Academic literature on the topic 'Non-integrated learning'
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Journal articles on the topic "Non-integrated learning"
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Dean, Bonnie, Michelle J. Eady, and Venkata Yanamandram. "Editorial: Advancing Non-placement Work-integrated Learning Across the Degree." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 2–8. http://dx.doi.org/10.53761/1.17.4.1.
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Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.
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ud Din, Adnan Fayyaz, Imran Mir, Faiza Gul, Suleman Mir, Nasir Saeed, Turke Althobaiti, Syed Manzar Abbas, and Laith Abualigah. "Deep Reinforcement Learning for Integrated Non-Linear Control of Autonomous UAVs." Processes 10, no. 7 (July 1, 2022): 1307. http://dx.doi.org/10.3390/pr10071307.
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In this research, an intelligent control architecture for an experimental Unmanned Aerial Vehicle (UAV) bearing unconventional inverted V-tail design, is presented. To handle UAV’s inherent control complexities, while keeping them computationally acceptable, a variant of distinct Deep Reinforcement Learning (DRL) algorithm, namely Deep Deterministic Policy Gradient (DDPG) is proposed. Conventional DDPG algorithm after being modified in its learning architecture becomes capable of intelligently handling the continuous state and control space domains besides controlling the platform in its entire flight regime. Nonlinear simulations were then performed to analyze UAV performance under different environmental and launch conditions. The effectiveness of the proposed strategy is further demonstrated by comparing the results with the linear controller for the same UAV whose feedback loop gains are optimized by employing technique of optimal control theory. Results indicate the significance of the proposed control architecture and its inherent capability to adapt dynamically to the changing environment, thereby making it of significant utility to airborne UAV applications.
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Green, Elyce, Sarah Hyde, Rebecca Barry, Brent Smith, Claire Ellen Seaman, and Jayne Lawrence. "Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities." International Journal of Environmental Research and Public Health 19, no. 24 (December 16, 2022): 16933. http://dx.doi.org/10.3390/ijerph192416933.
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Background: Work-integrated learning (WIL) in rural communities provides students with important learning opportunities while also providing a service to those communities. To optimise the potential benefits of work-integrated learning for health students and rural communities it is important to explore the practices and outcomes of these experiences. Methods: This study used a qualitative research design underpinned by the theoretical framework of Theory of Practice Architectures to examine the way students learn during these placements. Purposive sampling was used to identify students for participation in the study. Seven students from the disciplines of paramedicine, physiotherapy, and speech pathology participated in semi-structured interviews. Data were analysed using inductive thematic analysis. Results: The learning described by the students was examined, followed by a critical interrogation of the data to assess how these learnings and associated practices were made possible given the site-specific practice architectures. The findings of the research are represented by three themes: learning affordances related to placement design, learning through relationships between people and professions, and learning through rural embeddedness. Conclusion: Being embedded in rural communities gave the students access to several arrangements that fostered learning, particularly through the sayings, relatings and doings that the students engaged with. This research demonstrates the transformative potential of rural WIL opportunities for learning and future rural practice.
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Siu, Kin Wai Michael. "Problems and Possibilities to Enhance Non-Local Work-Integrated Learning Experience for Postgraduate Design Research." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 3 (July 2014): 68–87. http://dx.doi.org/10.4018/ijqaete.2014070103.
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In recent years, postgraduate research students have been more expected to gain knowledge and experience through work-integrated learning. The key advantages of work-integrated learning include non-conventional university support and facility for research. Students can also gain alternative and other in-depth and comprehensive experience in the research area. This off-campus learning also provides opportunities for students to explore other research interests. On the other hand, work-integrated learning has its deficiencies and limitations. Since the learning is conducted outside the university, it is difficult to make arrangement and be available, in particular most of the time not the best available locally. Therefore, work-integrated learning is sometimes necessary to be carried out in remote regions. This situation creates more barriers and un-predictable matters for planning, implementation and management of the learning. To review the needs of work-integrated learning, this paper takes a collaboration of work-integrated learning for postgraduate design research students between the Chinese mainland and Hong Kong as a case study. The paper then identifies some key issues and problems. After that, the paper identifies and discusses possibilities for improvement and directions for further investigation.
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Atabekova, Anastasia, Rimma Gorbatenko, Aleksandr Belousov, Ruslan Grebnev, and Olga Sheremetieva. "What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?" International Education Studies 9, no. 6 (May 26, 2016): 62. http://dx.doi.org/10.5539/ies.v9n6p62.
