Proceeding Inarcruiii Internation

Total Page:16

File Type:pdf, Size:1020Kb

Proceeding Inarcruiii Internation The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) "Interdisciplinary Research and Innovation of Education for Thai Local Development for ASEAN" May 20-21, 2015 Welcoming Speech The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) May 20 - 21, 2015 By The President: Associate Professor Wimon Damsri ************************************************************************* Dear representatives from our networking universities, presenters and participants. On behalf of Nakhon Si Thammarat Rajabhat University, it is a great honor to welcome you all to the 3rd International Academic & Research Conference of Rajabhat University: INARCRU III. We are pleased to say thank you to each of you who have attended this conference and also to our participants, special guests and key note speaker. We appreciate you for taking the time to provide us with this opportunity. According to our objective, this conference was to support the quality of research, creativity and innovation of the lecturers, officers and the post-graduate students from our networking university both in Thailand and ASEAN Community. We have been very fortunate to have a large group of well-known experts in their respective field participate in our conference. This group includes professors, educators, presidents, directors, researchers and so on. Their involvement resulted in our very successful forums, conference, oral sessions and poster sessions. We want to thank each of them and also all the moderators who skillfully guided each of the researcher. In addition, we would like to say again, on behalf of the conference committee, how much we appreciate all of you. This conference would not have been a success without you all. Welcome (you all) to Nakhon Si Thammarat, and see you again next year in Buriram Province. Yours Sincerely, Associate Professor Wimon Damsri i The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) "Interdisciplinary Research and Innovation of Education for Thai Local Development for ASEAN" May 20-21, 2015 Preface The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) May 20 - 21, 2015 ************************************************************************* Nakhon Si Thammarat Rajabhat University focuses on the mission of research in academic progress and support researchers to publish their research to the public continuously in order to use the researches in practical application. So the Academic & Research Conference of Rajabhat University has held for presenting researches since 2011 until present. This year is the 3rd conference. For this conference, Nakhon Si Thammarat Rajabhat University together with nationwide Rajabhat Universities and our higher education network establish the 3rd International Academic & Research Conference of Rajabhat University (INARCRU III). The objectives are to process and publish the research to the public, to support researchers, scholars and student who graduated from various disciplines to have an occasion to publish their research and to meet and exchange the ideas with each other, so that it will lead to a new approach of research development or to do research together. The participants include teachers, academics, researchers, graduate students and interested people nationwide. All of the conferences, not only are being held to published researches, but they are open to researchers either from the campus or others to publish their researches in the same stage, so they informed about the academic advancement in various fields and have the opportunity to share knowledge and experiences. Maybe it would bring new challenging researches. It is an opportunity for researchers to improve their work, and it is a motivation