title: Learning English with FLAX apps

authors: Yu, Alex

abstract: The rise of Mobile Assisted Language Learning has brought a new dimension and dynamic into language classes. Game-like language learning apps have become a particularly effective way to promote self-learning outside classroom to young learners. This paper describes a system called FLAX that allows teachers to use their own material to build digital library collections that can then be used to create a variety of web and mobile based language games like Hangman, Scrambled Sentences, Split Sentences, Word Guessing, and Punctuation and Capitalization. These games can be easily downloaded on Android handheld systems such as phones and tablets, and are automatically updated whenever new materials are added by teachers through a web-based interface on the FLAX server

text: Learning English with FLAX apps The rise of Mobile Assisted Language Learning has brought a new dimension and dynamic into language classes. Game-like language learning apps have become a particularly effective way to promote self-learning outside classroom to young learners. This paper describes a system called FLAX that allows teachers to use their own material to build digital library collections that can then be used to create a variety of web and mobile based language games like Hangman, Scrambled Sentences, Split Sentences, Word Guessing, and Punctuation and Capitalization. These games can be easily downloaded on Android handheld systems such as phones and tablets, and are automatically updated whenever new materials are added by teachers through a web-based interface on the FLAX server

year: 2015

title: Targeted memory reactivation, errors, and sleep-dependent memory consolidation: Implications for off-line motor learning

authors: Jahnke, Tyler Jovarn

subjects: Sleep

abstract: Memory consolidation benefits from sleep and is fundamental for motor learning. However, sleep-dependent consolidation occurs for a range of motor memories, some of which may be associated with successful practice trials and some of which may be associated with unsuccessful practice trials, or errors. Consequently, the aim of this thesis was to investigate whether it is possible to enhance sleep-dependent consolidation rates by constraining the learning environment in order to regulate errors during practice.

Chapter 1 reviews literature relevant to this question. Chapter Two presents an experiment in which we investigated whether sleep-dependent consolidation is likely to result in a higher rate of learning when many successful trials occur at the end of practice compared to when many unsuccessful practice trials occur at the end of practice. Results showed that the Successful-trials group displayed significant improvements in performance following a night of sleep, whereas the Unsuccessful-trials group did not. We concluded that sleep resulted in better learning in the successful trials group than the unsuccessful trials group because memories of more successful trials and fewer unsuccessful trials consolidated. A serial-position effect may explain these findings; however, more work is needed.

Chapter Three presents a follow-up experiment in which we used the same apparatus and protocol as in Chapter Two. However, we incorporated targeted memory reactivation to promote greater off-line consolidation of successful trials in the successful trials group, and of unsuccessful trials in the unsuccessful trials group. Results showed that both groups displayed significant improvements in performance following a night of sleep. We concluded that targeted memory reactivation may have augmented consolidation of successful trials at the expense of unsuccessful trials, but more work is necessary. The role of dopamine in memory consolidation was discussed.

The results of this thesis provide some support for the premise that it is possible to enhance sleep-dependent consolidation rates by constraining the learning environment in order to regulate errors during practice. Theoretical and practical implications of the findings are discussed in Chapter Four.

text: Targeted memory reactivation, errors, and sleep-dependent memory consolidation: Implications for off-line motor learning Memory consolidation benefits from sleep and is fundamental for motor learning. However, sleep-dependent consolidation occurs for a range of motor memories, some of which may be associated with successful practice trials and some of which may be associated with unsuccessful practice trials, or errors. Consequently, the aim of this thesis was to investigate whether it is possible to enhance sleep-dependent consolidation rates by constraining the learning environment in order to regulate errors during practice.

Chapter 1 reviews literature relevant to this question. Chapter Two presents an experiment in which we investigated whether sleep-dependent consolidation is likely to result in a higher rate of learning when many successful trials occur at the end of practice compared to when many unsuccessful practice trials occur at the end of practice. Results showed that the Successful-trials group displayed significant improvements in performance following a night of sleep, whereas the Unsuccessful-trials group did not. We concluded that sleep resulted in better learning in the successful trials group than the unsuccessful trials group because memories of more successful trials and fewer unsuccessful trials consolidated. A serial-position effect may explain these findings; however, more work is needed.

Chapter Three presents a follow-up experiment in which we used the same apparatus and protocol as in Chapter Two. However, we incorporated targeted memory reactivation to promote greater off-line consolidation of successful trials in the successful trials group, and of unsuccessful trials in the unsuccessful trials group. Results showed that both groups displayed significant improvements in performance following a night of sleep. We concluded that targeted memory reactivation may have augmented consolidation of successful trials at the expense of unsuccessful trials, but more work is necessary. The role of dopamine in memory consolidation was discussed.