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<p class="apa">The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students’ academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students’ learning process, draws attention to challenges and benefits students experienced through non-formal Law and Language integrated learning. Emphasis is laid on those non-formal learning activities that may be viewed as part of the university students’ training for their future professional activities. The paper provides the results of students’ interviews and questionnaires revealing the issues that students consider important regarding non-formal content and language learning. The research findings aim to contribute to a better understanding of the overall interdependence of formal and non-formal learning within the university academic environment.</p>
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Suartama, I. Kadek, Punaji Setyosari, Sulthoni Sulthoni, Saida Ulfa, Muhammad Yunus, and Komang Anik Sugiani. "Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (February 12, 2021): 36. http://dx.doi.org/10.3991/ijet.v16i03.14953.
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This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.
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Filipiak, Sara, and Beata Łubianka. "Comparative Analysis of Personality and Preferences of Values of Polish Early Adolescents Learning in Integrated and Non-integrated Classes." Psychologia Rozwojowa 25, no. 4 (2020): 29–43. http://dx.doi.org/10.4467/20843879pr.20.025.13433.
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The aim of the present study was to analyse the personality traits and value preferences of students from integrated and non-integrated classes. Sixty-nine primary school sixth graders were surveyed (M = 12.45; SD = .58). The group of students attending integrated classes included 38 individuals. The remaining 31 students attended non-integrated classrooms. Personality traits were measured using the Picture-Based Personality Survey for Children (PBPS-C ) and value preferences were determined on the basis of the Picture-Based Value Survey for Children (PBVS-C). The results showed that youth from the integrated classes did not differ significantly from their peers from the non-integrated classes in terms of personality traits. In case of values, students from the non-integrated classes cherished values of Universalism more than their peers from the integrated classes. Correlation analyses showed that the patterns of relations between personality traits and preferred values were partially different for the two groups. Nevertheless, a similar pattern of relations was observed in both groups between Openness to Experience and values in the categories of Self-direction and Universalism.
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Amri, Samsul, and Syafrizal. "Boosting English Competency and Learning Motivation Through the Integrated Approach For Non-English Departments Students." ELT-Lectura 8, no. 1 (February 20, 2021): 1–14. http://dx.doi.org/10.31849/elt-lectura.v8i1.5556.
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At the tertiary level, English as a General Subject supports the learning process's main course. The observations show they are not yet proficient enough to use it. It causes indisposed motivation, dearth vocabulary, low learning interest, short time allocation, and others. Therefore, the researchers provide a solution by applying the Integrated Approach. The research objectives are to determine whether the Integrated Approach can improve English competency and learning motivation, how the learners’ improvement process, and what factors influence these improvements. It is action research, which was Accounting majoring students as subjects - Islamic University of Indragiri. The data collection process used tests and questionnaires. Furthermore, the results showed an increase in their competence and motivation to learn English before and after the Integrated Approach. The improvement process covers several activities; socializing, analyzing, monitoring, guiding, and practicing. Meanwhile, the development affecting factors are internal and external factors such as learning motivation, teaching methods, and the instructors’ roles. In conclusion, the Integrated Approach application positively contributes to the learners’ learning outcomes and motivation.
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Nuril Hidayati and Trio Ageng Prayitno. "Efektivitas Pembelajaran Science Environment Technology and Society pada Materi Sistem Kardiovaskular di Tingkat Sarjana." Jurnal Biologi dan Pembelajarannya (JB&P) 9, no. 1 (August 11, 2022): 55–61. http://dx.doi.org/10.29407/jbp.v9i1.18037.
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The weakness of online learning in human anatomy and physiology courses is that the expected final ability cannot be achieved which has an impact on the quality of learning that is less and less than optimal output. There needs to be a learning process in which there is the use of integrated learning media, innovative learning approaches, one of which is the approach of science, environment, technology, and society. The purpose of this study was to determine the effect of learning SETS integrated with learning media on students' critical thinking skills. The research method used a quasi-experimental design with a pretest-posttest non-equivalent control group design. The results of the study showed that there was an effect of learning SETS integrated learning media on students' thinking skills with a significance value of anaova test of 0.00. The conclusion of this study is that there is a positive influence between the use of SETS learning integrated with learning media on students' critical thinking skills.
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Warsono, Warsono, Puji Iman Nursuhud, Rio Sandhika Darma, Supahar Supahar, Danis Alif Oktavia, Ahdika Setiyadi, and Mas Aji Kurniawan. "Multimedia Learning Modules (MLMs) Based on Local Wisdom in Physics Learning To Improve Student Diagram Representations in Realizing the Nature of Science." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 06 (April 17, 2020): 148. http://dx.doi.org/10.3991/ijim.v14i06.11640.