for doing more research for a new researcher or university’s researchers to do research with the researchers from another major or another institutions. This International Conference has published the report of research presentation (proceeding) in handy drive, so there are researches for all 39 topics including the following 4 tracks. Track 1: Arts and Culture 3 topics Track 2: Science and Technology 6 topics Track 3: Tourism and Management 13 topics Track 4: Education 17 topics The researches will have more value if they can be applied practically. Hopefully, there will be people interested in the research who will use it appropriately for the benefit of the researches can be used as a basis to improve future researches. Board of the International Conference Committee The 3rd International Academic & Research Conference of Rajabhat University ii The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) "Interdisciplinary Research and Innovation of Education for Thai Local Development for ASEAN" May 20-21, 2015 Editor Dr.Nopparat Chairuang Nakhon Si Thammarat Rajabhat University Editorial Board 1. Prof.Dr.Le Van Canh Vietnam National University 2. Prof.Dr.Suntud Sirianuntapiboon King Mongkut’s University of Technology Thonburi 3. Prof.Dr.Ruslam Rainis Universiti Sains Malaysia 4. Assoc.Prof.Dr.Chidchanok Chuengchow Prince of Songkla University (Pattani) 5. Assoc.Prof.Dr.Parichart Visuthismajarn Prince of Songkla University (Hat Yai) 6. Assoc.Prof.Dr.Maitree Jantra Nakhon Si Thammarat Rajabhat University 7. Assoc.Prof.Dr.Roselina Karim Universiti Putra Malaysia 8. Assoc.Prof.Dr.Surasak Watanesk Chiang Mai University 9. Assoc.Prof.Dr.Shahrim Ab Karim Universiti Putra Malaysia 10. Asst.Prof.Dr.Aim-Orn Sittirug Nakhon Si Thammarat Rajabhat University 11. Asst.Prof.Dr.Karansupamas Engchuan Mahidol University 12. Asst.Prof.Dr.Pragasit Sitthitikul Thammasat University 13. Asst.Prof.Chamaiporn Buddharat Nakhon Si Thammarat Rajabhat University 14. Dr.Siriluck Thongpoon Hat Yai University 15. Dr.Jonathan Carreon Huachiew Chalermprakiet University 16. Dr.Shuhaida Md. Noor Universiti Sains Malaysia 17. Dr.Methawee Kaeosanit Nakhon Si Thammarat Rajabhat University 18. Dr.Supawadee Ramasoot Nakhon Si Thammarat Rajabhat University 19. Dr.Arun Jutiphon Nakhon Si Thammarat Rajabhat University 20. Anirut Chumsawat Nakhon Si Thammarat Rajabhat University 21. Mongkon Sophon Nakhon Si Thammarat Rajabhat University 22. Sutawan Chaisang Nakhon Si Thammarat Rajabhat University 23. Wirongrong Kertsommad Nakhon Si Thammarat Rajabhat University iii The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) "Interdisciplinary Research and Innovation of Education for Thai Local Development for ASEAN" May 20-21, 2015 Paper Presentation - Track 1: Art & Culture Session Chairs: 1. Assoc.Prof.Dr. Saman Assawapoom 2. Asst.Prof.Dr.Waraporn Sripetpan 3. Asst.Prof.Wirat Liangsomboon Date: May 21, 2015 Building: 19 Room No.: 1922 No. Time Title Presenter 1 13.10 – 13.30 Hrs. The Relationship of the Gongs in Asst.Prof.Somchai the Thai, Mon and Myanmar Rassamee Musical Cultures 2 13.40 – 14.00 Hrs. The Writing of Sanskrit Words Mr.Waradet by Grantha Alphabet in the Thai Mesangrutdharakul Brahmin's texts of the National Library of Thailand 3 14.10 – 14.30 Hrs. Languages and Cultures of Asst.Prof.Dr.Nawamin Ethnic Groups in Buriram Prachanant Province iv The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) "Interdisciplinary Research and Innovation of Education for Thai Local Development for ASEAN" May 20-21, 2015 Paper Presentation - Track 2: Science & Technology (1) Session Chairs: 1. Assoc.Prof.Dr.Roselina Karim 2. Assoc.Prof.Dr.Surasak Watanesk 3. Assoc.Prof.Dr.Sittichai Kaewkuekool Date: May 20, 2015 Building: 19 Room No.: 1931 No. Time Title Presenter 1 13.10 -13.30Hrs. Effect of pH on Nutrient Content Changes of Ms.Napatsorn Cereal Wongpriaw 2 13.40 –14.00Hrs. Trace Analysis of Iron and Copper contaminated Ms.Utisawadee Thai wine in Loei Province Khamjumphol 3 14.10 –14.30Hrs. Calculation of Heat Required for a Greenhouse Mr.Surajitr Solar Dryer Assisted with Biogas Fuel to the Pramuang Para-Rubber Drying Process 4 14.40 –15.00Hrs. Effect of Dietary Supplementation of Turmeric Asst.Prof.Narumon (Curcuma LongaLinn.) on Productive Somkuna Performances and Carcass Characteristics of Broilers. 