Relevant bibliographies by topics / Pattern language. learning to program

Academic literature on the topic 'Pattern language. learning to program'

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Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Pattern language. learning to program"

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Komalasari, Ratna Ayu, M. A. Rizka, and Wayan Tamba. "Pola Implementasi Program Kursus Bahasa Inggris Berbasis Masyarakat dalam Meningkatkan Kompetensi Warga Belajar." Jurnal Paedagogy 7, no. 4 (October 1, 2020): 322. http://dx.doi.org/10.33394/jp.v7i4.2860.

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This study aims to describe the pattern of implementing community-based English course programs in an effort to improve the competence of learning citizens at the FLI Rinjani Mataram institution. This research is a descriptive study with a qualitative approach. The subjects of this study were instructors, learning citizens, and administrators of the FLI Rinjani Mataram institution. Researcher is the main instrument which is assisted by observation guidelines, interview guidelines, and documentation guidelines. The technique analyzes the research data uses qualitative data analysis with interactive methods. The results showed that the implementation pattern of the English course program at FLI Rinjani Mataram was carried out with 20 meetings for 3 months held in the classroom and supported by the implementation outside the classroom. The English language course program manager organizes course activities through the stages of course program management and training such as planning, implementation, evaluation and follow-up. The result of the implementation of the English language course program is that learning citizens are able to acquire the desired skills in the field of English with the services and supporting media provided by the institution so that learning citizens are able to improve their English competency.
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Wu, Shaoqun, Liang Li, Ian Witten, and Alex Yu. "A Systematic Review of Using Discipline-Specific Corpora for Lexico-Grammatical Pattern Learning." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 1 (January 2018): 31–49. http://dx.doi.org/10.4018/ijcallt.2018010103.

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This article reports on a language learning system and a program designed to help students with academic vocabulary in the New Zealand university computer science department. The system is a learner-friendly corpus-based tool that allows students to look up lexico-grammatical patterns of a given word in academic writing. The program, based on a data-driven learning approach, comprises tutorials, workshops, and follow-up exercises that help students learn useful formulaic patterns of academic words that are typical in computer science. The authors' results capture students' awareness of language patterns in academic text and their growing confidence in using academic words with the assistance of the tool. Not surprisingly, interpreting and transferring the corpus data into students' own writing requires training and practice. The effectiveness and limitations of the resources and tools used in this learning program are examined, and suggestions are made for further improvement and future research.
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HEGEDŰS, ROLAND, and KRISZTINA SEBESTYÉN. "Eine Fallstudie über die regionalen Unterschiede der ungarischen Schülerleistungen." Glottodidactica. An International Journal of Applied Linguistics 46, no. 2 (January 8, 2020): 56–74. http://dx.doi.org/10.14746/gl.2019.46.2.04.

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The sociocultural and socioeconomic background of pupils is a determinant for their learning process and it has an effect on their learning success and on how easily pupils are able to master the requirements set by school curricula and how they perform on different measuring tasks. This is the reason why we compare in our paper the reading and mathematics results of the National Competence Measurement 2013 with the English and German language results of the secondary school-leaving exams in foreign languages regarding the same pupils. We analyse the data using the SPSS program and we present the results using the MapInfo program. We examine the effects of pupils’ social background, the interactions of different subjects and their regional projections as well. The pupils’ achievements show the same pattern as the development patterns of different geographical areas in Hungary.
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Utari, Retno. "THE EFFECTIVENESS OF JAPANESE LANGUAGE VLOG MEDIA AGAINTS THE ABILITY OF SENTENCE PATTERNS SAKUBUN WRITING (ESSAY)." LINGUA : JURNAL ILMIAH 16, no. 2 (October 31, 2020): 59–74. http://dx.doi.org/10.35962/lingua.v16i2.40.