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This research was conducted to determine the feasibility of the instrument diagram representation test and the effectiveness of Multimedia Learning Modules (MLMs) integrated local wisdom in physics learning activities. The study design used a pretest-posttest control group design. The research instrument consisted of tests and non tests. The test instrument was in the form of five items arranged according to the diagram representation indicators, namely drawing diagrams and their components and performing mathematical calculations according to the diagram explanation. Non-test instrument is a questionnaire study of test instruments. The validation of the test instrument was carried out using Aiken's V. Data analysis techniques used the General Linear Model (GLM) with a significance level of 0.05 to test the effectiveness of integrated local wisdom MLMs in improving student diagram representation. The results showed that the overall item items were declared valid with Aiken's V score in the range of 0.88 to 0.92 and the integrated local wisdom MLMs were effectively used in physics learning activities to improve student diagram representation based on Mean Difference (MD) values of -54,449.
Dissertations / Theses on the topic "Non-integrated learning"
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Menzies, Victoria Jane, and n/a. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.101749.
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The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.
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Menzies, Victoria Jane. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365864.
Full textAbstract:
The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
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Abou-Samra, Myriam. "Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
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Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiquesThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
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Wigham, Ciara. "The interplay between non-verbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language." Thesis, Clermont-Ferrand 2, 2012. http://www.theses.fr/2012CLF20020/document.
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Cette recherche vise à analyser la communication pédagogique multimodale dans des mondes synthétiques (virtuels). L'étude se focalise sur le rapport entre le verbal et le non verbal et son rôle de soutien pour la production et la participation verbales en langue étrangère. Celui-ci est analysé dans une perspective socio-sémiotique de la multimodalité, dans le contexte d'une formation conduite dans le monde synthétique Second Life selon une approche Enseignement d'une Matière Intégré à une Langue Étrangère (Emile). La formation, 'Building Fragile Spaces' menée dans le cadre du projet européen ARCHI21 a été conçue pour des étudiants d'architecture dont la langue étrangère était soit le français soit l'anglais.Le rapport entre le verbal et le non verbal est examiné selon trois angles différents. Premièrement, le rôle du non verbal pendant une activité de construction collaborative est analysé au vu des opportunités offertes par des mondes synthétiques pour la co-création de l'environnement et pour la collaboration. A travers cette étude, nous nous demandons si l'utilisation du mode non verbal a un impact sur la participation des étudiants dans le mode verbal et si le rapport entre ces deux modes a une influence sur la production verbale. Deuxièmement, l'utilisation du non verbal pour la construction des identités est abordée et est considérée en rapport avec l'interaction et la participation verbale des étudiants dans la langue étrangère. Finalement, la recherche se concentre sur le rapport entre les modalités audio et clavardage dans le mode verbal. Plus particulièrement, l'étude s'intéresse au rôle du clavardage dans l'interaction puisqu'il est en compétition non seulement avec l'audio mais également avec plusieurs modalités non verbales. La possibilité d'utiliser le clavardage pour la rétroaction est également abordée.Cette thèse cherche à contribuer aux considérations méthodologiques exigées pour que la recherche concernant la communication pédagogique multimodale dans des mondes synthétiques puisse aller au-delà des exemples spéculatifs et anecdotiques. Une typologie de modalités verbales et non verbales est proposée. Elle sert à étendre une méthodologie proposée pour la transcription des interactions multimodales aux interactions possibles dans les mondes synthétiques. En vue de la problématique plus générale, dans les domaines des Sciences Humaines et des Sciences du Langage, il s'agit de rendre visibles et accessibles publiquement les données utilisées pour les analyses. En effet, cette étude se réfère à un corpus d'apprentissage dans son approche méthodologique. La construction d'un corpus structuré permet d'effectuer des analyses contextualisées des données recueillies lors de la formation 'Building Fragile Spaces'.Cette recherche propose quelques éléments de réponse concernant l'augmentation de la participation verbale en rapport avec l'organisation proxémique des étudiants, la customisation de l'apparence des avatars des étudiants et l'utilisation importante des actes non verbaux. Concernant la production verbale, l'étude décrit comment, dans le mode non verbal, le mouvement de l'avatar est employé en tant que stratégie pour surmonter des difficultés de communication dans le mode verbal. Ces difficultés concernent, en particulier, l'expression de la direction et de l'orientation. L'étude montre également l'intérêt d'utiliser le clavardage pour offrir de la rétroaction concernant la forme linguistique dans le but de soutenir la production verbale des apprenants dans la modalité audio. Au vu des résultats, l'étude propose quelques considérations concernant la conception des activités pédagogiques pour l'apprentissage des langues dans des mondes synthétiquesThis research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English.The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form.This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course.This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners’ productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds
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暁芸, 王., and Xiaoyun Wang. "Phoneme set design for second language speech recognition." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13044980/?lang=0, 2017. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13044980/?lang=0.
