The Mzanzi kids multilingual language learning App was created for children between the ages of 2-6 years in South Africa. It was designed to stimulate visual, speech and language literacy skills at an early age by understanding basic everyday concepts and highlighting the correct pronunciation of speech in six (6) different languages; English, Afrikaans, IsiXhosa, IsiZulu, Sepedi and Setswana. The integration of images and phonetics provides a good foundation for children to learn and speak in their mother tongue or home language with confidence and fluency, but most importantly comprehend and appreciate the diversity of languages used by South Africans. This multilingual App provides a good introduction before entering a schooling environment, and offers a non-threatening, playful and fun way of learning languages using innovative technology.

The success of the different multimedia tools that have been used on the various target groups and subjects can be attributed to the technologies and components embedded as shown in Tables 4 and ​and5.5. In most cases where text, audio, video, graphics and animations were the components of choice, significant improvements in teaching and learning are used, as reported in the studies reviewed (Blevins, 2018; Huang et al., 2017; Zhang, 2012).

cognitive skills. Therefore, keeping the designs clean and safe from clutter and distractions is essential. This will help kids get the b

. Additionally, designers should use attractive colors for children of lower age groups.

What are some top UX design principles when designing for kids?Some important UX design principles when designing for kids are as follows. Simplicity and clarity Interactive and engaging elements Age-appropriate content Safety and privacy Consistent feedback and rewards

The needs of children, when it comes to digital designs, vary from those of adults. However, several UX principles, design patterns, and preferences hold for kids and adults. The overarching goal of any design, i.e., to create valuable and usable solutions for a user, stays the same for all audiences.

Specifically, children classified as typically engaged made greater gains in expressive language and phonological awareness when they attended preschool classrooms where the teacher displayed high quality interactions with her students. This is in contrast to children classified as positively engaged who made similar gains in phonological awareness regardless of the quality of classroom level teacher-child interactions and who made greater gains in expressive language when attending preschool classrooms with lower quality teacher-child interactions. Together, these results indicate that children’s level of individual engagement appears to matter less in classrooms characterized by high quality teacher-child interactions. This emphasizes the importance of what the teacher can bring to the classroom—if teachers interact with the children in their classroom in ways that are emotionally, organizationally, and instructionally responsive, children in that classroom may have more equitable gains in language and literacy skills regardless of their individual patterns of classroom engagement.

2. Desire for engaging content Engagement is another fundamental design principle and one of the most critical needs of users from any age group. In a usability test, users' engagement and satisfaction levels often go hand in hand. Therefore, when designing for the audience of any target age group, engagement should be considered.

"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.

Fifty-four years ago to the day, a young Jewish boy

Having to have open class discussions is one of the most effective tools of learning as it forces you to engage and ask questions about the theme or question presented. In addition, it opens you up to listening to other people’s opinions and thinking from different perspectives.

The paper argues that the adult learning environment can in some instances be a ‘double-edged sword’, in that it can both enhance and limit student engagement.

Self-directed learning is independent—it provides the learner with the ability to make choices, to take responsibility for their own learning, and “the capacity to articulate the norms and limits of learned society, and personal values and beliefs” (Goddu, 2012).In self-directed learning, the instructor shifts from the leader of the learning experience to the “facilitator of learning,” becoming“a source to be tapped, as required by the learner” (Robotham 1995, as cited in Goddu 2012). Self-directed learning provides students with the “opportunity and freedom to choose the means of acquiring knowledge that is best suited” to them based on their own self-knowledge (Alex et al., 2007). In online or blended environments, self-directed learning canbe offered through the creation of “dynamic learning environments where students may go beyond content presented by the instructor to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process” (LeNoue, 2011).

Education generates habits of application, order and the love of virtue; and controuls, by the force of habit, any innate obliquities in our moral organization.

Education generates habits of application, order and the love of virtue; and controuls, by the force of habit, any innate obliquities in our moral organization.

Education, in like manner engrafts a new man on the native stock, & improves what in his nature was vicious & perverse, into qualities of virtue and social worth; and it cannot be but that each generation succeeding to the knowledge acquired by all those who preceded it, adding to it their own acquisitions & discoveries, and handing the mass down for successive & constant accumulation, must advance the knowledge & well-being of mankind: not infinitely, as some have said, but indefinitely, and to a term which no one can fix or foresee.

The objects of this primary education determine its character & limits. These objects would be,

It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places

Encouraged therefore by the sentiments of the Legislature, manifested in this statute, we present the following tabular statement of the branches of learning which we think should be taught in the University, forming them into groups, each of which are within the powers of a single professor. I Languages Antient Latin V Physics or Natural Philosophy Greek Chemistry Hebrew Mineralogy II Languages Modern French VI Botany Spanish Zoology Italian VII Anatomy German Medicine Anglo-Saxon VIII Government III Mathematics Pure Algebra Political economy Fluxions Law of Nature & Nations Geometry elemental History (being interwoven with Politics & Law[)] Transcendental IX Law Municipal Architecture X Ideology Military General grammar Naval Ethics IV Physics-Mathematics Mechanics Rhetoric Statics Belle Lettres & the fine arts Dynamics Pneumatics Acoustics Optics Astronomy Geography * * Some of the terms used in this table being subject to a difference of acceptation, it is proper to define the meaning and comprehension intended to be given them here.

2d. The board having thus agreed on a proper site for the University to be reported to the legislature, proceeded to the second of the duties assigned to them, that of proposing a plan for its buildings; and they are of opinion that it should consist of distinct houses or pavilions, arranged at proper distances on each side of a lawn of a proper breadth, & of indefinite extent in one direction at least, in each of which should be a lecturing room with from two to four apartments for the accommodation of a professor and his family: that these pavilions should be united by a range of Dormitories, sufficient each for the accommodation of two students only, this provision being deemed advantageous to morals, to order, & to uninterrupted study; and that a passage of some kind under cover from the weather should give a communication along the whole range. It is supposed that such pavilions on an average of the larger & smaller will cost each about $5,000; each dormitory about $350, and Hotels of a single room for a Refectory, & two rooms for the tenant necessary for dieting the students will cost about $3.500 each. The number of these pavilions will depend on the number of Professors, and that of the Dormitories & Hotels on the number of students to be lodged & dieted. The advantages of this plan are, greater security against fire & infection; tranquillity & comfort to the Professors, and their families thus insulated; retirement to the Students, and the admission of enlargement to any degree to which the institution may extend in future times. It is supposed probable that a building of somewhat more size in the middle of the grounds may be called for in time, in which may be rooms for religious worship under such impartial regulations as the visitors shall prescribe, for public examinations, for a Library, for the schools of music, drawing, and other associated purposes.

Medicine, when fully taught, is usually subdivided into several professorships, but this cannot well be without the accessory of an hospital, where the student can have the benefit of attending clinical lectures & of assisting at operations of surgery. With this accessory, the seat of our university is not yet prepared, either by its population, or by the numbers of poor, who would leave their own houses, and accept of the charities of an hospital.

This doctrine is the genuine fruit of the alliance between church and State,

The objects of this primary education determine its character & limits. These objects would be, To give to every citizen the information he needs for the transaction of his own business. To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing. To improve by reading, his morals and faculties. To understand his duties to his neighbours, & country, and to discharge with competence the functions confided to him by either.

Once upon a time, in some out of the way corner of that universe which is dispersed into numberless twinkling solar systems, there was a star upon which clever beasts invented knowing. That was the most arrogant and mendacious minute of "world history," but nevertheless, it was only a minute. After nature had drawn a few breaths, the star cooled and congealed, and the clever beasts had to die.