ethanporcaro/eric-fulltext-meta huggingface dataset:
Scratch-Based User-Friendly Requirements Definition for Formal Verification of Control Systems
Author: Grobelna, Iwona
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming Languages,Standards,Engineering,Information Systems,Programming,Audits (Verification),Computation

Control systems are becoming ever more commonly used in everyday life. This is true both in industry and in the domestic domain, in the form of e.g., smart home systems. The quality of such systems can be increased by using formal verification methods, such as the model checking technique, to make sure that the designed system fulfills all user requirements. The requirements are usually written as temporal logic formulas. However, the technical skills of future users or the mathematical background knowledge of the developers are not always sufficient to support the essential stage of verification. In the paper we propose to use the Scratch-based user-friendly approach to define our own scenarios for a control system, in order to avoid focusing on the mathematical notation of temporal requirements. The specified properties can then be transformed into temporal logic formulas and used directly in the model checking process. Hence, the verification phase is simplified and more team members can participate in the engineering of requirements. An empirical study with students has shown that the proposed approach can be used in practice.
Teaching a Student with Poor Performance in Mathematics to Recall of Multiplication Facts Using Simultaneous Prompting with Systematic Review and Corrective Feedback
Author: Sönmez, Nesrin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Recall (Psychology),Mathematics Instruction,Prompting,Error Correction,Feedback (Response),Instructional Effectiveness,Preadolescents,Grade 6,Females,Multiplication,Drills (Practice),Generalization,Teacher Attitudes,Intelligence Tests,Repetition,Learning Problems,Foreign Countries

In this study, it was aimed to determine the effects of the Simultaneous Prompting (SP) package jointly with the systematic review and corrective feedback in teaching a student with poor performance in mathematics to recall the multiplication facts. One of the single subject designs, the multiple probes design across behaviors (sets) is used in this study. The participant is an 11 years old female student at the 6th grade who has not been diagnosed with any disability but has been getting support because of her poor performance in mathematics than her peers. The dependent variable of this study is the skill of recall multiplication facts with the sets of 3, 5 and 8. The independent variable of the study is the SP package jointly with the systematic review and corrective feedback. Results show that the SP was effective in teaching the student with low mathematical performance to the skill of recall the multiplication facts. The student generalized the learned multiplication facts to another teacher and different setting and maintained her performance on the 15th and 45th days following the systematic reviews. Considering the findings of social validity, it has been determined that the teacher presented positive opinions, as she became happy with that achievement and the method is a way, which can be adopted and implemented by all teachers. These results indicate the acceptability of the SP package and results of the study are highly meaningful. Implications and future research needs are discussed. [This article was presented as an oral presentation at the &quot;27th International Conference on Educational Sciences (ICES/UEBK-2018)&quot; on 18-22 April 2018 in Antalya.]
An Interview with Dr. Bambi Schieffelin
Author: Tadic, Nadja
Date: 2020-00-00
Type: Journal Articles
Subjects: Socialization,Language Acquisition,Ethnography,Sociolinguistics,Language Research,Affordances,Barriers,Foreign Countries

On June 12, 2018, Dr. Hansun Zhang Waring's Language Socialization class at Teachers College, Columbia University had the great pleasure and honor of being joined by Dr. Bambi Schieffelin, Collegiate Professor at New York University. A co-founder (with Elinor Ochs) of the field of language socialization, Dr. Schieffelin has done extensive research on linguistic anthropology, language ideology, literacy, missionization, and much, much more. She is the author of the ethnography &quot;The Give and Take of Everyday Life: Language Socialization of Kaluli Children,&quot; co-author of the classic chapter &quot;Language Acquisition and Socialization: Three Developmental Stories and Their Implications,&quot; and co-author of the &quot;Handbook of Language Socialization&quot;--a foundational reference work for all language socialization scholars. In this interview, she shares her path to Language Socialization (LS), experiences from her groundbreaking LS work in Papua New Guinea, affordances, obstacles, and recent developments in LS research, and key takeaways for LS researchers.
The Development of Learning Module of Educational Administration and Educational Institute for Students in Master of Education Degree in Thailand
Author: Chantarasombat, Chalard
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Modules,Curriculum Development,Educational Administration,Graduate Students,Masters Degrees,Foreign Countries,Administrator Education,Instructional Effectiveness,Student Satisfaction,Pretests Posttests,Retention (Psychology),Educational Quality,Instructional Leadership,Active Learning,Communities of Practice,21st Century Skills