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本論文は第二言語話者の発話を高精度で認識するための音素セットの構成方法に関する研究結果を述べている．本論文では，第二言語話者の発話をネイティブ話者の発話とは異なる音響特徴量の頻度分布を持つ情報源とみなし，これを表現する適切な音素セットを構築する手法を提案している．具体的には，対象とする第二言語と母語との調音位置や調音様式などの類似性に加え，同音異義語の発生による単語識別性能の低下を総合した基準に基づき，最適な音素セットを決定する．提案手法を日本人学生の英語発話の音声認識に適用し，種々の条件下で認識精度の向上を検証した．This dissertation focuses on the problem caused by confused mispronunciation to improve the recognition performance of second language speech. A novel method considering integrated acoustic and linguistic features is proposed to derive a reduced phoneme set for L2 speech recognition. The customized phoneme set is created with a phonetic decision tree (PDT)-based top-down sequential splitting method that utilizes the phonological knowledge between L1 and L2. The dissertation verifies the efficacy of the proposed method for Japanese English and shows that the feasibility of building a speech recognizer with the proposed method is able to alleviate the problem caused by confused mispronunciation by second language speakers.
博士(工学)
Doctor of Philosophy in Engineering
同志社大学
Doshisha University
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Lorenzo, Salazar Danica Joy. "Lexical bundles in scientific English: A corpus-based study of native and non-native writing." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/52083.
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The present dissertation is a corpus-based investigation of the frequency, structure and functions of lexical bundles in published scientific writing in English, whose main objective is the creation of an inventory of the most frequent and pedagogically useful lexical bundles in scientific prose, one that can be utilized in a variety of teaching applications.
In this study, three- to six-word lexical bundles were extracted from a 1.3 million word sample from the Health Science Corpus, a collection of published articles in biology and biochemistry. This initial list was filtered and enhanced through the application of the Mutual Information (MI) statistic and of a set of exclusion criteria established to satisfy the pedagogical objectives of the study. Following the SciE-Lex investigation (Verdaguer et al., 2009) the remaining lexical bundles were grouped together using like keywords. The present study additionally used the concept of prototypical bundle, which is based on Sinclair’s (2004) notion of canonical units of meaning, to tackle the semantic and structural connections between similar bundles. The structural and functional characteristics of the lexical bundles were explored through careful concordance analysis, which made it possible to categorize the bundles using modified versions of Biber et al.’s (1999) structural framework and Hyland’s (2008a) functional taxonomy.
These quantitative and qualitative analyses reveal how native expert writers employ recurrent word strings in the construction of a coherent, well-structured and convincing scientific text that conforms with the conventions of the genre. They bring to light the different functions that lexical bundles perform in scientific discourse, and how these functions enable writers to address their research concerns, achieve their communication goals and elicit the desired reaction from their target audience. They also show the typical structural realizations of these bundle functions, as well as important aspects of usage that non-native writers need to be aware of to be able to incorporate these expressions in their own writing.
The study also compares the results obtained from the corpus of published scientific articles to the lexical bundles found in a smaller corpus of biomedical research articles written by native Spanish-speaking scientists, who are all non-native users of English. In accordance with the methodology proposed by Cortes (2004), the lexical bundles identified in the HSC were treated as target bundles and subsequently searched for and analyzed in the corpus of non-native writing. This comparison uncovered non-native writers’ overuse of certain bundles, a tendency that results in unnecessary repetitiveness and lack of variation, as well as their restricted use of participant- oriented bundles, which points to their limited awareness of the usage and importance of this particular function.