5 15.10 –15.30Hrs. The Research of Development of Cosmetic Dr.Janeeya Products from “Moringa oleifera” Lam to Be the Khunchalee Culture Products 6 15.40 –16.00Hrs. The Diversity of Harpacticoid Copepods in Ms.Pawana Seagrass (Halodule pinifolia (Miki) Den Hartog) Kangtia Community at Ban Phe Area in Rayong Province 7 16.10 –16.30Hrs. Optimization of Ethanol Production from Sweet Mr.Sunan Sorghum Juice Using Thermotolerant Yeast Nuanpeng Saccharomyces Ccerevisiae DBKKUY-53 via Box-BEHNKEN Design v The 3rd International Academic & Research Conference of Rajabhat University (INARCRU III) "Interdisciplinary Research and Innovation of Education for Thai Local Development for ASEAN" May 20-21, 2015 Paper Presentation - Track 2: Science & Technology (2) Session Chairs: 1. Assoc.Prof.Dr.Roselina Karim 2. Assoc.Prof.Dr.Surasak Watanesk 3. Assoc.Prof.Dr.Sittichai Kaewkuekool Date: May 21, 2015 Building: 19 Room No.: 1931 No. Time Title Presenter 1 13.10-13.30Hrs. Hydrogen Production from Digested Food Dr.Preeya Kaewnaree Waste Using Sludge from Wastewater Treatment Pond of UDRU 2 13.40 -14.00Hrs. Contamination of Pesticides and Salicylic Ms.Varee Acid in Vegetables and Fruits from Buriram Wongchotigul Rajabhat University Cafeteria 3 14.10 –4.30Hrs. Environmental Monitoring Using Optically Ms.Pilaipon Stimulated
Recommended publications
  • Universidad De Almería
    UNIVERSIDAD DE ALMERÍA MÁSTER EN PROFESORADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZA DE IDIOMAS ESPECIALIDAD EN LENGUA INGLESA Curso Académico: 2015/2016 Convocatoria: Junio Trabajo Fin de Máster: Spaced Retrieval Practice Applied to Vocabulary Learning in Secondary Education Autor: Héctor Daniel León Romero Tutora: Susana Nicolás Román ABSTRACT Spaced retrieval practice is a learning technique which has been long studied (Ebbinghaus, 1885/1913; Gates, 1917) and long forgotten at the same time in education. It is based on the spacing and the testing effects. In recent reviews, spacing and retrieving practices have been highly recommended as there is ample evidence of their long-term retention benefits, even in educational contexts (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). An experiment in a real secondary education classroom was conducted in order to show spaced retrieval practice effects in retention and student’s motivation. Results confirm the evidence, spaced retrieval practice showed higher long-term retention (26 days since first study session) of English vocabulary words compared to massed practice. Also, student’s motivation remained high at the end of the experiment. There is enough evidence to suggest educational institutions should promote the use of spaced retrieval practice in classrooms. RESUMEN La recuperación espaciada es una técnica de aprendizaje que se lleva estudiando desde hace muchos años (Ebbinghaus, 1885/1913; Gates, 1917) y que al mismo tiempo ha permanecido como una gran olvidada en los sistemas educativos. Se basa en los efectos que producen el repaso espaciado y el uso de test. En recientes revisiones de la literatura se promueve encarecidamente el uso de estas prácticas, ya que aumentan la retención de recuerdos en la memoria a largo plazo, incluso en contextos educativos (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013).
