Traditional Teaching Materials Research Articles

Analysis of Dialogues Difficulty in Anime Comparing with JLPT Listening Tests

More and more people choose to learn Japanese as a foreign language (JFL) in the world. The traditional teaching materials have focused on training for the skills of writing and reading in Japanese. However, it seems that the JFL learners would like to train their speaking and listening rather than writing and reading because the speaking and listening are necessary to make conversations. We use Japanese animation which is called “Anime” in the world as a new teaching material of Japanese. Anime has a huge amount of scenes in which characters speak with their voice in the standard and clear pronunciations. It means that Anime has many good examples of Japanese dialogues for JFL learners to improve their speaking and listening. The goal of our research is to propose a new method to classify dialogues in Anime depending on the dialogues’ degrees of difficulty. In this paper, we analyzed the words and expressions used in the Anime dialogues and the scripts of listening tests of the previous Japanese Language Proficiency Tests (JLPT). Each word and expression were classified into different Japanese language levels. We used the analysis results of JLPT as a standard reference to be compared with Anime dialogues. The analysis results showed that the genres of Anime had effects on using words and expressions. We also found that the scripts of listening tests of high-level included many high-level words and expressions.

Interactive Web Platform for Teaching Resources in Preschool Institutions

The aim of this project is easier interactions between educators and children in preschool institutions and teaching resources through ICT. The project will be carried out in two phases. After the initial formation of the base for teaching resources (the playing sheets/panels) in the 1st phase, the material will be only available for download – printing and sharing between users in base in the PDF format. In the 2nd phase, will be developed interactive approach where in a web form content, the same teaching materials would be reviewed, entered/resolved, respectively – creation of e-learning approach. After launching a web platform, users (target group) would have the option of selective, limited and time-limited access to two databases of teaching materials: a) web platform for downloading and solving traditional teaching material and b) for solving and learning on mobile devices through Android app (PEIT1, TV, tablets and mobile phones). The platform will in the case of e-learning material, carry out an evaluation of the same, the assessment of individual sheets, at group level, themes, areas or the playing boards. In this paper we present a future project.

Exploring Auditory Graphing Software in the Classroom

Students who are visually impaired make up a population with unique needs for learning. Some tools have been developed to support these needs in the classroom. One such tool, the Graph and Number line Input and Exploration software (GNIE), was developed by the Georgia Institute of Technology Sonification Lab. GNIE was deployed for use in a middle school math classroom at the Georgia Academy for the Blind (GAB) for 2 years starting in fall 2012. We interviewed the middle school math teacher throughout the deployment to learn about the challenges faced when teaching: lesson planning, execution, and review. We also observed how these changed when using GNIE compared to traditional teaching materials. During these 2 years, we conducted interviews and focus groups with students to learn about their attitudes toward tactile graphs compared to auditory graphs. With these in mind, we present lessons learned from the use of GNIE in a real-world classroom and implications for design of software to aid graphical learning for students with vision impairments.

The Effects of Concept Map-Oriented Gesture-Based Teaching System on Learners’ Learning Performance and Cognitive Load in Earth Science Course

Gesture-based learning have particularities, because learners interact in the learning process through the actual way, just like they interact in the nondigital world. It also can support kinesthetic pedagogical practices to benefit learners with strong bodily-kinesthetic intelligence. But without proper assistance or guidance, learners’ learning performance are usually disappointing. To cope with this problem, the aim of this paper proposed a concept map-oriented gesture-based teaching system in earth science course. There were 90 participants in the experiments designed with the three teaching strategies (concept map-oriented gesture-based teaching system, conventional gesture-based teaching system, and traditional e-book teaching materials). The experimental results show that the concept map-oriented gesture-based teaching strategy and traditional e-book teaching materials also improve the learning performance of the students in earth science course than conventional gesture-based teaching strategy. Learners’ cognitive load was also measured and showed that the concept map-oriented gesture-based teaching strategy had lower cognitive load than conventional gesture-based teaching strategy. There was no significant difference in learning performance and cognitive load between the concept map-oriented gesture-based teaching strategy and traditional e-book teaching materials.