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This research is entitled "The Effectiveness of Japanese Language Vlog Media Against the Ability of Sentence Patterns in Sakubun Writing (Essays)". (Quantitative Approach in 3rd Semester Students of the Japanese Language Education Study Program FKIP UHAMKA Jakarta Academic Year 2019-2020). In this millennial era, everyone has the right to express his ideas through in various media. One of these media is a Japanese-language Vlog which contains learning in the field of Japanese Language Education, such as Jerome Polin with his channel named Nihon go Mantappu. There is also another channel called Belajar Bahasa Jepang, and WaGoMu. They all carry the theme of learning Japanese online. This research aims to determine whether or not there is an influence of the use of Japanese Language Vlog Media on the Ability of Sentence Patterns in Sakubun Writing (Essays) for 3rd Semester students in the Japanese Language Education Study Program FKIP UHAMKA. This research uses quasi-experimental methods. The sample and data source of this research were 20 students in 3rd Semester of Japanese Language Education Study Program FKIP UHAMKA, while the data source was the result of student essays. Based on calculations using the SPSS program, from the results of pre-test are obtained a range or distance between the smallest value and the largest value of 38, a minimum value of 50, a maximum value of 88, an average value of 75, and from the Post-test results obtained a range or distance value between the smallest value and the largest value of 30, a minimum value of 65, a maximum value of 95, an average value of 80.4. Based on the SPSS calculation results obtained a sig value of 0.058> 0.005, this means reject H0 or accept H1 which means there is a difference between learning before using vlog media with learning after using vlog media. It can be said that Japanese Language Vlog Media is effective in improving sentence pattern abilities in Sakubun learning. The results of the Questionnaire stated that Japanese Language Vlog Media is very interesting, enthusiastic and can improve the ability of Japanese Sentence Patterns in Sakubun Writing (Essays).
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-205.

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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-206.

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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Musthofa, Tulus, and Samirotul Azizah. "THE INTONATION PATTERN OF INTERROGATIVE SENTENCES AND ITS IMPLICATIONS ON THE LEARNING OF MAHĀRAH AL-KALĀM AMONG ARABIC LANGUAGE EDUCATION STUDENTS." Humanities & Social Sciences Reviews 8, no. 3 (June 19, 2020): 1004–10. http://dx.doi.org/10.18510/hssr.2020.83103.

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Purpose: Ideally, students as future educators of the Arabic language are required to possess competent language skills. However, it was discovered that the students were still lacking knowledge and skills in speaking with accurate intonation. Therefore, the researchers aimed to analyze the application of the intonation pattern to the students. This research examined the intonation pattern of interrogative sentences of Arabic Education students and its acceptance by native speakers as well as its implications on the learning of mahārah al-kalām. Methodology: Data sources in this research consisted of primary data and secondary data. Documentation, interview, and observation methods were used for data collection. The data was processed digitally with the Praat version 6.1.01 program. Main Findings: The results were that students could apply the intonation pattern of Arabic interrogative sentences and were accepted by native speakers with varied acceptance values. Implications/Applications: The implications of the learning mahārah al-kalām demonstrated that students and lecturers could apply the principles and fulfil the components of Arabic in general. Novelty/Originality of this study: Inaccuracy in concluding by listeners of messages delivered by speakers can occur due to misperceptions caused by the use of unsuitable intonation patterns. The inaccuracy in applying this intonation pattern also occurs in the speech of Arabic education students. However, currently, there is no research that further inquiries the results obtained in the realm of foreign language education, particularly on speaking skills. This study has investigated the application of the interrogative sentence intonation patterns spoken by students and their implications for learning speaking skills.
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Isbell, Daniel R., Paula Winke, and Susan M. Gass. "Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program." Language Testing 36, no. 3 (October 30, 2018): 439–65. http://dx.doi.org/10.1177/0265532218798139.

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Language tests are useful for many purposes, including monitoring language learning progress and evaluating language programs. This study investigated the interpretations and usefulness of the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview – Computer (OPIc) scores across four languages at a large US public university, focusing on (1) the influence of learner backgrounds on oral proficiency variation and growth and (2) patterns in growth across languages. Two years of OPIc score data from 814 students studying Chinese ( n = 143), French ( n = 251), Spanish ( n = 374), and Russian ( n = 46) were collected, together with survey data on language learning experiences and motivation. Each participant had two to four OPIc scores. A growth curve analysis using mixed-effect modeling revealed that language learning experience and motivation explained approximately 43% of variation in initial proficiency and 23% of variation in rates of change over time. The target language had no unique effects on initial proficiency or change over time. On average, learners gained roughly one-third of an ACTFL sublevel per semester of study (while controlling for differences in their backgrounds). Findings are informative for appropriate interpretations and uses of OPIc scores in tertiary educational settings, but also question individual growth-tracking suitability on a semester-by-semester basis.
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Daya, Ezra, Dan Roth, and Shuly Wintner. "Identifying Semitic Roots: Machine Learning with Linguistic Constraints." Computational Linguistics 34, no. 3 (September 2008): 429–48. http://dx.doi.org/10.1162/coli.2008.07-002-r1-06-30.