    [Show full text]
  • The Concept of Personal Learning Pathway for Intelligent Tutoring System Geome
    Computer Science Journal of Moldova, vol.27, no.3(81), 2019 The concept of personal learning pathway for Intelligent Tutoring System GeoMe Caftanatov Olesea Abstract This paper presents a study of designing personal learning pathways for our intelligent tutoring system “GeoMe”. The pur- pose of the study is to define specific requirements for our ap- plication and conceptualize the workflow for personal learning pathways. Keywords: Learning pathway, intelligent tutoring system, space repetition, forgetting curve, Leitner system. 1 Introduction Digital culture is increasingly applied in e-learning; it also contributes to improve the educational process by adapting to the student’s inter- ests, capabilities and knowledge. Nowadays there are many different kinds of educational software for students based on adaptive learning, personalized learning or even personal learning pathway (PLP). Learn- ing pathway can be described as a route, taken by a pupil through a range of e-learning activities, which allows learners to get new skills and build knowledge progressively. Clement [1] defines a learning pathway as “The sequence of intermediate steps from preconceptions to target model form what Scott (1991) and Niedderer and Goldberg (1995) have called a learning pathway. For any particular topic, such a pathway would provide both a theory of instruction and a guideline for teachers and curriculum developers.” For students personal learning paths are the best solution, because they can more effectively acquire and retain knowledge and skills that c 2019 by CSJM; Caftanatov Olesea 355 Caftanatov Olesea will help them in real world. However, what about the elementary schoolchildren? For them it is harder to decide which learning model will be the most appropriate and effective.
    [Show full text]
  • The Use of Apps in Foreign Language Education: a Survey-Driven Study
    North Texas Journal of Undergraduate Research, Vol. 1, No. 1, 2019 The Use of Apps in Foreign Language Education: A Survey-Driven Study Caleb Powers1* Abstract The purpose of this study was to understand why advancements in technology were not being implemented in foreign language education and how those new technologies could improve foreign language education. This study surveyed 114 foreign language students in order to gain information on how they used technology to learn a foreign language. The questions on the survey related to the topics of attitudes toward technology in general, the students’ accessibility and academic/personal use of technology tools, and their awareness and usage of specific foreign language learning mobile apps. It was found that apps like Duolingo, Rosetta Stone, and Babbel are more often used than other language learning apps, they fulfill crucial elements of education, and students prioritize facility of use, accessibility, and price when deciding whether to keep an app or not. Keywords Computer-Assisted Language Learning — Duolingo — Babbel —Rosetta Stone 1Department of World Languages, Literatures and Cultures, University of North Texas *Faculty Mentor: Dr. Lawrence Williams Contents language acquisition? Are the apps not being received well by the users? Do users think there is something missing in 1 Background 1 language apps? 1 2 Computer-Assisted Language Learning (CALL) 1 Even though computer-assisted language learning (CALL) 2.1 New Technologies and Language Learning .......... 2 successfully produces fundamental elements of language edu- Computer-Assisted Learning • Teaching with CALL cation, classrooms seem to be cemented in ancient practices, unable to advance with the times.
    [Show full text]
  • Continual Reinforcement Learning with Memory at Multiple Timescales
    Imperial College Department of Computing Continual Reinforcement Learning with Memory at Multiple Timescales Christos Kaplanis Submitted in part fulfilment of the requirements for the degree of Doctor of Philosophy in Computing of the University of London and the Diploma of Imperial College, April 2020 Declaration of Originality and Copyright This is to certify that this thesis was composed solely by myself. Except where it is stated otherwise by reference or acknowledgment, the work presented is entirely my own. The copyright of this thesis rests with the author. Unless otherwise indicated, its contents are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence (CC BY NC-SA). Under this licence, you may copy and redistribute the material in any medium or format. You may also create and distribute modified versions of the work. This is on the condition that; you credit the author, do not use it for commercial purposes and share any derivative works under the same licence. When reusing or sharing this work, ensure you make the licence terms clear to others by naming the licence and linking to the licence text. Where a work has been adapted, you should indicate that the work has been changed and describe those changes. Please seek permission from the copyright holder for uses of this work that are not included in this licence or permitted under UK Copyright Law. i ii Abstract In the past decade, with increased availability of computational resources and several improve- ments in training techniques, artificial neural networks (ANNs) have been rediscovered as a powerful class of machine learning methods, featuring in several groundbreaking applications of artificial intelligence.
