Pupils' Interaction with the Exhibits According to the Learning Behaviour Model

Science centres are one of the best opportunities for informal study of natural science. There are many advantages to learn in the science centres compared with the traditional methods: it is possible to motivate and supply visitors with the social experience, to improve people’s understandings and attitudes, thereby bringing on and attaching wider interest towards natural science. In the science centres, pupils show interest, enthusiasm, motivation, self-confidence, sensitiveness and also they are more open and eager to learn. Traditional school-classes however mostly do not favour these capabilities. This research presents the qualitative study in the science centre. Data was gathered from observations and interviews at Science North science centre in Canada. Pupils’ learning behaviours were studied at different exhibits in the science centre. Learning behaviours are classified as follows: labels reading, experimenting with the exhibits, observing others or exhibit, using guide, repeating the activity, positive emotional response, acknowledged relevance, seeking and sharing information. In this research, it became clear that in general pupils do not read labels; in most cases pupils do not use the guides help; pupils prefer exhibits that enable high level of interactivity; pupils display more learning behaviours at exhibits that enable a high level of interactivity.

"She was a Bitch" : A Socio-Educational Perspective on Motivation for Learning English.

AbstractThis degree project focuses motivation for learning English among a group of Swedish uppersecondary school students. By employing a socio-educational perspective, some vital factorsbehind a strong motivation for learning English in school are investigated through individualinterviews. Components in the past, heralding either a high level of motivation for English or a low such, are primarily focused. Moreover, essential socio-educational factors behind managing to achieve grades in English despite a low level of motivation and various impediments, such as severe socio-psychological adversities, are looked into. While motivation for English is emphasized as a critical factor, in accordance with socio-educational motivation theory, the study also stresses the importance of a positive first encounter with the English language, a satisfying English teacher-student relationship, and a sense of success in the English classroom. But above all, the study stresses a need for early tests among young students for reading disabilities, which according to this study often go undetected and thus severely impede any kind of second language learning and motivation.

Unsupervised learning to cluster the disease stages in parkinson's disease

Parkinson's disease (PD) is the second most common neurodegenerative disorder (after Alzheimer's disease) and directly affects upto 5 million people worldwide. The stages (Hoehn and Yaar) of disease has been predicted by many methods which will be helpful for the doctors to give the dosage according to it. So these methods were brought up based on the data set which includes about seventy patients at nine clinics in Sweden. The purpose of the work is to analyze unsupervised technique with supervised neural network techniques in order to make sure the collected data sets are reliable to make decisions. The data which is available was preprocessed before calculating the features of it. One of the complex and efficient feature called wavelets has been calculated to present the data set to the network. The dimension of the final feature set has been reduced using principle component analysis. For unsupervised learning k-means gives the closer result around 76% while comparing with supervised techniques. Back propagation and J4 has been used as supervised model to classify the stages of Parkinson's disease where back propagation gives the variance percentage of 76-82%. The results of both these models have been analyzed. This proves that the data which are collected are reliable to predict the disease stages in Parkinson's disease.

Discourse strategies and power roles in student-led distance learning

The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

How to make active interactions in Japanese as a second language.

This paper analyzes Japanese language classes at Dalarna University in Sweden that are held through a web conferencing system. It discusses how students’ learning and language acquisition can be supported by making better use of the available features of using a web conferencing system for language lessons. Of particular interest is the existence of an “information gap” among students, created because of the limits posed by distance communication. Students who take Japanese courses at Dalarna University usually access classes from their home, which are located all over Sweden or even abroad. This fact can be utilized in language classes because the “information gap” can lead to interactions that are essential for language learning. In order to make use of this natural “information gap” and turn it into an opportunity for communication, our classes used a teaching method called “personalization” [Kawaguchi, 2004].  “Personalization” aims to persuade students to express their own ideas, opinions, feelings and preferences. The present analysis suggests that “personalization” in web-based language classes is a surprisingly effective teaching method. By making students explain about things at home (why they have them, what they use them for, or why they are important), students become motivated to express themselves in Japanese. This makes communication meaningful and enhances students’ interest in improving their vocabulary. Furthermore, by knowing each other, it becomes easier to create a ”supportive classroom environment” [Nuibe, 2001] in which students feel able to express themselves. The analysis suggests that that web-based education can be seen not simply as a supplement to traditional face-to face classroom education, but as a unique and effective educational platform in itself.

Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools

Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.

A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review

This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.

Non-challenging education and teacher control as factors for marginalization of students in diverse settings

This article discusses teachers’ attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers’ attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students’ own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students’ influence on what took place in classrooms resulted in high level of students’ engagement and high outcome.

Pedagogical methods in web-based language teaching-mapping

The purpose of this presentation is to introduce the research project progress in “the mapping of pedagogical methods in web-based language teaching" by Högskolan Dalarna (Dalarna University). This project will identify the differences in pedagogical methods that are used for online language classes. The pedagogical method defined in this project is what the teachers do to ensure students attain the learning outcomes, for example, planning, designing courses, leading students, knowing students' abilities, implementing activities, etc. So far the members of this project have analyzed the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the project to identify many differences in how language teachers interact with their students but also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This presentation introduces the progress of the project and identifies the challenges at the language department at Dalarna University. Finally, the advantages and problems of online language proficiency courses will be discussed and suggestions made for future improvement.

Mobile Assisted Language Learning : A Literature Review

Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental, small-scale, and conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, across changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills, and language acquisition in more general terms.

Pedagogical Methods in Web-Based Language Teaching

This paper presents a research project that is being conducted at Dalarna University in Sweden. The aim is to study the following: 1) The quality of online language education compared with that of campus education, and 2) Advantages and disadvantages of online language education and how the disadvantages might be overcome. The project consists of two parts: pedagogical methods in online language education from the teachers’ point of view and from the students’ point of view. The first part was conducted in 2012 and various characteristics (benefits and difficulties) of online language education were identified. Flexibility and wider opportunities were general benefits, while lack of physical co-presence, difficulty in having lively debates/discussions, and high dropout rates were among the problems. The second part of the project (being conducted in 2014) aims to investigate how students experience online language learning. The goal is to explore alignments and misalignments between teachers’ perspectives and students’ perspectives, and to develop methods to enhance the quality of online education.

Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar

The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit learning of grammar (Sawir, 2005; Boroujeni, 2012). The objective of this thesis is to gain more knowledge regarding students’ beliefs concerning the learning of English grammar at the upper secondary level, in Sweden. With this purpose a survey was conducted in two schools in Sweden, where 49 upper-secondary English students participated. Qualitative and quantitative methods were applied to process the collected data. Despite some difference in the participants’ ages, there were many similarities in their attitudes towards the teaching and learning of grammar. The results show that the participants in both schools believe that only by applying both, explicit and implicit methods, can they obtain a high level of language proficiency. The results of this study can help teachers in planning different activities that enhance the students’ knowledge of grammar.

Machine Learning Algorithms in Heavy Process Manufacturing

In a global economy, manufacturers mainly compete with cost efficiency of production, as the price of raw materials are similar worldwide. Heavy industry has two big issues to deal with. On the one hand there is lots of data which needs to be analyzed in an effective manner, and on the other hand making big improvements via investments in cooperate structure or new machinery is neither economically nor physically viable. Machine learning offers a promising way for manufacturers to address both these problems as they are in an excellent position to employ learning techniques with their massive resource of historical production data. However, choosing modelling a strategy in this setting is far from trivial and this is the objective of this article. The article investigates characteristics of the most popular classifiers used in industry today. Support Vector Machines, Multilayer Perceptron, Decision Trees, Random Forests, and the meta-algorithms Bagging and Boosting are mainly investigated in this work. Lessons from real-world implementations of these learners are also provided together with future directions when different learners are expected to perform well. The importance of feature selection and relevant selection methods in an industrial setting are further investigated. Performance metrics have also been discussed for the sake of completion.