John Brine

Using Moodle and Other Software Tools in EFL Courses in a Japanese IT University

Throughout their public school education, Japanese students are socialized into cultural learning practices [1] that emphasize group-oriented tasks. Well-organized group work is paramount to successful EFL teaching in Japan. In this paper, we look at how Moodle an open-source learning management system, is used at a Japanese computer science university to organize both individual and group tasks. Examples are provided of freeware and open-source software tools, such as CmapTools for concept mapping and Praat for acoustic analysis that can be used within Moodle to enhance EFL reading, writing, and pronunciation courses. We also explore how Moodle can be integrated with collaborative document production tools, such as Google Docs and Spreadsheets. Finally, we demonstrate the use of Moodle as a tool for action research, enabling the teacher/researcher to tightly control the course content in two different courses while systematically varying aspects of the content to test hypotheses about language learning. An important aspect of our work is the systematization of group process in language and communication courses and the development of a context for experimentation.

Usability of English note-taking applications in a foreign language learning context

The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic. This article reports on a controlled experiment introducing usability of note-taking applications (namely, Evernote, Memonic, SpringPad, Ubernote, and Keeppy) in English as foreign language (EFL) learning context. For pilot testing, 25 students had to complete five scenarios (text editing, entering persuasive content, sharing content, searching, and organizing) using Twitter as a tool similar to note-taking applications. Results suggest that the majority were comfortable with the tasks, although they could not complete all the tasks in the stipulated time, and certain tasks and features in Twitter caused difficulty for some students. The actual testing involved the 10 best candidates (based on their performance, when using Twitter) completing tasks (five scenarios similar to pilot analysis) with any two assigned note-taking applications, from a set of five. Participants were observed, video-recorded, and interviewed concurrently and retrospectively. They also completed perception-based questionnaires on the usability of the software. Data suggested that participants were comfortable opening accounts, typing in text, with general navigation, choosing photos, etc. A few features, such as web clipping and file uploading, caused problems for some participants. Most participants reported having no prior experience with any note-taking applications and that resulted in longer task completion time and errors. This study examines how technically oriented students reflect on using note-taking applications in an EFL learning context.

Cybernetics: Where shall we go?

Cybernetics, as defined by Plato and later by Ampère is the science of governance. In the 1940s, Wiener used cybernetics as an umbrella term to refer to control and communication in both the animal and the machine. In the following decades, the term has been defined in various ways by different researchers, and because of this, cybernetics has been perceived rather negatively as a “nomad science”. Consequently, few people understand the true meaning of cybernetics. For the appropriate development of our field of research, we think it is necessary to re-consider the meaning and the scope of cybernetics, so that we can have a relatively clear mission in our research. In this paper, we try to provide a kind of governance message that might also be very weak, but nevertheless may be helpful for the cybernetics community to become cybernetic itself.

Group Work and Role Rotation using a Learning Management System in a Japanese Computer Science University

A learning management system (LMS) was implemented in six second-year technical reading classes in a Japanese computer science university. The LMS was used to organise and manage small groups of students. The small group structure and role rotation was intended to recreate a learning context familiar to Japanese students from previous public education. Thus we attempted to implement an LMS consistent with cultural learning practices. The function of the LMS and difficulties with the software are described. Recognition of the cultural learning practices in the design and implementation of learning management systems is intended to meet student needs and improve usability.

A Study of a Learning Style Index to Support an Intelligent and Adaptive Learning Systems

An intelligent and adaptive learning system should adjust the content in order to ensure a faster and better performance in the learning process. One way is to help the learners and teachers to discover the preferences of learners. A learning style index is a method to classify the learning preferences of learners. Learning preferences can then help learners to find their most effective way to learn. It can also help teachers to adopt suitable learning materials for an efficient learning. This chapter is concerned with the study, implementation, and application of a web-based learning style index. We also describe a case study on the integration of the learning style index into an adaptive and intelligent e-learning system.

Cloze Information Gap Tasks with Print-Based Digital Content Interfaces

This paper reports on the use of digitally-enhanced print-based interfaces to support both individual and social information gap tasks. The interactive social nature of language learning can be supported through social scaffolding designed into instruction. Our current work focuses on a well-established information gap task referred to as cloze (L. Steinman, 2002) used under three conditions: individual, dyadic, and whole class. This project investigates enhancing cloze with a patented cluster pattern interface (CLUSPf) (K. Kamen and S. Kimura, 2006). CLUSPI allows digitally encoded information to be embedded in a layer of clustered graphical objects on printed documents and permits paper materials to link with language tools through a point-and-click interface.

Automatic Glossing Services for E-learning Cloud Environments

In language learning scenarios, the use of glossing technique has a positive effect on incidental vocabulary acquisition as a by-product of reading. However, the preparation of materials that include glosses can be a time consuming task for the teacher. Automatic glossing tools have gained interest to help reduce such efforts, and to provide a better experience using electronic documents. Most glossing tools are still developed following a monolithic approach for a specific system or language due to its complexity. As e-Learning platforms are moving from monolithic applications to service based platforms suitable for Cloud environments, the tools as well should be designed following Service-Oriented principles. This work focuses on the design of automatic glossing services suitable for Cloud environments. The development follows an original Virtual-Model-View-Controller design pattern for the creation of loosely coupled components. The services are assembled in a web-based tool called Wiki Gloss. Wikipedia Miner is used to extract the content to feed the glosses from Wikipedia, taking advantage of the vast content and diversity of topics that are already available, as well as languages. This approach offers a potential reusability of services not only in diverse applications that can take advantage of glossing, but also provides the content in different languages.

CLUSPI® Support for Collaborative Learning in a Dynamic Group Environment

We propose a method for enhancing the development of student dialogue, text manipulation and reading comprehension skills. The method is applicable to classes of all sizes and ensures work at individual level, group level and class level. Digitally enhanced teaching materials with Cluster Pattern Interface (CLUSPIreg) direct point-and-click functionality are used to enhance skill development. The educational process takes place in a computer-assisted environment, which supports direct interactions with printed materials and instant access to diverse multimedia content. While this method was developed for English language teaching, it could be feasibly employed for any educational discipline in which students are required to read or interact with printed materials.