    [Show full text]
  • Challenging a Ssumptions
    724 JALT2007 Does vocabulary-training software support neuro-compatible vocabulary acquisition? Markus Rude Tsukuba University Reference data: Rude, M. (2008). Does vocabulary-training software support neuro-compatible vocabulary acquisition? In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT. This report aims to assess the strength of vocabulary training software based on research findings which come from a linguistic or psychological perspective. Findings regarding the mental lexicon, forgetting, spaced repetition and the keyword method will be considered in this report. There are numerous vocabulary-training programs currently available on both the Macintosh and Windows system, five are introduced in this paper. All programs realize flashcard methodologies on the computer: jMemorize runs on both PC and Macintosh. ProVoc has good multimedia features, however, it runs only on Macintosh. These two and also TeachMaster for the PC are freeware. The award-winning vTrain is free for educational institutions and Mylörn is free for up to 500 flashcards. While all of these programs obviously realize spaced repetition and thus fight forgetting, only Mylörn and TeachMaster seem to offer specific entries which mimic the links of our mental lexicon, like collocation, coordination, superordination and synonymy. There is a growing trend to incorporate neurological research findings, however, proof for the efficiency of these programs is yet to come. Challenging Challenging Assumptions LookingLookingIn,
    [Show full text]
  • Linguistic Skill Modeling for Second Language Acquisition
    Linguistic Skill Modeling for Second Language Acquisition Brian Zylich Andrew Lan [email protected] [email protected] University of Massachusetts Amherst University of Massachusetts Amherst Amherst, Massachusetts Amherst, Massachusetts ABSTRACT 1 INTRODUCTION To adapt materials for an individual learner, intelligent tutoring Intelligent tutors and computer-assisted learning are seeing an systems must estimate their knowledge or abilities. Depending on uptick in usage recently due to advancements in technology and the content taught by the tutor, there have historically been differ- recent shifts to remote learning [39]. These systems have the ability ent approaches to student modeling. Unlike common skill-based to customize their interactions with each individual learner, which models used by math and science tutors, second language acquisi- enables them to provide personalized interventions at a much larger tion (SLA) tutors use memory-based models since there are many scale than one-on-one tutoring. For example, an intelligent math tasks involving memorization and retrieval, such as learning the tutor might identify key skills that a learner has not mastered based meaning of a word in a second language. Based on estimated mem- on items they have attempted and address these skill deficiencies ory strengths provided by these memory-based models, SLA tutors through targeted explanations and additional practice opportunities. are able to identify the optimal timing and content of retrieval prac- Similarly, an intelligent second language acquisition (SLA) tutor tices for each learner to improve retention. In this work, we seek might identify the words (and their contexts) with which a learner to determine whether skill-based models can be combined with tends to struggle and provide more practice opportunities, espe- memory-based models to improve student modeling and especially cially retrieval practice [15].
    [Show full text]
  • Teaching Multiple Concepts to a Forgetful Learner
    Teaching Multiple Concepts to a Forgetful Learner Anette Hunziker† Yuxin Chen{ Oisin Mac Aodhax Manuel Gomez Rodriguez* Andreas Krause‡ Pietro Perona? Yisong Yue? Adish Singla* †University of Zurich, [email protected], {University of Chicago, [email protected], xUniversity of Edinburgh, [email protected], ‡ETH Zurich, [email protected], ?Caltech, {perona, yyue}@caltech.edu, *MPI-SWS, {manuelgr, adishs}@mpi-sws.org Abstract How can we help a forgetful learner learn multiple concepts within a limited time frame? While there have been extensive studies in designing optimal schedules for teaching a single concept given a learner’s memory model, existing approaches for teaching multiple concepts are typically based on heuristic scheduling techniques without theoretical guarantees. In this paper, we look at the problem from the perspective of discrete optimization and introduce a novel algorithmic framework for teaching multiple concepts with strong performance guarantees. Our framework is both generic, allowing the design of teaching schedules for different memory models, and also interactive, allowing the teacher to adapt the schedule to the underlying forgetting mechanisms of the learner. Furthermore, for a well-known memory model, we are able to identify a regime of model parameters where our framework is guaranteed to achieve high performance. We perform extensive eval- uations using simulations along with real user studies in two concrete applications: (i) an educational app for online vocabulary teaching; and (ii) an app for teaching novices how to recognize animal species from images. Our results demonstrate the effectiveness of our algorithm compared to popular heuristic approaches. 1 Introduction In many real-world educational applications, human learners often intend to learn more than one concept.