The dissertation also discusses the pedagogical implications of its final product, a practical list of lexical bundles in scientific English for use in teaching applications, and how it addresses the six major challenges that hinder the successful introduction of lexical bundles in EAP classrooms and teaching materials, as identified by Byrd and Coxhead (2010).La presente tesis es una investigación de la frecuencia, la estructura y las funciones de los “lexical bundle” en artículos científicos escritos en inglés, con la finalidad de crear un inventario de los “lexical bundle” más frecuentes y pedagógicamente rentables en la prosa científica, una lista que se puede utilizar en varias aplicaciones didácticas. La investigación empezó con la identificación de combinaciones léxicas de tres a seis palabras en una muestra del “Health Science Corpus” que contiene 1,3 millones de palabras. Después, se filtró la lista inicial con la aplicación de la estadística de la información mutua y de un conjunto de criterios de exclusión. Se organizó la lista a través de la agrupación de los “lexical bundle” mediante las palabras clave que tenían en común y la utilización del concepto de “prototypical bundle” o combinación prototípica (Sinclair, 2004), que permitió tratar las conexiones semánticas y estructurales entre los “lexical bundle” similares. Finalmente, se investigaron las características estructurales y funcionales de las combinaciones léxicas a través del análisis de listas de concordancia, lo que hizo posible clasificar los “lexical bundle” según versiones modificadas del marco estructural de Biber et al. (1999) y la taxonomía funcional de Hyland (2008). Los análisis cuantitativos y cualitativos revelan cómo los científicos nativos y con largas trayectorias de publicación científica, emplean combinaciones léxicas en la construcción de un texto científico coherente, bien estructurado y convincente que se ajusta a las convenciones del género. Ponen de relieve las distintas funciones que realizan las combinaciones léxicas en el discurso científico y muestran las típicas realizaciones estructurales de estas funciones. El estudio también compara los resultados obtenidos del “Health Science Corpus” a un corpus más pequeño de artículos de investigación biomédica escritos por científicos de habla española, que son todos usuarios no nativos de inglés. Esta comparación resaltó las diferencias entre los autores nativos y los no nativos, y permitió averiguar las dificultades que los científicos no nativos pueden tener en el uso de combinaciones léxicas, y cómo estas dificultades pueden abordarse en el aula de idiomas, así como en los materiales didácticos.
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Drápalík, Michal. "Jazykově integrovaná výuka IT s využitím interaktivní tabule." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-323000.
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The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...
Books on the topic "Non-integrated learning"
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Let's Talk about Constitutions. International Institute for Democracy and Electoral Assistance, 2021. http://dx.doi.org/10.31752/idea.2021.73.
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Let’s talk about constitutions! is designed to present difficult constitutional concepts to non-specialist and young audiences in an entertaining and informative way. It has been developed to promote young people’s understanding of constitutional issues and thereby empower and inspire youth to play a full and meaningful part in their own constitution-building process. With dynamic images, relatable characters and simple language, Let’s talk about constitutions! illustrates key concepts to answer the questions: what is a constitution and why is it important? The cartoon is an educational tool that can be enjoyed by youth and adults alike, whether integrated into youth centre curricula or non-governmental organizations civic education campaigns. The booklet is designed primarily for Myanmar and the characters and scripts are tailored to this context. The information shared in the cartoon, however, is relevant for people interested in learning and teaching about constitutions all around the world.
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Arnold D'Souza, Urban John, Ahmed Faris Abdullah, Atiqah Chew Abdullah, and Mohammed Saffre bin Jeffree, eds. A Guide For Adressing Stress Among Medical Students. UMS Press, 2018. http://dx.doi.org/10.51200/aguideforadressingstressumspress2018.
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A Guide for Addressing Stress among Medical Students was penned by the late Associate Professor Dr Narasappa Kumaraswamy, a senior clinical psychologist and academician. He had systematically addressed the stress experienced by medical students and methods to cope them. As editors, we had the great opportunity to edit this book with our experience and present it to the world where the rich experience and research outcome of our observations help the students to understand the stress and cope it successfully during their study period. A team of editors including psychologists, psychiatrist, and physiologist, counselling experts and medical educators for decades have edited the book with their knowledge and experience as medical students earlier in their life. The medical curriculum been very vast and new technologies, information overload and in-depth subject knowledge and skills have to be learned to prepare the medical students to be life savers and helping in task of curing the health of ailing persons. Demand on holistic and integrated learning further enhanced the task of amalgamating the basic sciences and clinical knowledge that have to be mastered at a deeper level. Each year of medical course and long-hour burning out keep a student under pressure. Academic and non-academic issues and the level of stress are day-to-day affair and stress perception varies from individual to individual; some may be able to cope with their stress easily whereas a good number find difficulty in coping and may end up with psychological to psychiatric problems that need to be addressed timely. This book systematically unveils the readers to understand and take steps in dealing with stress and come over it with positive approach. This book shall help medical students and also other faculty students to understand the basis, problems with stress, coping and leading a healthy student life. Since medical studies are spread over a five long years followed by hospital housemanship, stress of life need to be balanced and systematically coping techniques shall help a student to get over the stress experience and help in leading a healthy positive student life with a good success. This book shall definitely be a guide which every student needs to read and learn everything about student stress and coping strategy. Wish all our readers the very best and happy peaceful student life rid of stress.
Book chapters on the topic "Non-integrated learning"
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Singh, Chetanpal, Santoso Wibowo, and Srimannarayana Grandhi. "An Integrated Non-linear Deep Learning Method for Sentiment Classification of Online Reviews." In Advances in Natural Computation, Fuzzy Systems and Knowledge Discovery, 889–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70665-4_95.