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Words in Semitic languages are formed by combining two morphemes: a root and a pattern. The root consists of consonants only, by default three, and the pattern is a combination of vowels and consonants, with non-consecutive “slots” into which the root consonants are inserted. Identifying the root of a given word is an important task, considered to be an essential part of the morphological analysis of Semitic languages, and information on roots is important for linguistics research as well as for practical applications. We present a machine learning approach, augmented by limited linguistic knowledge, to the problem of identifying the roots of Semitic words. Although programs exist which can extract the root of words in Arabic and Hebrew, they are all dependent on labor-intensive construction of large-scale lexicons which are components of full-scale morphological analyzers. The advantage of our method is an automation of this process, avoiding the bottleneck of having to laboriously list the root and pattern of each lexeme in the language. To the best of our knowledge, this is the first application of machine learning to this problem, and one of the few attempts to directly address non-concatenative morphology using machine learning. More generally, our results shed light on the problem of combining classifiers under (linguistically motivated) constraints.
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Long, Avizia Y., Megan Solon, and Silvina Bongiovanni. "Context of learning and second language development of Spanish vowels." Studies in Hispanic and Lusophone Linguistics 11, no. 1 (April 25, 2018): 59–87. http://dx.doi.org/10.1515/shll-2018-0003.

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Abstract The present study explored development in Spanish vowel production during a short-term study abroad program. The production patterns of a group of learners studying abroad in a 4-week program in the Dominican Republic were compared in terms of overall vowel quality, tendency to diphthongize /e/ and /o/, and vowel duration to those of a similar group of learners studying in the at-home context. Results revealed no significant changes or differences between groups in vowel quality or diphthongization, but a significant improvement (i.e., reduction) in vowel duration for /a/, /o/, and /u/ for the at-home group only. Findings are discussed in relation to previous research, and areas for future research are outlined.
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Dissertations / Theses on the topic "Pattern language. learning to program"

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Porter, Ronald, and ron porter@infoeng flinders edu au. "Design Patterns in Learning to Program." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.153554.

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This thesis argues the case for the use of a pattern language based on the basic features of the programming language used in instruction for the teaching of programming. We believe that the difficulties that novices are known to have encountered with the task of learning to program ever since the inception of computers derive from a basic misfit between the language used to communicate with a computer, the programming language, and the way that humans think. The thrust of the pattern language idea is that patterns are the essential element in understanding how the mind words in that they are the source of that relationship that we call `meaning'. What an entity or event `means' to us derives from the effect that it has on us as living biological beings, a relationship that exists in the `real world', not from any linguistic relationship at the symbolic level. Meaning, as a real world relationship, derives from the patterns of interactions that constitute being. The meaning that an entity has for an individual is more than can be expressed in a formal definition, definitions are matters of agreement, convention, not the pattern of experience that the individual has acquired through living. What is missing for a novice in any skill acquisition process is meaning, the pattern of experience. All that we can give them using a formal linguistic system like a programming language is definitions, not meaning. Pattern language is the way that we think because it exists at that fundamental level of experience as living beings. The patterns of experience become the patterns of thought through recurrence, not through definition. But this takes time, so in presenting new material to a person trying to learn, we have to present it in the form of a pattern language, the 'cognitive map' that drives the problem solving process. Creativity is always a function of combining ideas, what is really being created is new meaning, not a program, or a house, or a poem, or a sculpture - these things are mere implementations of meaning. Ultimately meaning can derive only from experience, the pattern of life around us, so creativity is the language of experience, pattern language. The mind is the product of experience, creativity its modus operandi.
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Fioravanti, Maria Lydia. "MLearning-PL: a pedagogical pattern language for mobile learning applications." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-06072018-102108/.

