Selection Of Learning Content Research Articles

Development of learning content selection agent based on the progress of the participant for training courses with gamification

The work involved research, development and implementation of an educational content selection agent with gamification elements. Achieving the goal is due to the study of methods of selecting educational content based on the progress of the participant, as well as various approaches to the gamification of the process. According to the results of the study, the agent for selecting educational content is implemented. Approbation of the agent's work was carried out by introducing it into the developed learning environment.

Promoting Learner Autonomy in Learning English Listening Skills through Mobile-Assisted Applications

The use of mobile-assisted applications such as Listen to English Daily Practice, LearnEnglish Podcasts, and VOA Learning English: AI+ has significantly contributed to learners' improvements in English skills. This mixed methods research aimed to investigate how mobile-assisted applications promote learner autonomy in and beyond English listening classes. To serve the research purposes, the study employed a two-month experimental teaching, class observations, two sets of questionnaires, and interview responses. The findings revealed that students showed a higher level of engagement, motivation, and responsibility in their learning. Moreover, students expressed their purposeful selection of learning content and effective use of their learning strategies, resulting in better listening competence. Most of them shared their positive attitudes toward the use of mobile-assisted applications. However, the students still revealed some difficulties, such as the insufficiency of teachers' supervision and feedback, as well as the gradual decrease in students' persistence and commitment to using those applications. Therefore, some pedagogical implications were suggested to help students mitigate some barriers and drawbacks and maximize the quality of learning English listening using mobile-assisted applications.

LINGUODIDACTIC ASPECTS OF USING PROBLEM-BASED ROLE PLAYS IN THE PROCESS OF FOREIGN LANGUAGE INSTRUCTION AT UNIVERSITY

The educational process at university supposes to be a complexly organised system aimed at forming a humanities-oriented personality. This educational goal is multifaceted and can be achieved through the competent selection of learning content and consistent implementation of innovative teaching methods. These methods include the use of problem-based role plays. The effective use of this type of plays in the process of training students requires specially designed organisation of educational material. One of these forms of material organisation can be a thematic module, which includes the following components: 1) introduction to the topic, 2) linguistic exerciser, 3) emotional-kinetic exerciser, 4) sketches, 5) acting sessions, 6) problem-based role plays, 7) reflection and self-assessment.

Research and Analysis of Teaching Functions Based on Virtual Reality Technology

This paper aims to investigate the application scenarios of virtual reality technology in teaching and its impact on student learning outcomes. The article first introduces the application scenarios of virtual reality technology in teaching, including practical simulation, gamified learning, and situation creation. It then discusses the impact of virtual reality technology on student learning outcomes, such as enhancing learning motivation, improving practical experience, and increasing learning effectiveness. The paper also analyzes the challenges of virtual reality technology in teaching, including device and cost limitations, teacher training and technology application, data privacy and security issues, and the design of blended learning models. Finally, recommendations are provided for constructing effective teaching programs based on virtual reality technology, including goal setting and instructional design, selection of learning content and scenarios, student engagement and feedback mechanisms, as well as evaluation and improvement.

Massification of University Education and Instructional Delivery of Business Education Programme of State-owned Universities in South-South Region, Nigeria

In response to historical circumstances, most south-south universities enrolled students in excess of their capacity, resulting in massification and negative consequences for educational quality. Increased enrollment has addressed issues of learning content selection and designing appropriate instructional models, which are equally important issues in ensuring the delivery of quality education. Apparently, the graduation rates of students do not match up to address unemployment. The study investigated the relationship between Massification of University Education and Instructional Delivery of Business Education Programme of State-Owned Universities in South-South Region, Nigeria. Two (2) specific objectives, research questions posed were answered and corresponding null hypotheses were stated, posed, formulated and tested at 0.05 level of significance. Correlation research design was adopted for this study and the population consisted of eighty-three (83) Business Education lecturers in the six (6) state-owned universities offering Business Education in South-south region, Nigeria. No sampling method was employed as the entire population served as a sample of the study. Two (2) sets of instruments titled “Questionnaire on Massification of University Education (QMUE) and Business Education Instructional Delivery Scale (BEIDS)” were used for data collection, which were validated by three experts in Business Education and Measurement and Evaluation. The reliability index of 0.81 and 0.78 were obtained respectively using the test-retest method. Research questions were answered using Pearson Product Moment Correlation Coefficient and t- transformational test was conducted to ascertain if the null hypotheses were significant or not. It was found out that there was a significant relationship between Massification of University Education and learning/content selection and instructional models as components of instructional delivery of Business Education programmes in State-Owned universities in the South-South region. Based on the findings, it was recommended amongst others that Business Education lecturers should select, design, and organize learning materials that stimulate and arouse students to reflect on what and how they are learning as they provide a high tech approach for students to utilize different technologies to aid students’ learning.