The knowledge creation for the efficiency, quality, and the effectiveness, learning achievement and through learning module the developed learning of Educational Administration and Educational Institute for students. However, knowledge creation also be used to learning module of school-based supervision for students? This paper describes the application of basic knowledge creation on module of &quot;Educational Administration and Educational Institute for students,&quot; in master of Education degree in Thailand. Changing demographics are the threatening the ability of degree students studying master degree program in educational administration, Northeastern University, to sustain their viability as traditional methods of passing knowledge creation from generation to next are circumvented by the movement of young. Knowledge creation as a way developed learning module of school-based supervision for students were: 1) the efficiency of action process in developing Learning Module was 84.61, the efficiency of knowledge was 83.00 which was higher than the specified criterion 80/80, 2) the quality of the developed Learning Module evaluated by the experts, in overall, was at &quot;The Highest&quot; level. Considering each aspect, the level of propriety, congruency, feasibility, and utility aspects, was also at &quot;The Highest&quot; level, 3) the effectiveness index in learning management of students learning through Learning Module was 0.6569 out of full score of 1.00 or the students had an increased knowledge of 65.69%, 4) as for learning achievement of students learning through Learning Module at the post-test scores were significantly higher than the pretest at 0.05, 5) regarding students learning through Learning Module there were no significant differences between post-test learning achievement and the 2 weeks post-test learning achievement scores. It was indicated that the students learning through Learning Module of &quot;Educational Administration and Educational Institute for students&quot;, attained learning retention, and 6) the students had their satisfaction on learning through Learning Module in overall, at &quot;The Highest&quot; level.
Arduino and Numerical Mathematics
Author: Herceg, Ðorde
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Educational Technology,Computer Software,Engineering,Computer Uses in Education,Experiential Learning,Numbers,Computation,Foreign Countries,Problem Solving,Higher Education,College Mathematics

Connecting theory and practice in teaching is sometimes difficult, as it requires expensive or delicate equipment, thus limiting the teacher to giving demonstrations in which students are passive participants. Numerical mathematics, as an applied discipline, should be taught on real world examples. By using inexpensive Arduino hardware, we can create simple experiments that are easily reproduced by students. Furthermore, the experiments generate tangible data, which can be processed numerically. The choice of the software used for numerical processing is also an important issue. We present several exercises in numerical mathematics that are based on experiments in electrical engineering with Arduino, and show how to turn them into motivational examples. We also present our experiences in teaching using the developed exercises, as well as some important points and conclusions, which stem from discussions with the participating students and teachers.
The Linguacuisine Project: A Cooking-Based Language Learning Application
Author: Seedhouse, Paul
Date: 2019-09-00
Type: Journal Articles
Subjects: Cooking Instruction,Second Language Learning,Second Language Instruction,Computer Software,Computer Assisted Instruction,Teaching Methods,Cultural Awareness,Learning Motivation,Language Proficiency,Information Technology,Travel,Correlation,Task Analysis,Pretests Posttests,Foreign Countries,Scores,Vocabulary Development,Vietnamese,Chinese,Foreign Students,College Students,Student Attitudes

In this article, the authors present the Linguacuisine app--a product of the Erasmus Plus-funded project 'Linguacuisine'. Linguacuisine is the third generation of digital technology they have produced, the first two being the French and European Digital Kitchens. Linguacuisine tackles the universal problem of classroom language teaching, namely that students are rehearsing using the language in classrooms, rather than actually using the language to carry out real-world actions. It also tackles the difficulty of bringing the foreign culture to life, and the issue of how to motivate people to learn languages. A significant challenge for nations worldwide is how to improve the foreign language proficiency of its workforce and students. In countries like the UK, the number of students gaining a qualification in a foreign language has decreased significantly, so the question is: how can people become engaged with language learning? At Newcastle University, a group of linguists and computing scientists have been working together for the last 10 years to design a solution that combines common interests of young people today: digital technology, overseas travel, global cuisine and cooking, and hands-on experiences. Because of the intimate connections between language, cuisine and culture, the inclusion of all five senses, and producing a tangible end product, cooking was selected as the basis for the language learning app described herein.
Impact and Reactions to a Blended MA Course on Language Education and Technology
Author: Ypsilandis, George S.
Date: 2019-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Graduate Students,Computer Assisted Instruction,Teaching Methods,Masters Programs,Blended Learning,Program Descriptions,Student Evaluation,Student Attitudes,Technology Uses in Education,Management Systems,Employment,Outcomes of Education,Instructional Design