A glimpse of the Y-generation in Higher Education: some implications on teaching and learning environments

Every generation has unique and different characteristics which distinguishes them from every other generation. This may result in respective wants and needs which may differ considerably. Students born between 1980 and 1996 (sometimes 1982-2000) have often been labelled as: the NetGeneration (Net Gen), Gen Y, Millennials or digital natives. These labels reflect the younger generation’s upbringing, where communication technology is the norm. Research indicates that traditional teaching methods and materials need to be adapted to improve the match of the needs and preferences of Generation-Y students. Therefore a research study was done to provide broad trends in students’ perceptions of the inclusion e-learning technologies in their courses and their use of interactive social media sites. The study illustrated that the majority of the participants access and use social network sites regularly. The findings may therefore be used to illustrate the importance of the inclusion of electronic, social network-based and mobi-type teaching and learning opportunities. University staff therefore need to take heed of generational trends and the impact of the learning needs of the Generation-Y in this sector, as many of these students are currently in the Higher Education system. Key words: Generation Y, netgen, Higher education, teaching and learning environments, communication technology, social media

Using A Digital Planetarium For Teaching Seasons To Undergraduates

Computer-generated simulations and visualizations in digital planetariums have the potential to bridge the comprehension gap in astronomy education. Concepts involving three-dimensional spatial relationships can be difficult for the layperson to understand, since much of the traditional teaching materials used in astronomy education remain two-dimensional in nature. We study the student performance after viewing visualizations in an immersive theater and in non-immersive classrooms for the topic of seasons in an introductory undergraduate astronomy course. Using weekly multiple-choice quizzes to gauge student learning, comparison of curriculum tests taken immediately after instruction and pre-instruction quizzes show a significant difference in the results of students who viewed visualizations in the planetarium versus their counterparts who viewed non-immersive content in their classrooms, and those in the control group that saw no visualizations whatsoever. These results suggest that the immersive visuals help by freeing up cognitive resources that can be devoted to learning, while visualizations shown in the classroom may be an intrinsically inferior experience for students.

Development of Marine Diesel Engine Database Based on Web

The combination of marine diesel engine traditional multimedia teaching material database and Web database developed the Web database based on. The system development environment, system function, system architecture and database gateway technology are analyzed in the paper. Further this database plays a role in the network education in now.

Effectiveness of Integrated Algorithm-Program Visualization: A Case Study with the 3De-AlProV

A various research of algorithm visualization (AV) and program visualization (PV) tools in separate manner to help students learning introductory programming have been conducted during last few decades. However, the outcomes in the field are concluded to be “markedly mixed” and the results of learning programming still remind poor. The investigation of the collaborative approach between AV and PV through 3De-AlProV tool has been conducted. A group of novice learned introductory programming using 3De-AlProV tool for 7 weeks was compared with a group without using it. The statistical comparison resulted from pre- and post-test of programming performance between groups indicated that the treatment group significantly leading 13% better learning outcomes with syntactic and semantic correctness than control group who used traditional teaching materials without proposed tool. Advance Science Letter; Volume 20, Number 1, January 2014 , pp. 304-308(5); ISSN 1936-6612; (SJR 0.25) http://www.ingentaconnect.com/content/asp/asl/2014/00000020/00000001/art00063?crawler=true

Enriching the subject of Greek Literature with the experience of the ‘other’: an approach that fosters citizenship education in Cyprus

This article reports on a research project that explored the potential to integrate autobiographical work emphasising personal experiences of exclusion and marginalisation into the Greek Literature curriculum followed in Greek-Cypriot schools. Given the difficulties encountered in Cyprus in promoting changes in attitudes towards diversity, we discuss the autobiographical poems of the disabled Turkish-Cypriot poet Orkun Bozkurt with the aim of strengthening efforts to foster citizenship education in Cyprus. One aspect of the study involved the analysis and comparison of Bozkurt's poems with those traditionally employed in the Greek Literature curriculum. By taking this analysis as a baseline, we designed and implemented an intervention programme that aimed at changing the attitudes of adult students towards the ‘Other’. Our findings suggest that changes in attitudes are possible, provided that traditional teaching methods and materials are enriched with alternative materials that represent typically underrepresented groups of people, and also that the teaching methods adopted encourage active involvement and critical thinking among students.

