOR EXTENSIVE READING ALSO SELF-STUDY・TIMED READING・LITERATURE CIRCLES・DISCUSSION TASKS・MORE! BUT DON’T JUST TAKE OUR WORD FOR IT. READ ONE NOW, FREE, ONLINE: Scan the QR code and Try it in class! There’s no catch! be reading in seconds Well, okay... it’s a limited time offer - but when it ends, all you need to do is join our newsletter, and you’ll still get access to a free online book! Newsletter: http://eepurl.com/P8z45 http://goo.gl/z8GUhS Print available from englishbooks.jp. -
The Indirect Spaced Repetition Concept Louis Lafleur Ritsumeikan University
Vocabulary Learning and Instruction Volume 9, Issue 2, August 2020 http://vli-journal.org The Indirect Spaced Repetition Concept Louis Lafleur Ritsumeikan University Abstract The main goal of this research is to systemize, build, and test prototype software to demonstrate Indirect Spaced Repetition (ISR) as a viable concept for Second Language Vocabulary Acquisition (SLVA). ISR is designed around well-founded spaced repetition and SLVA principles. Most importantly, it is based on Nation’s (2001) recommendation to consider all three tiers of word knowledge (meaning, form, and func- tion/use) and subsequent 18 aspects of word knowledge for a more bal- anced approach in teaching and learning vocabulary. ISR prototype software was achieved in the conceptual phase of the research. The re- sulting prototype flashcard software was given an in-depth trial for a period of 2 weeks by seven university students. Participants were given a post-project survey to evaluate ISR software (ISRS) under four cat- egories: enjoyment, usefulness, usability, and general consideration. Post-test survey findings showed above-average satisfaction and consid- eration to use such software in the future. However, these findings also revealed that some areas could be further improved, such as addressing some hardware/software issues (e.g., IT infrastructure problematics and lag) and integrating gamification elements (e.g., performance feedback/ reports). Keywords: Vocabulary learning, (Indirect) Spaced Repetition, (Spaced) Interleaving, 18 aspects of word knowledge, Computer Assisted Language Learning (CALL) 1 Background Spaced Repetition is often mistaken as a new concept as the term is often asso- ciated with recently published study software and applications. In many cases, these programs fail to give credit to the founders of the spaced repetition system (SRS). -
Studium: Your Personal Mobile Study On-The-Go
STUDIUM: YOUR PERSONAL MOBILE STUDY ON-THE-GO by Fariha Ahmed HBA, International Relations, Political Science and French, University of Toronto, 2018 A Major Research Project presented to Ryerson University in partial fulfillment of the requirements for the degree of Master of Digital Media in the Program of Digital Media Toronto, Ontario, Canada, 2019 ©Fariha Ahmed, 2019 Author’s Declaration for Electronic Submission of an MRP I hereby declare that I am the sole author of this MRP. This is a true copy of the MRP, including any required final revisions. I authorize Ryerson University to lend this MRP to other institutions or individuals for the purpose of scholarly research. I further authorize Ryerson University to reproduce this MRP by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. I understand that my MRP may be made electronically available to the public. ii STUDIUM: YOUR PERSONAL MOBILE STUDY ON-THE-GO Fariha Ahmed Master of Digital Media Digital Media Ryerson University, 2019 ABSTRACT The landscape of studying is changing. There are now increasingly more mobile devices that allow people to learn content in numerous ways. This means that mobile devices play a large role in how a whole new generation of children, adolescents, teenagers and young adults understand information. Studium is a mobile application prototype that I have created to demonstrate how mobile devices can be used as a learning tool to enhance academic performance among post- secondary students. The objective of Studium is to illustrate how artificial intelligence can be incorporated into mobile learning applications to improve one’s studying by generating instant practice tests based off notes from lectures or readings.