40 Matching Annotations
  1. Aug 2022
  2. Jun 2022
    1. Interleaving is a learning technique that involves mixing together different topics or forms of practice, in order to facilitate learning. For example, if a student uses interleaving while preparing for an exam, they can mix up different types of questions, rather than study only one type of question at a time.Interleaving, which is sometimes referred to as mixed practice or varied practice, is contrasted with blocked practice (sometimes referred to as specific practice), which involves focusing on only a single topic or form of practice at a time.

      Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.


      This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.

      Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.

    1. the more effort they had to put into the study strategy, the less they felt they were learning.

      misinterpreted-effort hypothesis: the amount of effort one puts into studying is inversely proportional to how much one feels they learn.


      Is this why the Says Something In Welsh system works so well? Because it requires so much mental work and effort in short spans of time? Particularly in relation to Duolingo which seems easier?

    1. New insights on infant word learning

      infant word learning

    2. "The idea is that over long periods of time, traces of memory for visual objects are being built up slowly in the neocortex," Clerkin said. "When a word is spoken at a specific moment and the memory trace is also reactivated close in time to the name, this mechanism allows the infants to make a connection rapidly." The researchers said their work also has significant implications for machine learning researchers who are designing and building artificial intelligence to recognize object categories. That work, which focuses on how names teach categories, requires massive amounts of training for machine learning systems to even approach human object recognition. The implication of the infant pathway in this study suggests a new approach to machine learning, in which training is structured more like the natural environment, and object categories are learned first without labels, after which they are linked to labels.

      visual objects are encoded into memory over a long period of time until it becomes familiar. When a word is spoken when the memory trace associated with the visual object is reactivated, connection between word and visual object is made rapidly.

  3. May 2022
  4. Feb 2022
  5. Jul 2021
  6. Jun 2021
  7. Apr 2021
  8. Mar 2021
  9. Feb 2021
  10. Dec 2020
  11. Oct 2020
    1. fact, Woices, iSpeech and Voki can be used for the post-listening stage. You may decide, for example, to have your learners create their own Voki as a response. T

      Just additional resources for the language learners.

  12. Sep 2020
  13. Aug 2020
  14. Apr 2020
  15. Jul 2019
    1. Hanauer (2012) contends that “language learning within these settings is defined overwhelmingly in linguistic, structural, and cognitive terms. Thus the language learner at the center of this system becomes nothing more than an intellectual entity involved in an assessable cognitive process” (p. 105). In this assessable cognitive instruction, students are not afforded the opportunity to use English as a social semiotic tool for expressing their own personal feelings (emotions), opinions, and stories as lived experience as well as for enacting social practices.

  16. Nov 2018
    1. English Teachers' Barriers to the Use of Computer-assisted Language Learning

      This article discusses the use of Computer-assisted Language Learning (CALL) technologies to teach English. Each stage of learning aligns with a level of computer technology. There are also many barriers that impede the process of integrating the CALL into the classroom, which include financial, access to hardware and software, teacher training, technical knowledge, and acceptance of technology.

      RATING: 8/10

  17. Jul 2017
    1. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

      extremely important when "negocioation of meaning" is at play

    1. The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

      I found this very true for languages learners, specially foreign languages. The purpose of language is comunication, for a foreign language classroom, conections to real people gives meaning to the class and those connections would not be possible without the use of technology.

    1. Language, to me, is a mystery because I haven’t studied it but, I know there’s loads of literature out there, and we know in general that kids learn language differently from adults and that people can learn a language by immersion rather than by any direct instruction in grammar or anything. It’s interesting that the term literacies is used with reference to language acquisition, and we use it in digital literacies. One common aspect of literacies which also came up in earlier conversations with Sally, was my belief that digital literacies could only be (really) learned socially, as with language.

      Cognitive skills vs Physical skills when learning languages

  18. Apr 2017
    1. In turn, this child’s statement may shift the teacher’s learning and encourage her or him to recreate or extend this same experience to another area of study in the curriculum.

      I hadn't thought about this aspect of discourse: not just the various context the content but of the experience of learning itself, how a teacher responds to student work, how that work is set up in the first place.

      I think hypothes.is is particularly useful in relation to this type of context in the way it makes certain previously hidden aspects of learning visible...

  19. Mar 2017
    1. Res ear ch often isolates particular pieces of the complex puzzle in order to study them in detail. However useful this may be, it obscures the dynamism of the actual teaching and learning work that goes on, and cannot show the emergent and contingent nature of that work

      So is one example of this the teaching of vocabulary and grammar out of context of authentic reading and conversation?

    2. There must be room in a learning environment for a variety of expressions of agency to flourish.

      Love this.

    3. However, in order to make significant progress, and to make enduring strides in terms of setting objectives, pursuing goals and moving towards lifelong learning, learners need to make choices and employ agency in more self-direct ed ways.

      This is just what Naoko is doing by allowing students to choose their topics of research within the context of a language learning course.

    4. Agency is therefore a central concept in learning, at many levels an in many manifestations. It is a more general and more profound concept than the closely related terms autonomy, motivation and investment. One might say that autonomy, motivation and investment are in a sense products (or manifestations) of a person’s agency.

      Interesting.

    5. the multilayered nature of interaction and language use, in all their complexity and as a network of interdependencies among all the elements in the setting, not only at the social level, but also at the physical and symbolic level

      Does this map to literary theory in any way?...

    6. any utterance can carry several layers of meaning

      And all those layers can be visualized through annotation: vocabulary, cultural context...

    7. “layer ed simultaneity.”

      Love that phrase.

    8. I like to use this image to illustrate that any utterance has a number of layers of meaning. It refers not only to the here and now, but also to the past and the future of the person or persons involved in the speech event, to the world around us, and to the identity that the speaker projects.

      Wow. Annotation fits quite nicely here as helping to visualize these layers in a slightly more user-friendly way than Escher.

    9. and they are dynamic and emergent, never finished or absolute.

      Come on, "not-yet-ness" (Collier).

    10. ecologically valid contexts, relationships, agency, motivation and identity.
    11. ecological perspective,

      Everything is inter-related. Language cannot be learned out of context, out of community.

  20. Oct 2016
    1. bring languages into our schools—our Native languages and many more; it spreads our language around

      its true they need to preserve the languages so more ppl learn it and so it won't die

    2. allowing it to offer dual-language instruction

      offering more instruction=more children to learn

  21. Nov 2014
    1. This deck contains all must-have basic Esperanto rootwords as suggested by the editorial team of the magazine Kontakto.

      That sounds good. I aim to get fluent this semester!