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Kura, Satoshi, Hiroshi Unno, and Ichiro Hasuo. "Decision Tree Learning in CEGIS-Based Termination Analysis." In Computer Aided Verification, 75–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81688-9_4.
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AbstractWe present a novel decision tree-based synthesis algorithm of ranking functions for verifying program termination. Our algorithm is integrated into the workflow of CounterExample Guided Inductive Synthesis (CEGIS). CEGIS is an iterative learning model where, at each iteration, (1) a synthesizer synthesizes a candidate solution from the current examples, and (2) a validator accepts the candidate solution if it is correct, or rejects it providing counterexamples as part of the next examples. Our main novelty is in the design of a synthesizer: building on top of a usual decision tree learning algorithm, our algorithm detects cycles in a set of example transitions and uses them for refining decision trees. We have implemented the proposed method and obtained promising experimental results on existing benchmark sets of (non-)termination verification problems that require synthesis of piecewise-defined lexicographic affine ranking functions.
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Freddi, Alessandro, Catia Giaconi, Sabrina Iarlori, Sauro Longhi, Andrea Monteriù, and Daniele Proietti Pagnotta. "Assistive Robot for Mobility Enhancement of Impaired Students for Barrier-Free Education: A Proof of Concept." In Makers at School, Educational Robotics and Innovative Learning Environments, 333–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_44.
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AbstractSmart wheelchairs are in the category of assistive robots, which interact physically and/or non-physically with people with physical disabilities to extend their autonomy. Smart wheelchairs are assistive robots that enhance mobility, and can be especially useful for improving access to university premises. This paper proposes a smart wheelchair that can be integrated with an academic management system to enable students who have serious leg problems and cannot walk on their own to reach any academic building or room on a university campus autonomously. The proposed smart wheelchair receives information from the academic management system about the spaces on campus, the lesson schedule, the office hours of lecturers, and so on. Students can select the desired task from the user interface. The smart wheelchair can then guide the student autonomously to the desired point of interest, while planning the best barrier-free route inside the campus/building and, simultaneously, avoiding fixed and moving obstacles. The assistive robot has localization and navigation capabilities, which allow students to move about campus freely and autonomously, and benefit from a barrier-free education.
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Ramanjaneyulu, G. V., M. S. Chari, T. A. V. S. Raghunath, Zakir Hussain, and Kavitha Kuruganti. "Non Pesticidal Management: Learning from Experiences." In Integrated Pest Management: Innovation-Development Process, 543–73. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8992-3_18.
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Alba, Julieta Ojeda. "8. Themes and Vocabulary in CLIL and non-CLIL Instruction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán, 130–56. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-011.
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Catalán, Rosa María Jiménez, and Yolanda Ruiz de Zarobe. "5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán, 81–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-008.
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Olaizola, Izaskun Villarreal, and María del Pilar García Mayo. "9. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL versus non-CLIL." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán, 157–75. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-012.
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Llach, María del Pilar Agustín. "7. The Role of Spanish L1 in the Vocabulary Use of CLIL and non-CLIL EFL Learners." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán, 112–29. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-010.
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Johansson, Sofie, and Elisabeth Ohlsson. "12. Visualizing Vocabulary: An Investigation into Student Assignments in CLIL and Non-CLIL Contexts." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 216–35. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-018.
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Falk, Maria Lim. "11. The Development of Linguistic Correctness in CLIL and Non-CLIL Students’ Writing in the L1 at Upper Secondary School." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 187–215. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-017.
Full textConference papers on the topic "Non-integrated learning"
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Shih-Lun Chen, Yu-Kuen Lai, Wei-Chih Hu, and Wen-Yaw Chung. "Case-Based Instruction of Digital Integrated Circuit Design Courses for Non-major Undergraduates." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.21.
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Kalam, Malika, Deborah O. Ajumobi, and Michael Kyobe. "Investigating the extent to which non-technological aspects of knowledge management are integrated into a financial service knowledge management system." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017934.
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C MacKrell, Dale. "Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3467.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper reports on the educational aspects of an information systems work-integrated learning (WIL) capstone project for an organization which operates to alleviate homelessness in the Australian non-profit sector. The methodology adopted for the study is Action Design Research (ADR) which draws on action research and design research as a means for framing a project's progress. Reflective insights by the project stakeholders, namely, students, academics, and the non-profit client, reveal a curriculum at work through internal features of the organization; personal features of the participants and features of the external environment. Preliminary findings suggest that students in a WIL project for a non-profit are highly engaged, especially when they become aware of the project’s social value. As well, the improvement of professional skills and emotional intelligence by students is more likely in real-life practice settings than in other less authentic WIL activities, equipping graduates for the workforce with both strong disciplinary and generic skills. Win-win-win synergies through project collaboration represent worthwhile outcomes to education, industry and research.