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The development and use of computational applications to support teaching and learning, together with the evolution of mobile computing, have contributed significantly to the establishment of a new learning modality known as mobile learning. Despite the benefits and facilities offered by educational applications, some problems and issues they present must be addressed. Challenges associated with mobile learning are not limited to developmental aspects or technologies. We should also consider the pedagogical aspects of this kind of application. When dealing with domain-specific software, we must be concerned about domain requirements. Therefore, it is important to have expert knowledge in the requirements engineering team and, in the case of mobile learning applications projects, such knowledge come from educators, teachers and tutors. However, capturing and transferring tacit knowledge are not trivial tasks and a supporting mechanism that guides the requirements elicitation phase in mobile learning applications projects would be of major importance. Pattern languages as a method to describe tacit knowledge is acknowledged and could be used as a supporting mechanism. Patterns constitute a mechanism for capturing domain experience and knowledge to allow such experience and knowledge to be reapplied when a new problem is encountered. Similarly, pedagogical patterns try to capture expert knowledge of the practice of teaching and learning. Aiming to solve, or at least diminish, the problems associated with mobile learning and due the lack of pedagogical patterns for this purpose, this work aims to create a pedagogical pattern language to assist the requirements elicitation phase of mobile learning applications projects. In this context, a pedagogical pattern language, named MLearning-PL, was created. It is composed of 14 patterns and focuses on assisting in the definition of mobile applications in order to keep learners motivated and committed to using such applications, considering their different learning styles and an effective knowledge acquisition. Experimental studies comparing MLearning-PL to an ad hoc approach in a pedagogical problem resolution scenario were conducted. The results obtained provided preliminary evidences of the applicability, effectiveness and efficiency of MLearning-PL.
O desenvolvimento e a utilização de aplicações computacionais como apoio ao ensino e aprendizagem, aliados à evolução da computação móvel, tem contribuído significativamente para o estabelecimento de uma nova modalidade de ensino conhecida como aprendizagem móvel. Neste cenário, as aplicações educacionais existentes, mesmo possuindo diversos benefícios e facilidades, apresentam problemas e desafios. Os desafios associados à aprendizagem móvel não se limitam a aspectos de desenvolvimento ou tecnologias. Deve-se, também, considerar os aspectos pedagógicos deste tipo de aplicação. Ao lidar com software específico de determinado domínio, deve-se considerar os requisitos de tal domínio. Portanto, é importante ter conhecimento especializado na equipe de engenharia de requisitos e, no caso de projetos de aplicativos de aprendizagem móvel, esse conhecimento é proveniente de educadores, professores e tutores. No entanto, capturar e transferir o conhecimento tácito não é uma tarefa trivial e um mecanismo de apoio para orientar a fase de elicitação de requisitos em projetos de aplicativos de aprendizagem móvel seria de suma importância. As linguagens de padrões são reconhecidas como método para descrever o conhecimento tácito e podem ser usadas como mecanismo de apoio. Os padrões são um mecanismo para capturar a experiência e o conhecimento do domínio para permitir que ele seja reaplicado quando um novo problema for encontrado. Da mesma forma, os padrões pedagógicos tentam capturar o conhecimento especializado da prática do ensino e da aprendizagem. Com o objetivo de resolver, ou pelo menos minimizar, os problemas associados à aprendizagem móvel e devido à falta de padrões pedagógicos para este propósito, este trabalho tem como objetivo criar uma linguagem de padrões pedagógicos para auxiliar na fase de elicitação de requisitos dos projetos de aplicações de aprendizagem móvel. Neste contexto, foi criada uma linguagem de padrões pedagógicos, denominada MLearning-PL, composta por 14 padrões e cujo foco é auxiliar na definição de aplicativos móveis de maneira a manter os apredizes motivados e comprometidos ao usar tais aplicativos, considerando seus diferentes estilos de aprendizagem e uma aquisição de conhecimento efetiva. Estudos experimentais comparando a MLearning- PL a uma abordagem ad hoc em um cenário de resolução de problemas pedagógicos foram realizados. Os resultados obtidos forneceram evidências preliminares a respeito da aplicabilidade, eficácia e eficiência da MLearning-PL.
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Vázquez, Machado Christian David. "Embodied language learning in virtual reality." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119088.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 87-93).
Embodied theories of language propose that the way we communicate verbally is grounded in our body. Nevertheless, the way a second language is conventionally taught does not capitalize on embodied modalities. The tracking and immersive capabilities of virtual reality systems can enable a change in the way students learn language by engaging them in kinesthetic activities that explicitly use body movement to encode knowledge. The body can also be used implicitly to alter a student's perception of themselves in order to enhance the way they approach learning in immersive environments. In this work, we seek to explore the potential of both explicit and implicit embodied language learning using virtual reality as a platform. For the purpose of this thesis we focus on vocabulary acquisition to assess the potential impact these methodologies can have on language education. Two systems were developed that afford explicit (Words in Motion) and implicit (Inner Child) embodied learning. Both systems were evaluated separately during controlled experiments with 6o participants each. Explicit embodied learners displayed enhanced retention positively correlated with performing actions in the Words in Motion platform. Our findings from the implicit embodied study highlight the importance of having a body in virtual reality. Inner Child successfully increased word retention when inducing a subjective age reduction that correlated with the feeling of ownership of a virtual child avatar. These results support the hypothesis that virtual reality can deeply impact language learning by leveraging the body explicitly and implicitly.
by Christian David Vázquez Machado.
S.M.
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Sahoo, Shibashankar. "Soft machine : A pattern language for interacting with machine learning algorithms." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182467.