    [Show full text]
  • Teaching Multiple Concepts to a Forgetful Learner
    Teaching Multiple Concepts to a Forgetful Learner Anette Hunziker† Yuxin Chen{ Oisin Mac Aodhax Manuel Gomez Rodriguez* Andreas Krause‡ Pietro Perona? Yisong Yue? Adish Singla* †University of Zurich, [email protected], {University of Chicago, [email protected], xUniversity of Edinburgh, [email protected], ‡ETH Zurich, [email protected], ?Caltech, {perona, yyue}@caltech.edu, *MPI-SWS, {manuelgr, adishs}@mpi-sws.org Abstract How can we help a forgetful learner learn multiple concepts within a limited time frame? While there have been extensive studies in designing optimal schedules for teaching a single concept given a learner’s memory model, existing approaches for teaching multiple concepts are typically based on heuristic scheduling techniques without theoretical guarantees. In this paper, we look at the problem from the perspective of discrete optimization and introduce a novel algorithmic framework for teaching multiple concepts with strong performance guarantees. Our framework is both generic, allowing the design of teaching schedules for different memory models, and also interactive, allowing the teacher to adapt the schedule to the underlying forgetting mechanisms of the learner. Furthermore, for a well-known memory model, we are able to identify a regime of model parameters where our framework is guaranteed to achieve high performance. We perform extensive eval- uations using simulations along with real user studies in two concrete applications: (i) an educational app for online vocabulary teaching; and (ii) an app for teaching novices how to recognize animal species from images. Our results demonstrate the effectiveness of our algorithm compared to popular heuristic approaches. 1 Introduction In many real-world educational applications, human learners often intend to learn more than one concept.
    [Show full text]
  • How to Learn a Foreign Language
    Thank you for downloading Dr. Pimsleur’s How to Learn a Foreign Language Sign up for our newsletter and receive special offers on Pimsleur Courses, news of upcoming languages, and other Pimsleur news. CLICK HERE TO SIGN UP or visit us online to sign up at www.pimsleur.com Table of Contents Foreword Paul Pimsleur’s Life & Career Foreword to the First Edition The “Whys” of Language Learning 1. Everyone Can Learn Another Language 2. When Is a Language Easy to Learn? 3. How Long Does It Take to Learn a Language? 4. Which Language Should You Select? 5. Learning the “Tricks of the Trade” 6. Organic Learning 7. The Words and the Music The “Hows” of Language Learning 8. How to Practice Pronunciation 9. How to Master Grammar 10. How to Learn Vocabulary Conclusion 11. Beyond the Spoken Word Answer Key for Quiz on “Guessable” French Words Appendix 1: Languages of the World Appendix 2: Published Pimsleur Language Programs English as a Second Language Programs About Paul Pimsleur For Jean Foreword For me, this is the perfect book on learning a new language. It is all the things most language learning tools are not. It’s direct, full of useful pearls of wisdom that are easily incorporated into one’s day-to-day study of a new language. It’s clear and well written, and nowhere does “academic-speak” sneak into the text. Paul Pimsleur’s theories, as expressed in How to Learn a Foreign Language, are deceptively simple. In his own teaching, Dr. Pimsleur saw students repeatedly failing and being turned off of what to him was the most exciting challenge in the world: learning a new language.