The results of this thesis provide some support for the premise that it is possible to enhance sleep-dependent consolidation rates by constraining the learning environment in order to regulate errors during practice. Theoretical and practical implications of the findings are discussed in Chapter Four.

year: 2022

title: Ngā Tuituinga o te Pōtae: Rangatahi perspectives of leadership within Ngāti Maniapoto

authors: Moss, Luke

subjects: Rangatahi

abstract: Research on youth leadership development is often saturated by adult perceptions and thus the literature often lacks youth voice and youth perspective on what integral areas are needed for successful youth leadership development. This research focuses on the rangatahi of Ngāti Maniapoto and their perspectives of leadership within the iwi to aid the gap in academic literature relating to youth perception of leadership development.

Maniapoto has an abundance of leadership examples from the plethora of tūpuna that have developed the iwi to the leaders of contemporary Maniapoto pushing the iwi forward. The purpose of this research is to delve into the perspectives of rangatahi Maniapoto that pertain to good leadership qualities, their perception of leadership, unique leadership styles within Maniapoto, rangatahi leadership skills and perspectives of youth development within the iwi. By interviewing rangatahi with strong connection to Maniapoto this information of their perspectives revealed four integral areas of rangatahi leadership development were collated into a model for dissemination and use within the iwi for youth development practices. This model is named Ngā Tuituinga o te Pōtae and has four areas, education, collective, communication and vision. Education was identified by rangatahi as they found that learning Maniapoto reo and tikanga was integral for a Maniapoto leader, in addition they saw an opportunity to establish a wānanga to future proof our Maniapototanga. A collective approach to leadership was highlighted as the rangatahi perceive that Maniapoto leaders need to be well known in the community and have good relationships with iwi members to be successful. Rangatahi reported that communication was an important attribute for leaders to have, not just speech but communicating by doing was essential for a Maniapoto leader. Finally, rangatahi explained that leaders need to have a vision for the taiao and a vision for our people to be a successful leader, and be able to take the iwi to a place they have not been to before.

This study adds to the scarce literature on youth perceptions on youth leadership development and definitively answers the question on how rangatahi of Maniapoto perceive leadership and how rangatahi of Maniapoto would develop leadership within Te Nehenehenui. The key findings presented in this thesis indicate that rangatahi from Maniapoto engage and identify leadership in many ways, however they do agree that leadership development is necessary for Maniapoto to flourish in the future. Applying this model and research within the iwi will create new foundations for leadership to grow within Maniapoto, and fill the gap of leadership for the iwi that rangatahi have identified.

text: Ngā Tuituinga o te Pōtae: Rangatahi perspectives of leadership within Ngāti Maniapoto Research on youth leadership development is often saturated by adult perceptions and thus the literature often lacks youth voice and youth perspective on what integral areas are needed for successful youth leadership development. This research focuses on the rangatahi of Ngāti Maniapoto and their perspectives of leadership within the iwi to aid the gap in academic literature relating to youth perception of leadership development.

Maniapoto has an abundance of leadership examples from the plethora of tūpuna that have developed the iwi to the leaders of contemporary Maniapoto pushing the iwi forward. The purpose of this research is to delve into the perspectives of rangatahi Maniapoto that pertain to good leadership qualities, their perception of leadership, unique leadership styles within Maniapoto, rangatahi leadership skills and perspectives of youth development within the iwi. By interviewing rangatahi with strong connection to Maniapoto this information of their perspectives revealed four integral areas of rangatahi leadership development were collated into a model for dissemination and use within the iwi for youth development practices. This model is named Ngā Tuituinga o te Pōtae and has four areas, education, collective, communication and vision. Education was identified by rangatahi as they found that learning Maniapoto reo and tikanga was integral for a Maniapoto leader, in addition they saw an opportunity to establish a wānanga to future proof our Maniapototanga. A collective approach to leadership was highlighted as the rangatahi perceive that Maniapoto leaders need to be well known in the community and have good relationships with iwi members to be successful. Rangatahi reported that communication was an important attribute for leaders to have, not just speech but communicating by doing was essential for a Maniapoto leader. Finally, rangatahi explained that leaders need to have a vision for the taiao and a vision for our people to be a successful leader, and be able to take the iwi to a place they have not been to before.

This study adds to the scarce literature on youth perceptions on youth leadership development and definitively answers the question on how rangatahi of Maniapoto perceive leadership and how rangatahi of Maniapoto would develop leadership within Te Nehenehenui. The key findings presented in this thesis indicate that rangatahi from Maniapoto engage and identify leadership in many ways, however they do agree that leadership development is necessary for Maniapoto to flourish in the future. Applying this model and research within the iwi will create new foundations for leadership to grow within Maniapoto, and fill the gap of leadership for the iwi that rangatahi have identified.

year: 2021