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The computational nature of soft computing e.g. machine learning and AI systems have been hidden by seamless interfaces for almost two decades now. It has led to the loss of control, inability to explore, and adapt to needs and privacy at an individual level to social-technical problems on a global scale. I propose a soft machine - a set of cohesive design patterns or ‘seams’ to interact with everyday ‘black-box’ algorithms. Through participatory design and tangible sketching, I illustrate several interaction techniques to show how people can naturally control, explore, and adapt in-context algorithmic systems. Unlike existing design approaches, I treat machine learning as playful ‘design material’ finding moments of interplay between human common sense and statical intelligence. Further, I conceive machine learning not as a ‘technology’ but rather as an iterative training ‘process’, which eventually changes the role of user from a passive consumer of technology to an active trainer of algorithms.
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Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

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There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements. The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research. The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.
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Kory, Jacqueline (Jacqueline Marie). "Storytelling with robots : effects of robot language level on children's language learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95608.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 62-66).
Children's oral language skills in preschool can predict their academic success later in life. Increasing children's skills early on could improve their success in middle and high school. To this end, I examined the potential of a sociable robotic learning/teaching companion in supplementing children's early language education. The robot was designed as a social character, engaging children as a peer, not as a teacher, within a relational, dialogic context. The robot targeted the social, interactive nature of language learning through a storytelling game, mediated by a tablet, that the robot and child played together. During the game, the robot introduced new vocabulary words and modeled good story narration skills. In a microgenetic study, 17 children played the storytelling game with the robot eight times each over a two month period. With half the children, the robot adapted its level of language to the child's level - so that, as children improved their storytelling skills, so did the robot. The other half played with a robot that did not adapt. I evaluated whether this adaptation influenced (i) whether children learned new words from the robot, (ii) the complexity and style of stories children told, and (iii) the similarity of children's stories to the robot's stories. I expected that children would learn more from a robot that adapted, and that they would copy its stories and narration style more than they would with a robot that did not adapt. Children's language use was tracked across sessions. I found that children in the adaptive condition maintained or increased the amount and diversity of the language they used during interactions with the robot. While children in all conditions learned new vocabulary words, created new stories during the game, and enjoyed playing with the robot, children who played with the adaptive robot improved more than children who played with the non-adaptive robot. Understanding how the robot influences children's language, and how a robot could support language development will inform the design of future learning/teaching companions that engage children as peers in educational play.
by Jacqueline Kory.
S.M.
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Elmasry, Sarah Khalil. "Integration Patterns of Learning Technologies." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29070.