Preparation of Learners’ Autonomous Learning and Their Views on Learning Content Selection in Autonomous Classroom Environment

Preparation of Learners’ Autonomous Learning and Their Views on Learning Content Selection in Autonomous Classroom Environment

Принципы разработки авторских языковых корпоративных обучающих программ

We define methodic principles of designing corporate language learning programmes thoroughly considering needs and possibilities of corporate language learners. These principles are based on the analysis of psychological and pedagogical fundamentals of teaching corporate students and foreign language teaching and aimed at increasing efficiency of corporate language courses. They are defined as follows: 1) basing teaching aims on learners’ needs and language teaching standards; 2) applying interdisciplinary approach to selection of language, content and methods; 3) adapting discourse to learners’ professional needs; 4) selecting and arranging language in a logical sequence; 5) applying skills-based approach to selection of learning content and technologies; 6) arranging learning content and materials into modules; 7) integrating various knowledge, skills and learning methods; 8) considering psychological and pedagogical fundamen-tals of teaching corporate students; 9) considering possible difficulties of corporate language learning context. These principles reflect needs and features of corporate students and can be used by developers of corporate language courses.

Development of the language personality of a junior school student in russian lessons

The article deals with the problems of developing the language personality of a Junior school student in Russian lessons. The communicative goal of teaching Russian in primary school is aimed at forming a system of knowledge about the language and on its basis developing students ‘ communication skills. The priority communicative goal allows you to change the traditional approach to the selection of learning content, to guide the school course of Russian language is not only learning about the language, but also on the development of skills to use them in different situations. According to the authors, an effective means of developing a language personality should be work aimed at understanding the role of words and text in speech communication. At the same time, the word should be understood as a unit that can convey a message, question, and Express a feeling; and the text - as thematically related sentences for solving speech problems - description, story, reasoning, and proof.

An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities

AbstractArtificial intelligence tools for education (AIEd) have been used to automate the provision of learning support to mainstream learners. One of the most innovative approaches in this field is the use of data and machine learning for the detection of a student’s affective state, to move them out of negative states that inhibit learning, into positive states such as engagement. In spite of their obvious potential to provide the personalisation that would give extra support for learners with intellectual disabilities, little work on AIEd systems that utilise affect recognition currently addresses this group. Our system used multimodal sensor data and machine learning to first identify three affective states linked to learning (engagement, frustration, boredom) and second determine the presentation of learning content so that the learner is maintained in an optimal affective state and rate of learning is maximised. To evaluate this adaptive learning system, 67 participants aged between 6 and 18 years acting as their own control took part in a series of sessions using the system. Sessions alternated between using the system with both affect detection and learning achievement to drive the selection of learning content (intervention) and using learning achievement alone (control) to drive the selection of learning content. Lack of boredom was the state with the strongest link to achievement, with both frustration and engagement positively related to achievement. There was significantly more engagement and less boredom in intervention than control sessions, but no significant difference in achievement. These results suggest that engagement does increase when activities are tailored to the personal needs and emotional state of the learner and that the system was promoting affective states that in turn promote learning. However, longer exposure is necessary to determine the effect on learning.

DEVELOPING ADAPTIVE LEARNING MANAGEMENT APPLICATION FOR PROJECT TEAM IN IT-INDUSTRY

Keeping employees aligned with modern trends and developments in their professional areas is the main focus of a lifelong lea rning approach. That becomes even more important for such dynamic industries like Information Technology. Therefore, it’s crucial to extend existing e-learning management system with an adaptive training component that enables the effective study of on-demand skills, leading to a broader range of candidates available for project management to select from and consequently improving the overall performance of an IT company. To improve the existing learning process according to company's and employee's needs the overview of a typical learning management system functionality is given in this paper. The main benefits from the adoption of a learning management system in small and medium-sized IT-companies were discussed, analysis of their features and problems was given. The adjustment plan for the typical learning management system to be suitable for the information technology domain including module of the adaptive learning content selection using the basic principles of graph theory was proposed to reduce the time of the learning process. LMS OpenOLAT was reworked according to the adjustment plan which is reflected by the number of diagrams such as sequence diagram, IDEF0 business process description, activity diagram that shows search algorithm steps and application component diagram. Also, GUI was adjusted to provide user with a good look and feel. The benefits of the proposed approach in business processes of IT-company are shown using “Academy – Smart”. To prove the efficiency of the proposed algorithm, real courses were used. Based on the learning material, provided by “Coursera”, a number of test cases was formed and analyzed. After applying adaptive content selection algorithm according to the models of “Academy – Smart” employees, learning time was reduced and optimized. This investigation has shown significant improvement in the resource management process and acceleration of the learning process for employees.

THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation. In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

The Content Of Teaching Russian Language In The Context Of Formation Of Professional Competence Of Foreign Graduate Students

In the article the problem of harmonious combination of the content of teaching the Russian language and professional interests of young scientists, foreign students of musical specialties is highlighted. The basic principles of the description of the Russian language for foreigners are determined. The characteristic of basic models of description of the language, in particular Samani description and onomasiological is proposed.
 Approaches and principles of selection of learning content are characterized, examples and didactic material developed by the author for the work program are demonstrated. It is proved that the aim of the course the Russian language for foreign students is the formation of linguistic, speech, communicative and sociocultural competence by deepening linguistic knowledge and enhance of academic communication in the condition of training of specialists of higher category of music profile.

課題分析図を用いた学習内容選択支援ツールの開発 : Moodleブロックによる学習者向け機能の実装(教育システム開発論文)

課題分析図を用いた学習内容選択支援ツールの開発 : Moodleブロックによる学習者向け機能の実装(教育システム開発論文)

Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal<sup>1</sup>

This study focuses on a secondary school in an Indian-African suburb of Merewent in KwaZulu-Natal, an example of a suburban school where English as a Home Language (EHL) is taught to a majority of non-native English learners from township schools. The EHL classrooms were investigated for ‘communicativeness’ and then compared to English as a Second Language (ESL) classrooms. It might be expected that EHL classrooms would exhibit an affinity with ESL classrooms. However, although non-native EHL has many aspects in common with ESL, there were significant differences between the two. The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of settings to take full advantage of CLT, which suggested that the learners might not be at the appropriate level of language development.Keywords: English as Home Language (EHL), non-native English learners, township schools, English as a Second Language (ESL), Communicative Language Teaching (CLT), language development

Learning Content Selection Rules for Generating Object Descriptions in Dialogue

A fundamental requirement of any task-oriented dialogue system is the ability to generate object descriptions that refer to objects in the task domain. The subproblem of content selection for object descriptions in task-oriented dialogue has been the focus of much previous work and a large number of models have been proposed. In this paper, we use the annotated COCONUT corpus of task-oriented design dialogues to develop feature sets based on Dale and Reiter's (1995) incremental model, Brennan and Clark's (1996) conceptual pact model, and Jordan's (2000b) intentional influences model, and use these feature sets in a machine learning experiment to automatically learn a model of content selection for object descriptions. Since Dale and Reiter's model requires a representation of discourse structure, the corpus annotations are used to derive a representation based on Grosz and Sidner's (1986) theory of the intentional structure of discourse, as well as two very simple representations of discourse structure based purely on recency. We then apply the rule-induction program RIPPER to train and test the content selection component of an object description generator on a set of 393 object descriptions from the corpus. To our knowledge, this is the first reported experiment of a trainable content selection component for object description generation in dialogue. Three separate content selection models that are based on the three theoretical models, all independently achieve accuracies significantly above the majority class baseline (17%) on unseen test data, with the intentional influences model (42.4%) performing significantly better than either the incremental model (30.4%) or the conceptual pact model (28.9%). But the best performing models combine all the feature sets, achieving accuracies near 60%. Surprisingly, a simple recency-based representation of discourse structure does as well as one based on intentional structure. To our knowledge, this is also the first empirical comparison of a representation of Grosz and Sidner's model of discourse structure with a simpler model for any generation task.

The Biographical Approach to the Teaching of History

IT IS OFTEN stated that history is biography and biography is history, or that history is the essence of innumerable biographies. Yet few teachers and schools consider seriously the biographical approach to the teaching of history or social studies. This paper will examine the theoretical and practical implications of utilizing such an approach in the history curriculum. Simply put, biography is a written account or history of the life of an individual by another person. Thus, introducing biography into schools, its advocates contend, has many advantages. The first relates to the psychological dictum which states that since children are more interested in people and their deeds than in the wider issues of the society, history for them should be centered on lives of individuals. The selection of learning content, this argument suggests, should be guided in the main by the learners' interests. The second advantage is that pupils are better able to understand