Teaching ‘casual’ and/or ‘impolite’ language through multimedia: the case of non-honorific panmal speech styles in Korean

This article reports on the design, implementation and evaluation of an activity used to teach non-honorific speech styles through multimedia to a class of intermediate learners at a university in Europe. Although much emphasis has been placed in Korean language learning and teaching on the importance of honorific styles, my article reveals that this at times has come at the expense of ignoring the other side of the coin: non-honorific language. Indeed, Korean language teaching materials delay the teaching of non-honorific language to intermediate level and then only deal with them in a perfunctory way. This is unfortunate as the pragmatics of non-honorific styles can be complex and learners frequently encounter these styles outside of class, even when their Korean level is rudimentary. I argue that this lack of emphasis on non-honorific language is not limited to Korean but represents a common tendency within language pedagogy to avoid language that is considered ‘casual’ or ‘impolite’. With traditional teaching materials doing a poor job at representing these facets of language use, the solution I put forward is the use of multimedia activities. These activities are designed specifically to raise consciousness of the pragmatic factors influencing the use of non-honorific styles.

Managing Cognitive Load While Teaching Human Gait to Novice Health Care Science Students

Introduction. Human working memory becomes increasingly prone to errors as learning tasks become more complex. This is of particular importance to those working with instruction that requires the novice learner to simultaneously maintain and manipulate many elements of information for learning with understanding to occur. Under such circumstances, cognitive load theory provides support for the use of instructional principles that improve learning of complex cognitive tasks by matching instruction and instructional processes with the limitations of human memory. The purpose of this study was to test the effectiveness of instructional materials designed to reduce cognitive load and improve instructional effectiveness in the teaching of introductory human gait to novice health care science students using instructional sequencing principles under authentic classroom conditions.Subjects. Participants included 54 first-year Doctor of Physical Therapy and Master of Occupational Therapy students from a large Midwestern university that were recruited on a voluntary basis and were randomly assigned to either a modified instruction group or a control group.Methods. Aspects of traditional teaching methods and materials expected to impose high levels of cognitive load were modified using instructional sequencing principles designed to reduce cognitive load. The traditional and modified instructional formats were compared under authentic classroom conditions using delayed written examination scores, ratings of cognitive load, and task completion times.Results. Multivariate analysis of variance yielded an overall significant difference between the control and modified instruction group (Pillai's Trace: F [4, 49] = 10.529, P Discussion and Conclusion. Results from this study suggest that instructional designers, such as those teaching introductory human gait to novice physical therapy and occupational therapy students, can increase instructional effectiveness with the use of an isolated-to-interacting elements approach designed to reduce intrinsic cognitive load under certain conditions.Key Words: Student learning, Teaching methods, Learning theory, Cognitive load, Instructional design, and Working memory.INTRODUCTIONHuman cognitive architecture refers to the manner in which information is processed in working memory, organized into meaningful units or chunks of interrelated information called schemata, and transferred to long-term memory.1 Human cognitive architecture has significant implications for information processing, including the processes of learning. Two primary components of this cognitive architecture are the conscious information processing capabilities of working memory and the organized knowledge structures provided by long-term memory.2,3 The conceptual relationship between information from the environment, long-term memory, and working memory is depicted in Figure 1.Working memory, while able to allow a human being to manage a complex array of cognitive tasks, presents with an information processing bottleneck in that it can only maintain about 7 ±2 elements of information at a time and may only hold information active for 2-3 seconds without rehearsal.47 In practical terms, human working memory becomes increasingly prone to errors as learning tasks become more complex, such as when the novice learner is given instruction that requires him or her to simultaneously maintain and manipulate multiple elements of information for learning to occur.8In contrast, long-term memory can effectively store vast amounts of information, including content knowledge, skills, and strategies on a relatively permanent basis. …

Teaching the heritage language as a foreign language: on the questions of bilingualism and minority language teaching in Austria