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Dey, Aniket, and Sanam Mittal. "An Integrated Approach to Non-Invasive Diagnosis of Dementia Using Natural Language Processing and Machine Learning." In 2022 IEEE 2nd International Conference on Data Science and Computer Application (ICDSCA). IEEE, 2022. http://dx.doi.org/10.1109/icdsca56264.2022.9987931.
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Li, Yuqi, Kulbir S. Ahluwalia, and Simarjeet S. Saini. "Reinforcement learning integrated with supervised learning for training of near infrared spectrum data for non-destructive testing of fruits (Conference Presentation)." In Sensing for Agriculture and Food Quality and Safety XII, edited by Moon S. Kim, Byoung-Kwan Cho, and Bryan A. Chin. SPIE, 2020. http://dx.doi.org/10.1117/12.2557416.
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Yeasmin, Sabina, Md Mianoor Rahman, and CRK Murthy. "Assessing Students’ Attitudes on OER-based Open Schooling for Non-Residents Bangladeshis (NRBs) in the Middle East Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3459.
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Now-a-days, open educational resources (OER) have been very powerful tool for imparting education in a cost-effective way for the students of diverse location. In line with this, Open School of Bangladesh Open University implements programmes for the non-resident Bangladeshis (NRBs) in the Middle East countries for skilling them using the OER. The aim of the present study is to assess the attitudes of students towards OER-based open schooling for the NRBs. The study used a survey approach to determine attitudes of 93 students towards OER-based open schooling. Attitude towards OER-based learning scale developed was used to collect the data. The findings of the study have been analyzed and discussed in details in the paper. The findings of the study reveal that there exists no significant difference in attitude towards online learning with respect to geographical dispersion. The findings of the study further reveal that use of self-integrated technologies has a significant effect on students’ attitude towards OER-based learning.
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Eskazinova, Zhanar, and Alua Tansykpaeva. "FEATURES OF TEACHING A FOREIGN LANGUAGE TO STUDENTS OF NON-LINGUISTIC SPECIALTIES THROUGH CLIL TECNOLOGY." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(10).
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Тhe article disсusses sресial approaches for the application of modern mеthods of teaching CLIL. The issues of the effectiveness of teaching a foreign language to students of non-linguistic specialties do not lose their relevance in modern society, since fluency in a foreign language significantly increases the competitiveness of a specialist of any profile. Close attention is paid to the choice of pedagogical technologies that will contribute to a more effective mastering of a foreign language by students. This article discusses the features and possibilities of using the CLIL technology (Content and Language Integrated Learning subject-language integrated learning), which allows optimizing the process of language training of undergraduate students through the integration of a foreign language and specialized subjects.
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Awodele, Oludele, Sunday Idowu, Omotola Anjorin, Adebunmi Adedire, and Victoria Akpore. "University Enhancement System using a Social Networking Approach: Extending E-learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3318.
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The proliferation of e-leaming systems in both learning institutions and companies has contributed a lot to the acquisition and application of new skills. With the growth in technology, especially the internet, e-learning systems are only getting better and having more impact on the users. This paper suggests an approach to e-learning that emphasizes active and open collaboration, and also the integration of other services that aid or contribute to the learning process. This approach aims at having an extended and enhanced learning environment that is tied or connected to other systems within the immediate environment or otherwise. We illustrate the possibility and usability of such system in a university, such that other important administrative systems are integrated into the e-learning system, and collaboration is open to both academic and non-academic personnel’s.
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Vandenhende, Karel. "Learning how to design architecture form the Villa Savoye design process." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.723.
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Abstract: How to design architecture? And what makes a design process an interesting one? For non-experienced designers, it is difficult to understand typical aspects of exemplary design processes, like conflicting constraints, using mixed media, divergent thinking, working iteratively and in a non-lineair way, or integrating, many topics in one solution, balancing between a straightforward concept and ambiguïty, elaborating earlier concepts and learning from history. These characteristics were highlighted in various publications by several researchers during the past decades. And although the Villa Savoye was built before all that research, the extensive documentation of its design process by the Fondation Le Corbusier, makes it an excellent example to illustrate typical aspects of interesting design processes in a retroactive manner. Keywords: Villa Savoye; design process; integrated;, iteratively; concept; ambiguity. DOI: http://dx.doi.org/10.4995/LC2015.2015.723
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Doomun, Rubeena, and Darelle Van Greunen. "Gamification: An Innovative Pedagogy to Onboard Students for Online Learning Success." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4923.
