offline society
"Offline Society" I like this phase. It should be included in the language about the teach-outs. Most logically, related to the actionable items section.
212 Matching Annotations
- Mar 2019
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record.umich.edu record.umich.edu
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We see the project as a meaningful dialogue based on listening and mutual respect rather than a one-way platform for our academic expertise.
I think this should be a goal of all of the teach-outs
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joint teach-out will showcase a selection of individual voices and personal narratives of those from Puerto Rico affected by the crisis
I think that this is important. It's nice for the audience to view and experience the voices and experience of people. I wonder how this can also be applied to other teach-outs. Maybe the teach-out on climate change for example could involve a visit to a local farm. Farmer(s) could be interviewed and that material could enrich the conversation. I puts a face on the issue. Climate change alone is not inspiring enough but when the face by someone who is drastically impacted by it is a child or low-income farmer, it has a more impact.
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- Feb 2019
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www.cs.ucy.ac.cy www.cs.ucy.ac.cy
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decision poin
A question that has either yes or no outcomes
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a step or action taken.
Verb
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triggering
Start or end
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- Jan 2019
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www.redalyc.org www.redalyc.org
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beginner’s group. Although students in both classes found the app easy to use and helpful in studying Spanish, clearly the students in this group did not enjoy using the app as much (only 43.8% said they Strongly Agree or Agree).
Finding #2: When honing in the groups themselves, the lower-level Spanish course students did not enjoy using the app as much with 43.8% of the students agreeing to the survey question, "Is Duolingo an easy to use, helpful, and enjoyable app to practice Spanish?" While this is true, the A2 level students still displayed a liking, in their survey responses, for Duolingo to be a good replacement for "other types of homework." According to some reasons, this is in part due to the activities including both writing and hearing, its simple and easy user interface, it was a game, and it was available on the app to use.
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we observe that 91% found Duolingo easy to use, 82% found it helpful, 80.4% enjoyed using it and 78.3% were satisfied with the app.
Finding #1: When looking at the post survey administered after the study, the majority of student (both A1 and B2 level groups combined) had a positive positive experience using the app. This means that they responded to Duolingo app being easy to use (91% of students), helpful (80.4%), and generally satisfying to use (78.3%)
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All students in both groups completed surveys at the end of the semester.
The findings of the student reflect more students' self-reported experience using Duolingo. The results do not reflect, per se, how much students learned. While the aspect of student learning was not measured, this study does still add value to understanding student experience with online language learning, because it provides other researches with insight on one of the most realistic contexts and uses for why university professors may use Duolingo. It also makes suggestions as to how the online user experience can be improved, which fueled future studies and future modifications that can be made to the app.
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For both groups, Duolingo represented 10% of their final grade. Both groups took the free placement test offered by Duolingo when you sign up for a new course.
The students participation in the study, therefore their use of Duolingo, represented 10% of the final grade in the class. Baseline data was collected with respect to their starting level which allowed the researchers to gauge what levels of Spanish were represented in the same.
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Krashen (2014) points out in his rebuke of the Vesselinov and Grego (2012) study, in which they equated 34 hours of Duolingo to a university language course, that language learning is different from language acquisition. Krashen states that the activities presented in Duolingo (or in similar tutoring programs such as Rosetta Stone) involve conscious learning. In his opinion, conscious learning does not lead to language competence. He presents a summary of the research done by Mason, 2004; 2011; and Mason, Vanata, Jander, Borsch, and Krashen, 2009, noting that in his view, acquisition-oriented methods, which use subconscious learning, are superior to skill-based methods such as those used by Duolingo
This part and relevant research is useful for the "learning/Pedagogical Theory" tab under the "what does it mean to learn a language?"
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spaced repetition, in which its algorithms detect when a user needs to review words or chunks that may have faded from memory.
An important feature
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