Although Hungarians in Austria are an officially recognised ethnic minority, surprisingly little attention has been given tothe specific problems in teaching Hungarian as a heritage language.This paper focuses on the situation of heritage-language students who study Hungarian as part of a university curriculum in Vienna, together with German speakers. These students have learnt colloquial varieties of Hungarian as a spoken language in their families but typically have no formal training in the standard written language. This leads to learners’ errors which are often due to lacking language awareness: heritage-language students are unable to analyse their grammatical intuitions. It is also obvious that heritage-language students do not profit from traditional second-language teaching methods and material; furthermore, heterogeneous teaching groups rather create than solve problems. These issues, probably critical for an increasing group of multilingual speakers in many countries, call for more differentiated approaches to language planning and educational strategies.

Data‐Driven Learning: Taking the Computer Out of the Equation

Despite considerable research interest, data‐driven learning (DDL) has not become part of mainstream teaching practice. It may be that technical aspects are too daunting for teachers and students, but there seems to be no reason why DDL in its early stages should not eliminate the computer from the equation by using prepared materials on paper—considerably easier for the novice learner to handle. This article reports on an experiment to see how lower level learners cope with such paper‐based corpus materials and a DDL approach compared to more traditional teaching materials and practices. Pretests and posttests show that both are effective compared to control items, with the DDL items showing the greatest improvement, and questionnaire responses are more favorable to the DDL activities. The results are argued to show that printed materials can counter a number of potential barriers and may thus enable DDL to reach a wider audience.

A STUDY ON THE INTERACTIVE “HOPSCOTCH” GAME FOR THE CHILDREN USING COMPUTER MUSIC TECHNIQUES

"Hopscotch" is a world-wide game for children to play since the times in the ancient Roman Empire and China. Here we present a study mainly focused on the research and discussion of the application on the children's well-know edutainment via the physical interactive design to provide the sensing of the times for the conventional hopscotch, which is a new type of experiment for the technology aided edutainment. The innovated hopscotch music game involves the sound samples of various animals and the characters of cartoon, and the algorithmic composition via the development of the music technology based interactive game, to gradually make the children perceive the world of digits, sound, and music. It can guide the growing children's personality and character from disorder into clarity. Furthermore, the traditional teaching materials can be improved via the implementation of the electrical sensing devices, electrical I/O module, and the computer music program Max/MSP, to integrate the interactive computer music with the interactive and immersive soundscapes composition, and the teaching tool with educational gaming is completely accomplished eventually.

Evaluation of the Virtual Mentor Cataract Training Program

Evaluate the effectiveness of an interactive cognitive computer simulation for teaching the hydrodissection portion of cataract surgery compared with standard teaching and to assess the attitudes of residents about the teaching tools and their perceived confidence in the knowledge gained after using the tools. Case-control study. Residents at academic institutions. Prospective, multicenter, single-masked, controlled trial was performed in 7 academic departments of ophthalmology (Harvard Medical School/Massachusetts Eye and Ear Infirmary, University of Iowa, Emory University, University of Cincinnati, University of Pennsylvania/Scheie Eye Institute, Jefferson Medical College of Thomas Jefferson University/Wills Eye Institute, and the Aravind Eye Institute). All residents from these centers were asked to participate and were randomized into 2 groups. Group A (n = 30) served as the control and received traditional teaching materials; group B (n = 38) received a digital video disc of the Virtual Mentor program. This program is an interactive cognitive simulation, specifically designed to separate cognitive aspects (such as decision making and error recognition) from the motor aspects. Both groups took online anonymous pretests (n = 68) and posttests (n = 58), and answered satisfaction questionnaires (n = 53). Wilcoxon tests were completed to compare pretest and posttest scores between groups. Analysis of variance was performed to assess differences in mean scores between groups. Scores on pretests, posttests, and satisfaction questionnaires. There was no difference in the pretest scores between the 2 groups (P = 0.62). However, group B (Virtual Mentor [VM]) scored significantly higher on the posttest (P = 0.01). Mean difference between pretest and posttest scores were significantly better in the VM group than in the traditional learning group (P = 0.04). Questionnaire revealed that the VM program was "more fun" to use (24.1% vs 4.2%) and residents were more likely to use this type of program again compared with the likelihood of using the traditional tools (58.6% vs 4.2%). The VM, a cognitive computer simulation, augmented teaching of the hydrodissection step of phacoemulsification surgery compared with traditional teaching alone. The program was more enjoyable and more likely to be used repetitively by ophthalmology residents.