The subject of computers in language learning was not covered at a postgraduate level in Greece independently but as an add-on module in more broad programmes, such as &quot;applied linguistics&quot; or &quot;TEFL.&quot; In such programmes, this module was merely scratching the surface of the subject, leaving students with the impression that there was no more to it than learning to run a software programme or an application. The MA programme on &quot;Language Education and Technology&quot; (LET) was the first in the country that aimed to offer a specialised course with all its modules directly related to the area. Furthermore, the programme attempted to incorporate a number of novelties in the personnel involved (experts from six different countries), methods of teaching (blended, through face-to-face, and synchronous web teleconferencing), transparency (as to the use and allocation of the fees and student selection), systems of examination, modes of collaboration, and modules and seminars offered, all directly linked to its title. The study described here aimed to shed light and estimate the impact of the course on the professional life of its participants through several open and closed questions included in a questionnaire, constructed to register student status before and after the programme, and their opinions on several other programme features. Students scored very positively a) module development, b) the instructors that were involved, c) the modules offered, and d) the knowledge they gained. Some of the students presented their final papers at international conferences, four were accepted in PhD studies in Spain, the UK and Austria, with scholarships from the host institution, while others increased their salaries, or found a new better paid job.
Evaluating Test Consequences Based on ESL Students&apos; Perceptions: An Appraisal Analysis
Author: Lee, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Reading Tests,Student Placement,Case Studies,Test Validity,Student Attitudes,Academic Language,Test Anxiety,Fatigue (Biology),Test Construction,Inferences,Decision Making,Foreign Students,Student Characteristics

Ensuring that test-score use brings about socially positive consequences for test-takers is an important aspect of test validation. While many studies use an inductive approach to evaluate test consequences, few studies have implemented Appraisal analysis. To that end, this case study investigated the test consequences of an English reading placement test that was administered at a large American university. In this study, English as a second language (ESL) students (n=8) who took the placement test and an ESL reading course were interviewed; an Appraisal analysis was conducted to identify the students' positive and/or negative perceptions toward the placement test and the ESL reading course. Using an argument-based approach to validity framework, the findings were treated as evidence to evaluate the test consequences of the placement test. The results showed that, while taking the ESL course helped students gain some valuable academic reading skills, students felt that test anxiety, fatigue, and verbally demanding questions hindered their test performances. Understanding what students experienced while taking the test can help test-developers devise solutions that will improve the test-taking situation for future test-takers. This study also illustrates how an Appraisal analysis of test-takers' discourses can provide a systematic and fine-grained approach to evaluating positive and/or negative test consequences.
Smartphone Tapping vs. Handwriting: A Comparison of Writing Medium
Author: Lee, Bradford J.
Date: 2020-03-00
Type: Journal Articles
Subjects: Handheld Devices,Handwriting,Word Processing,Electronic Learning,Foreign Countries,English (Second Language),Second Language Learning,Writing (Composition),Writing Processes,Language Proficiency,Undergraduate Students

Mobile-learning (m-learning), or mobile-assisted language learning (MALL), has been the object of a great deal of research over the last twenty years. However, empirical work in this area has largely failed to produce generalizable conclusions due to variation in methodology, target feature, and task-type (Burston, 2014, 2015). As schools in Japan begin to join the growing number of classrooms worldwide using mobile-based assignments, this study examined how Japanese EFL students' writing task production differed depending on writing medium (i.e., handwritten on paper vs. tapped on a smartphone). Writing samples were collected from N = 1,449 participants, divided into smartphone- or paper-based groups, across a spectrum of English proficiencies. Handwritten submissions were found to be significantly longer than those composed on a smartphone (p &lt; 0.001, d = 0.54), with differences being more pronounced for learners of higher proficiency than lower ones. Significance and effect sizes steadily dropped from p &lt; 0.001, d = 0.66 for advanced learners to p = 0.168, d = 0.38 for beginners. These results indicate that care must be taken in designing m-learning activities, and that students must be given adequate training in smartphone-input skills (i.e., tapping) and time to acclimate before using such tasks for high-stakes assessments.
Fostering Cultural Competence Awareness and Dispositions to Reach &quot;Thirdness&quot; or &quot;Decentering&quot; by Engaging in Intercultural Dialogue
Author: Villalobos-Buehner, Maria
Date: 2020-03-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Undergraduate Students,Computer Mediated Communication,Second Language Learning,Spanish,Intercollegiate Cooperation,Foreign Countries,Video Technology,Student Attitudes,English (Second Language),Experimental Groups,Control Groups,Scores,Attitude Change,Telecommunications