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The unprecedented effects of the COVID-19 pandemic have caused a paradigm shift in the education sector by transitioning from the traditional face to face learning to online learning. Attitudinal studies exploring the attitudes and characteristics of the students in online learning have revealed a lack of student engagement and motivation in the online education delivery. Gamification is the principle of adding game-like elements to non-game activities and in the online learning context, it is a strategy used to enhance engagement and motivation. The recent literature suggests that if gamification is well planned and integrated in the course design, it has the potential to improve learning. However, there still lacks qualitative research to show how the different game elements can fit into different learning contexts. To address this gap, this study shows how gamification was brought into the lesson design and how different game elements were woven into a learning experience. This study adds up to the existing literature by going beyond implementing the most commonly used game elements namely point, badge and leader board. The outcome of the user experiences showed that the “glearners” were motivated and propelled through the learning content in a fun and enjoyable way.
Reports on the topic "Non-integrated learning"
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Merzlykin, Olexandr, and Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], May 2018. http://dx.doi.org/10.31812/123456789/2897.
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Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.
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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.
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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Raymond, Kara, Laura Palacios, Cheryl McIntyre, and Evan Gwilliam. Status of climate and water resources at Saguaro National Park: Water year 2019. Edited by Alice Wondrak Biel. National Park Service, December 2021. http://dx.doi.org/10.36967/nrr-2288717.
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Climate and hydrology are major drivers of ecosystems. They dramatically shape ecosystem structure and function, particularly in arid and semi-arid ecosystems. Understanding changes in climate, groundwater, and water quality and quantity is central to assessing the condition of park biota and key cultural resources. The Sonoran Desert Network collects data on climate, groundwater, and surface water at 11 National Park Service units in south-ern Arizona and New Mexico. This report provides an integrated look at climate, groundwater, and springs conditions at Saguaro National Park (NP) during water year 2019 (October 2018–September 2019). Annual rainfall in the Rincon Mountain District was 27.36" (69.49 cm) at the Mica Mountain RAWS station and 12.89" (32.74 cm) at the Desert Research Learning Center Davis station. February was the wettest month, accounting for nearly one-quarter of the annual rainfall at both stations. Each station recorded extreme precipitation events (>1") on three days. Mean monthly maximum and minimum air temperatures were 25.6°F (-3.6°C) and 78.1°F (25.6°C), respectively, at the Mica Mountain station, and 37.7°F (3.2°C) and 102.3°F (39.1°C), respectively, at the Desert Research Learning Center station. Overall temperatures in WY2019 were cooler than the mean for the entire record. The reconnaissance drought index for the Mica Mountain station indicated wetter conditions than average in WY2019. Both of the park’s NOAA COOP stations (one in each district) had large data gaps, partially due to the 35-day federal government shutdown in December and January. For this reason, climate conditions for the Tucson Mountain District are not reported. The mean groundwater level at well WSW-1 in WY2019 was higher than the mean for WY2018. The water level has generally been increasing since 2005, reflecting the continued aquifer recovery since the Central Avra Valley Storage and Recovery Project came online, recharging Central Arizona Project water. Water levels at the Red Hills well generally de-clined starting in fall WY2019, continuing through spring. Monsoon storms led to rapid water level increases. Peak water level occurred on September 18. The Madrona Pack Base well water level in WY2019 remained above 10 feet (3.05 m) below measuring point (bmp) in the fall and winter, followed by a steep decline starting in May and continuing until the end of September, when the water level rebounded following a three-day rain event. The high-est water level was recorded on February 15. Median water levels in the wells in the middle reach of Rincon Creek in WY2019 were higher than the medians for WY2018 (+0.18–0.68 ft/0.05–0.21 m), but still generally lower than 6.6 feet (2 m) bgs, the mean depth-to-water required to sustain juvenile cottonwood and willow trees. RC-7 was dry in June–September, and RC-4 was dry in only September. RC-5, RC-6 and Well 633106 did not go dry, and varied approximately 3–4 feet (1 m). Eleven springs were monitored in the Rincon Mountain District in WY2019. Most springs had relatively few indications of anthropogenic or natural disturbance. Anthropogenic disturbance included spring boxes or other modifications to flow. Examples of natural disturbance included game trails and scat. In addition, several sites exhibited slight disturbance from fires (e.g., burned woody debris and adjacent fire-scarred trees) and evidence of high-flow events. Crews observed 1–7 taxa of facultative/obligate wetland plants and 0–3 invasive non-native species at each spring. Across the springs, crews observed four non-native plant species: rose natal grass (Melinis repens), Kentucky bluegrass (Poa pratensis), crimson fountaingrass (Cenchrus setaceus), and red brome (Bromus rubens). Baseline data on water quality and chemistry were collected at all springs. It is likely that that all springs had surface water for at least some part of WY2019. However, temperature sensors to estimate surface water persistence failed...