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This research proposes sets of design patterns of learning environments as an innovative approach towards an intelligent architectural design process. These patterns are based on teachers’ spatial and pedagogical use of their learning environments. The study is based in the desired condition that learning environments are expected to host learning technologies efficiently, to adapt to the fact that its life span is much longer than that of any technology within it, and to accommodate a variation of teaching modes and learning styles. In an effort to address these issues; calls for designing flexible learning spaces have emerged, as well as recommendations for alternative layouts. Yet, more challenging questions emerge; how efficiently do these technologies integrate with other systems in the classroom space? What should architects and facility planners consider for a successful systems’ integration which incorporates learning technologies in the design of the classroom space? And how can these spaces support variations in pedagogical practice. This study attempts to answer these questions by developing a pattern language to support the early design phases of a technology-rich learning environment. The study is qualitative in nature, and based on interviews with a sample of teachers at academic year Governor’s science and technology schools in Virginia. The researcher attempts to capture problems and challenges related to occupants’ performance within the physical boundaries of the classroom when learning technologies are in use. The variation of teaching-learning modes is taken into consideration. In this process, the researcher focuses on integration patterns of learning technologies with the envelope and the interior systems. The findings are then translated into the design language in the form of a pattern language at the building systems scale.
Ph. D.
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Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.

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Buehler, Patrick. "Automatic learning of British Sign Language from signed TV broadcasts." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:2930e980-4307-41bf-b4ff-87e8c4d0d722.

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In this work, we will present several contributions towards automatic recognition of BSL signs from continuous signing video sequences. Specifically, we will address three main points: (i) automatic detection and tracking of the hands using a generative model of the image; (ii) automatic learning of signs from TV broadcasts using the supervisory information available from subtitles; and (iii) generalisation given sign examples from one signer to recognition of signs from different signers. Our source material consists of many hours of video with continuous signing and corresponding subtitles recorded from BBC digital television. This is very challenging material for a number of reasons, including self-occlusions of the signer, self-shadowing, blur due to the speed of motion, and in particular the changing background. Knowledge of the hand position and hand shape is a pre-requisite for automatic sign language recognition. We cast the problem of detecting and tracking the hands as inference in a generative model of the image, and propose a complete model which accounts for the positions and self-occlusions of the arms. Reasonable configurations are obtained by efficiently sampling from a pictorial structure proposal distribution. The results using our method exceed the state-of-the-art for the length and stability of continuous limb tracking. Previous research in sign language recognition has typically required manual training data to be generated for each sign, e.g. a signer performing each sign in controlled conditions - a time-consuming and expensive procedure. We show that for a given signer, a large number of BSL signs can be learned automatically from TV broadcasts using the supervisory information available from subtitles broadcast simultaneously with the signing. We achieve this by modelling the problem as one of multiple instance learning. In this way we are able to extract the sign of interest from hours of signing footage, despite the very weak and "noisy" supervision from the subtitles. Lastly, we show that automatic recognition of signs can be extended to multiple signers. Using automatically extracted examples from a single signer, we train discriminative classifiers and show that these can successfully classify and localise signs in new signers. This demonstrates that the descriptor we extract for each frame (i.e. hand position, hand shape, and hand orientation) generalises between different signers.
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Wang, Ziyu S. M. Massachusetts Institute of Technology. "Loss pattern recognition and profitability prediction for insurers through machine learning." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111514.