    [Show full text]
  • Responsible Language Teaching: a Definition in Flux”
    RESPONSIBLE LANGUAGE TEACHING A Definition in Flux Tom Means, BOROUGH OF MANHATTAN COMMUNITY COLLEGE THE CITY UNIVERSITY OF NEW YORK ABSTRACT: The first half of this article is about how I defined ‘responsible’ language teaching across the first two decades of my career. My current best definition of responsible language teaching is framed around task- based language teaching (TBLT). The second half of this article describes how TBLT works in my setting (Ellis et al. 2019), and how it gives me pro- fessional satisfaction. The article closes with twenty task modules and suggestions for how to implement them in Italian language classrooms. Key words: Italian, pedagogy, task-based language teaching MY LANGUAGE TEACHING CAREER 1.0 As stated in the abstract, this article is a personal/professional account of my first two decades in the field of language teaching. If you are inter- ested in a significantly longer arch of our profession, see Musumeci (1997), in that book she tracks almost 600 years of trends in language teaching. This pilgrim coincidentally started teaching languages in 1997 because I loved them and I was good at them. Like a lot of young lan- guage teachers, I was hired based on my ability to speak the target lan- guage(s). The inconvenient fact that I did not know how to teach them didn’t seem to concern my first employers, they gave me a copy of the textbook and told me to stay one chapter ahead of the students. So that’s how I taught in those early years. I would later see that it was a Present- Practice-Produce (PPP) model of language teaching (Willis 1996) but at the time I just stayed one beat ahead of my students and I taught with all the charm I could muster, and all the grammar rules I could articulate.
    [Show full text]
  • An Intelligent Tutoring System for Learning Chinese with a Cognitive Model of the Learner
    An Intelligent Tutoring System for Learning Chinese with a Cognitive Model of the Learner Michał Kosek Master’s Thesis Autumn 2014 An Intelligent Tutoring System for Learning Chinese with a Cognitive Model of the Learner Michał Kosek August 15, 2014 ii Abstract This thesis presents an intelligent tutoring system that enables students of Chinese to acquire active knowledge of words and grammatical construc- tions. The system relies on a Bayesian, linguistically motivated cognitive model that represents the estimated knowledge of the learner. This model is dynamically updated given observations about learner’s behaviour and proficiency in the exercises. The model is then employed at run-time to select the exercises that are expected to maximise the learning outcome. The system was implemented together with a set of 100 English-to- Chinese translation exercises. Each exercise is associated with a set of solutions. If the student’s answer is not correct, the system finds a solution with the shortest distance to the input and gives interactive feedback using a combination of error-specific and generic rules that provide relevant cues towards the closest correct translation. The system is integrated with a bilingual English-Chinese dictionary, and the student may look up unknown words at any stage. Both dictionary look-ups and learner’s proficiency in the exercises serve as evidence that enables the system to infer probabilistic information about the learner’s actual vocabulary knowledge. Compared with a baseline that randomly chooses exercises at the user’s declared level, the proposed approach has shown a positive, statistically significant effect on the users’ assessment of how much they havelearnt.
    [Show full text]
  • A Waitsuite: Productive Use of Diverse Waiting Moments
    A WaitSuite: Productive Use of Diverse Waiting Moments CARRIE J. CAI, MIT CSAIL ANJI REN, MIT CSAIL ROBERT C. MILLER, MIT CSAIL The busyness of daily life makes it difficult to find time for informal learning. Yet, learning requires significant time and effort, with repeated exposures to educational content on a recurring basis. Despite the struggle to find time, there are numerous moments in a day that are typically wasted due to waiting, such as while waiting for the elevator to arrive, wifi to connect, or an instant message to arrive. We introduce the concept of wait-learning: automatically detecting wait time and inviting people to learn while waiting. Our approach is to design seamless interactions that augment existing wait time with productive opportunities. Combining wait time with productive work opens up a new class of software systems that overcome the problem of limited time. In this paper, we establish a design space for wait-learning and explore this design space by creating WaitSuite, a suite of five different wait-learning apps that each uses a different kind of waiting. For one of these apps, we conducted a feasibility study to evaluate learning and to understand how exercises should be timed during waiting periods. Subsequently, we evalu- ated multiple kinds of wait-learning in a two-week field study of WaitSuite with 25 people. We present design implications for wait-learning, and a theoretical framework that describes how wait time, ease of accessing the learning task, and com- peting demands impact the effectiveness of wait-learning in different waiting scenarios.
    [Show full text]