An Architecture for Online Laboratory E-Learning System

Internet-based learning systems, or e-learning, are widely available in institutes, universities, and industrial companies, hosting regular or continuous education programs. The dream of teaching and learning from anywhere and at anytime becomes a reality due to the construction of e-learning infrastructure. Traditional teaching materials and methods are shifting to the new paradigm. In higher education, laboratory work is playing an important role in the area of training students and helping students to absorb more knowledge. With the goal of bringing e-learning to the traditional laboratory experiment, in this article, we present an architecture for an online laboratory e-learning system to facilitate the design and deployment of lab-based courses for e-education. The article provides an overall view of the system design and implementation so the Internet-based laboratory can be easily integrated with the e-learning infrastructure.

Evaluation of the efficacy of interactive peripheral nervous system courseware for the internet

Data is presented evaluating the efficacy of internet/browser technology to present complex concepts on the peripheral nervous system (PNS). Interactive PNS courseware was created and loaded into a WebCT (VISTA) shell for online distribution to first-year medical students. The goals were to stimulate active self-directed, question-focused, and problem-based learning, and to integrate related disciplines into a structured format that is readily accessible for local and distance learning and online testing. Macromedia Flash and Authorware targeted content areas dealing with applied anatomy, embryology, physiology, dysfunction, and tests/treatments. Efficacy was determined by evaluating learner written exam performance and courseware assessment questionnaires over a 5-year academic period (2001–05). Means (± SD) were calculated and significance was computed at the 95% confidence interval using analysis of variance. Written exams and assessment questionnaires indicated that learners benefited from incorporation of PNS courseware into the human structure course and online testing. Learner attitude was judged positive despite a preference for more traditional teaching materials. These findings suggested that information technologies were successfully integrated into the human anatomy curriculum creating a more learner-centered environment for health professions education. The majority of students readily adapted to electronic learning and to the self-directed problem-based approaches that it incorporated.

O imaginário (colonial) no ensino de alemão como língua estrangeira no Brasil

Este artigo discute o papel da ideologia no ensino de alemão como língua estrangeira no Brasil e aborda questões relacionadas a interrelação linguagem, história e ideologia no material didático tradicional para o ensino de alemão como língua estrangeira.

A Comparison of Pupil Learning and Achievement in Computer Aided Learning and Traditionally Taught Situations with Special Reference to Cognitive Style and Gender Issues

This article is concerned with comparing learning and achievement in the context of computer aided learning (CAL) and traditionally taught environments. The results of a small‐scale study involving 49 Year 10 pupils from a school in the north‐east of England are reported. Cognitive style, gender, attitude to CAL, and test results from a unit of work that used a CAL package and one that used traditional teaching material are analysed and conclusions are drawn. The study was too small to enable generalisations to be made although it did provide an informed picture suggesting that there are differences in how well a pupil may learn and perform in different teaching situations and that these differences are more marked for pupils of certain cognitive styles and/or gender.

Virtual reality simulations and animations in a web-based interactive manufacturing engineering module

This paper presents a web-based interactive teaching package that provides a comprehensive and conducive yet dynamic and interactive environment for a module on automated machine tools in the Manufacturing Division at the National University of Singapore. The use of Internet technologies in this teaching tool makes it possible to conjure visualisations that cannot be achieved using traditional teaching materials such as transparencies. Virtual reality simulations and animations were developed and appropriately placed in the teaching materials to enhance the student understanding of complex concepts. This is especially useful in teaching automated machine tools, which deals primarily with the numerical control (NC) of the motions of automated machine tools. These virtual reality simulations and animations provide the capability of training students in NC programming and operations without the need to work on actual NC machines in the laboratory. The simulations are suitably placed in the package to engage the students and enhance their concentration, while at the same time generate interactions. Customised question types were also designed and implemented with a tutorial monitoring application.