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Thesis: S.M., Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2017.
S.M. !c Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science 2017
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 91-94).
For an insurance company, assessing risk exposure for Property Damage (PD), and Business Interruption (BI) for large commercial clients is difficult because of the heterogeneity of that exposure, within a single client (account), and between different divisions, and regions, where the client is active. Traditional risk assessment models attempt to scale up the single location approach used in personal lines: A large amount of data is collected to profile a sample of the locations and based on this information the risk is then inferred and somewhat subjectively assessed for the whole account. The assumption is that the risk characteristics at the largest locations are representative of all locations, and moreover, that risk is proportional to the size of the location. This approach is both ineffective and inefficient. Thus our first goal is to build a better risk assessment model through machine learning based on clients' data from internal sources. Further, we define a new problem, to predict whether a specific contract would be profitable or unprofitable for the insurance company. This problem turns out to be an imbalance classification, which attracts the second half of our research efforts in this thesis. In Chapter 2, we first review related literature on state-of-the-art risk assessment models in the field of insurance. Later in the chapter we move to the imbalance classification problems and review some popular and effective solutions researchers have proposed. In Chapter 3, we describe the data structure, provide some preliminary analysis over certain attributes and discuss the preprocessing techniques used for feature construction. In Chapter 4, we propose a new model with the objective to develop a new risk index which represents clients' potential future risk level. We then compare the performance of our new index with the original risk index used by the insurance company and computational results show that our new index successfully captures clients' financial loss pattern, while the original risk score used by the insurance company fails to do so. In Chapter 5, we propose a multi-layer algorithm to predict whether a specific contract would be profitable or unprofitable for the insurance company. Simulation shows that we can accurately label more than 83 percent of the contracts on record and that our proposed algorithm outperforms traditional classifiers such as Support Vector Machines and Random Forests. Later in the chapter, we define a new imbalance classification problem and propose a hybrid method to improve the recall percentage and prediction accuracy of Support Vector Machines. The method incorporates unsupervised learning techniques into the classical Support Vector Machines algorithm and achieves satisfying results. In Chapter 6, we conclude the thesis and provide future research guidance. This thesis builds models and trains algorithms based on real world business data from a global leading insurance and reinsurance company.
by Ziyu Wang.
S.M.
S.M. !c Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Books on the topic "Pattern language. learning to program"

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Luiz, Milidiu Ruy, and SpringerLink (Online service), eds. Entropy Guided Transformation Learning: Algorithms and Applications. London: Springer London, 2012.

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Johnston, Howard. Learning to program. Englewood Cliffs, NJ: Prentice/Hall International, 1985.

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Learning C. New York: McGraw-Hill, 1992.

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Learning C++. New York: McGraw-Hill, 1991.

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Learning C. New York: McGraw-Hill, 1992.

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Aitken, Peter G. Learning C. Carmel, Ind., USA: SAMS, 1991.

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Lee, Don Y. Learning standard Arabic: Root and pattern references. Bloomington, IN: Eastern Press, 1988.

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Learning BASIC. Carmel, Ind., USA: SAMS, 1992.

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Learning C++. Carmel, Ind., USA: Sams, 1991.

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Kantaris, Noel. Learning to program in C. London: Babani, 1993.

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Book chapters on the topic "Pattern language. learning to program"

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Shi, Lei, Yahui Li, Boon Thau Loo, and Rajeev Alur. "Network Traffic Classification by Program Synthesis." In Tools and Algorithms for the Construction and Analysis of Systems, 430–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72016-2_23.

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AbstractWriting classification rules to identify interesting network traffic is a time-consuming and error-prone task. Learning-based classification systems automatically extract such rules from positive and negative traffic examples. However, due to limitations in the representation of network traffic and the learning strategy, these systems lack both expressiveness to cover a range of applications and interpretability in fully describing the traffic’s structure at the session layer. This paper presents Sharingan system, which uses program synthesis techniques to generate network classification programs at the session layer. Sharingan accepts raw network traces as inputs and reports potential patterns of the target traffic in NetQRE, a domain specific language designed for specifying session-layer quantitative properties. We develop a range of novel optimizations that reduce the synthesis time for large and complex tasks to a matter of minutes. Our experiments show that Sharingan is able to correctly identify patterns from a diverse set of network traces and generates explainable outputs, while achieving accuracy comparable to state-of-the-art learning-based systems.
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Pereira, Fernando. "Machine Learning for Efficient Natural-Language Processing." In Combinatorial Pattern Matching, 11. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45123-4_2.

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Vainsencher, Daniel, and Andrew P. Black. "A Pattern Language for Extensible Program Representation." In Transactions on Pattern Languages of Programming I, 1–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10832-7_1.

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Ferreira, Pedro M., Jaime S. Cardoso, and Ana Rebelo. "Multimodal Learning for Sign Language Recognition." In Pattern Recognition and Image Analysis, 313–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58838-4_35.