The goals of this research were twofold. First, to measure changes in cultural awareness levels between two groups of students in their third semester of a Spanish class. The trained group formed by university students from the USA collaborated with another group of university students from Colombia using Skype. The second aim was to identify attitudes of &quot;decentering&quot; or &quot;thirdness&quot; in the trained group. This group met seven times during a 13-week semester to discuss a variety of cultural topics such as college life and daily routines. The control group addressed the same issues by examining them among members of the same class and answered a pre-and post-self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed a significant increase in interculturality scores in the trained group. Furthermore, the qualitative analysis of the video recordings, essays, and video chats from the trained group showed dispositions to &quot;decentering&quot; (&quot;thirdness&quot;) or to engage in an understanding process of the other (Kramsch, 1993). This group exhibited attitudes of curiosity and openness during the Skype sessions. Their essays were elaborate; the topics were varied, indicating the experience of productive social interactions. This group also avoided the use of essentialist or static cultural representations of the other in their narratives.
The Global Pandemic as Learning Opportunities about the World: Extending School Curriculum
Author: Yoon, Bogum
Date: 2020-06-00
Type: Journal Articles
Subjects: World Problems,Global Approach,Early Adolescents,Middle School Students,Middle School Teachers,Public Health,Consciousness Raising,Learning Activities,Critical Literacy,Coping,Diversity,Cultural Differences,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing

The purpose of this essay is to offer middle grades educators with suggestions on promoting students' global perspectives by using the international pandemic as a main topic during and after the COVID-19 crisis. The outbreak of the coronavirus has affected individuals' lives and education around the world including the United States. This phenomenon invites educators to work with students for deepening their understanding about the interconnected world as global citizens. Yet, education about the world is severely lacking. There is little in-depth discussion on how educators can help young adolescents to learn this interconnected world concept by using the current reality in the middle grades field. Grounded in broader constructs of global, critical, and multicultural literacy, this essay provides specific instructional suggestions on how the global pandemic can be used as learning opportunities about the world as a way to extend school curriculum. The essay contributes to the middle grades field by offering new insights to educators who seek ways to engage young adolescents about the world through meaningful literacy activities across content areas.
Challenges and Other Feedback: Integrating Intercultural Learning in the Digital Age
Author: Bailey, Angela
Date: 2020-03-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,English (Second Language),Computer Simulation,Computer Mediated Communication,International Educational Exchange,Foreign Countries,Feedback (Response),Intercultural Communication,Language of Instruction,Speech Communication,Written Language,Multilingualism,Program Descriptions,Rating Scales,Language Proficiency,Guidelines,Foreign Students,Anxiety,Communicative Competence (Languages),French,Spanish,German,Language Usage,Language Variation,Student Attitudes,College Students,Self Evaluation (Individuals),Pretests Posttests,Native Language

This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL). The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. Taking into account plurilingual and pluricultural competence (PPC) and the efficacy of virtual exchanges for language learning, we used a series of tasks for students to participate in a wide range of activities of varying complexity regarding German and Colombian culture for a six-week exchange. Students self-assessed their written and spoken online interactions as well as their perceived skills in mediating texts and communication based on the recently added descriptors in the Companion Volume to the CEFR. They also rated their plurilingual and pluricultural competences on a PPC scale at both the beginning and end of the project. Results demonstrate that there is value in implementing virtual exchange projects in which students reflect on and increase their awareness of these concepts also suggesting that pairing students with international students rather than L1 speakers of the language has a potentially positive effect on students' anxiety level and communicative competences.