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Hinton, Leanne, Margaret Florey, Suzanne Gessner, and Jacob Manatowa-Bailey. "The Master-Apprentice Language Learning Program." In The Routledge Handbook of Language Revitalization, 127–36. New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315561271-17.

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Juffs, Alan. "Chapter 9. Lexical development in the writing of intensive English program students." In Language Learning & Language Teaching, 179–200. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/lllt.52.09juf.

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Khan, Khadernawaz, and Umamaheswara Rao Bontha. "Outcomes-Based Assessment in an English Language Program." In Second Language Learning and Teaching, 85–104. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6_6.

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Alwan, Fatma. "Individual Differences: A Question of Meta Program Variety." In Second Language Learning and Teaching, 141–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_9.

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Case, John, Sanjay Jain, Trong Dao Le, Yuh Shin Ong, Pavel Semukhin, and Frank Stephan. "Automatic Learning of Subclasses of Pattern Languages." In Language and Automata Theory and Applications, 192–203. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21254-3_14.

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Irie, Kay. "An Insider’s View: Launching a University Program." In Innovation in Language Teaching and Learning, 211–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12567-7_11.

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Conference papers on the topic "Pattern language. learning to program"

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Canals, Laia, and Yishay Mor. "Towards a Signature Pedagogy for Task-Based Technology-Enhanced Language Learning." In EuroPLoP '20: European Conference on Pattern Languages of Programs 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3424771.3424787.

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Muñoz Alcón, Ana Isabel, and Francisco Trullén Galve. "Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12929.

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Learning a foreign language involves the practice and development of linguistic competencies through a series of communicative activities. Assessing each of these competencies face to face can provide an accurate profile of the student’s level of language proficiency. But assessing them online, particularly oral skill, poses a challenge for both students and professors. The change of scenario and use of digital tools may intimidate students and deprive the interview from naturality and warmth. In this paper, the suitability of Blackboard Collaborate as Learning Management System to assess English speaking skill is studied together with other factors influencing students’ online performance. 81 students from 5 different undergraduate programs in Engineering and Applied Sciences were assessed, following the threefold pattern of IELTS speaking test questions. Their results and responses to a final survey are contrasted so as to check the positive of negative effect of online testing on the students’ state of mind and eventual achievement. Blackboard platform proves to be as a suitable online framework for optimal performance, and the examiner’s attitude is equally a conditioning factor in students’success.
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Inventado, Paul Salvador, Peter Scupelli, Cristina Heffernan, and Neil Heffernan. "Feedback Design Patterns for Math Online Learning Systems." In EuroPLoP '17: European Conference on Pattern Languages of Programs. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3147704.3147738.

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Inventado, Paul Salvador, and Peter Scupelli. "Design Patterns for Math Problems and Learning Support in Online Learning Systems." In VikingPLoP '16: 10th Travelling Conference on Pattern Languages of Programs. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3022636.3022644.

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Vainsencher, Daniel, and Andrew P. Black. "A pattern language for extensible program representation." In the 2006 conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1415472.1415490.

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Drey, Zoé, and Ciprian Teodorov. "Object-oriented design pattern for DSL program monitoring." In SLE '16: Software Language Engineering. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2997364.2997373.

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Seidel, Niels. "Interaction design patterns for spatio-temporal annotations in video learning environments." In EuroPLoP 2015: 20th European Conference on Pattern Languages of Programs. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2855321.2855338.

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Inventado, Paul Salvador, and Peter Scupelli. "Design patterns for helping students to learn to represent math problems in online learning systems." In EuroPLoP '16: 21st European Conference on Pattern Languages of Programs. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3011784.3011816.

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Barbosa-Hughes, Rubem. "Interaction Patterns using Machine Learning and Location Services in User Interfaces for the Consumer IoT." In EuroPLoP '20: European Conference on Pattern Languages of Programs 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3424771.3424777.

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Farhadi, Ali, David Forsyth, and Ryan White. "Transfer Learning in Sign language." In 2007 IEEE Conference on Computer Vision and Pattern Recognition. IEEE, 2007. http://dx.doi.org/10.1109/cvpr.2007.383346.

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Reports on the topic "Pattern language. learning to program"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Godfrey, Kathleen. Global Learning Outcomes of a Domestic Foreign Language Immersion Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1034.

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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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