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opencc-by-4.0Jul 2024View details →

Dataset of Vocabulary in Uzbek Primary Education

This dataset compiles words from two main sources: the "Explanatory Vocabulary of the Uzbek Language" (EDUL) and textbooks used across grades 1-4 in Uzbek primary schools (UPSC). The EDUL.txt file contains 29,190 words meticulously compiled by Urgench State University between 2019 and 2023. Additionally, the UPSC dataset includes 208,204 words extracted from primary school textbooks, sorted into separate files for each grade level. The dataset also identifies specific vocabulary words for each grade, supporting the enhancement of Uzbek language education and facilitating the development of natural language processing tools. <ul> <li> Grade 1 lemma vocabulary: 3,188 words (all new words) </li> <li> Grade 2 lemma vocabulary: 4,630 words (including 1,997 new words) </li> <li> Grade 3 lemma vocabulary: 5,700 words (including 1,578 new words) </li> <li> Grade 4 lemma vocabulary: 6,397 words (including 1,356 new words) </li> </ul> All files are conveniently packaged into a single ZIP archive for easy access and distribution.

opencc-by-4.0Aug 2015View details →

Figure 2. Taxonomy of the educational technologies for children with ASC-Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research

learner (Perlin, 1997). MOSOCO is an emergent technology implemented in a smartphone called “Mobile Social Compass” (Escobedo et al., 2012). Six basic social skills are being encouraged by prompting the user to initiate social contact. The menu displays symbols for the basic social skills – eye contact, space and proximity, start an interaction, asking questions, sharing interests and finish an interaction. The MOSOCO application has turned out to be an extremely useful tool as an online prompt in starting, maintaining and finishing social interaction for both typical and autistic students, as well as to anyone that feels need for improving their social competence.

opencc-by-4.0Jan 2018View details →

Expert-based literature review on RRI indicators for science education assessment: PERFORM analysis matrix

The document contains the main variables and categories of analysis of the expert-based literature review conducted as part of the assessment impact developed in the PERFORM project. This literature review globally aimed to identify and characterize assessment frameworks used in the context of science learning and engagement with young people. Specifically, it examined the operationalization of: i) RRI values and process requirements, ii) transversal competences, iii) experiential aspects, and iv) cognitive aspects. In doing that assessment gaps and challenges where identified relevant to the context of PERFORM and, more broadly, to the development of science education assessments incorporating the RRI dimension. By assessment framework we refer to a set of interlinked criteria, practices and concepts providing a systematic way of data collection, analysis and interpretation to the study of science learning and engagement. The template for data collection was organised in different sections approaching the following specific review questions and sub-questions: <ol> <li>What assessment frameworks can be identified in the selected sample? <ol> <li>On which disciplines are they based?</li> <li>What is being assessed in these frameworks?</li> <li>How it is the evaluation conducted?</li> <li>What are the challenges of each approach for assessing science learning and engagement?</li> </ol> </li> <li>How are transversal competences, RRI and emotional factors included in these frameworks? <ol> <li>How are these notions operationalised?</li> <li>What kinds of evaluation indicators are applied for data collection, if any?</li> </ol> </li> </ol>

Figure 8. Knowledge input dimension of microlearning-Micro Learning: A Modernized Education System

Figure 8 portrays the research directing the studies on the knowledge input dimension of microlearning. Almost 81% of the respondents believed that microlearning is the best learning system for integrated mashup PLE, followed by 66% of the respondents whose opinion was that dynamic applications of microlearning enhances knowledge. Almost 72% of the respondents believed that microlearning is suitable for diverse subjects, whereas 67% of the respondents believed that the use of digital artifacts maximizes the process of aggregation.

Figure 6. Activities dealing with microlearning-Micro Learning: A Modernized Education System

There are many unique activities involved in microlearning, which provides a high rate of successful knowledge transformation. To the inquiry made in research on the activities dealing with microlearning that support knowledge transformation, figure 6 shows that mind mapping has the highest view of respondents, up to 72%, the nearest to it is story telling with 50%. The variation displayed in the figure is significant. 44% of the respondents opt for tagging followed by text with 38%.

Figure 5. Microlearning dimensions-Micro Learning: A Modernized Education System

The inquiry on the different aspects of the various dimension of microlearning is reflected in figure 5. The result is obtained based on 82 respondents who were learners from different groups. 74% of the respondents consider that process to be a micro learning dimension which strengthens the knowledge input followed by time, up to 60%. The curriculum and mediality had the same 46% of the respondents. 32% and 30% of the respondents believe that the learning type and the content strengthen the knowledge input through microlearning. The lowest percentage is of 20% and 14%.

Figure 2. Current status and necessity of micro learning-Micro Learning: A Modernized Education System

The authors made a percentage analysis based on the basic data collected from the respondents. Out of 100 questionnaires distributed for data collection for the research study, only 91 were received. After reviewing the questionnaires, 7 were incomplete; therefore they were removed from the analysis. The following analysis is based on 84 full and complete questionnaires. To the inquiry on the current status of the learning methodology, 90% of the respondents welcomed a new and smart version of software which in turn leads to micro learning system. 80% of the respondents are currently relying on the work infrastructure to support their learning, whereas 75% of the respondents use more often PLE. 80% of the respondents are looking towards a simple and smart learning system in regular basics and microcontent to transform knowledge.

Figure 4.The purpose for using Smartphones-Micro Learning: A Modernized Education System

Figure 4 shows the purpose of using smartphones. The current status implies that a maximum number of 91% of the respondents use it for social networking. 77% of the respondents use it for communication (WhatsApp, Viber, etc.) followed by e-mails at 55%. Only 43% of the respondents use it for learning and updating (translation, dictionary, etc). Comparing figure 3 andfigure 4 the research identified the gap between electronic device which they prefer for learning and the usage of that electronic devices for learning and updating.

Figure 7. Comparison for identifying the success factor key versus the learning approach-Micro Learning: A Modernized Education System

Figure 1. Mind mapping of Concepts and Versions of Micro learning (Hug, 2005)-Micro Learning: A Modernized Education System

The methods of micro learning are in line with the way that the learner’s brain naturally takes in information, so that the body does not get stressed-out. One of the salient features of micro learning is that it allows the user to find exactly what he or she is looking for. When the mind focuses on a particular question, it is the most open to receiving that answer (www.digitalpromise.org/microcredentials dated on 10/10/2015). It allows the learner’s brain to explore its own curiosity and its own patterns.

Figure 3. Impact of the Boom in digital data in learning-Micro Learning: A Modernized Education System-

Figure 3 portrays the research guiding the impact of the boom in digital data in knowledge codification. The current status shows that 80% of the respondents are interested in learning via electronic devices, followed by e-mails at 75%. 72% and 70% of respondents opt for video clips and sound and voice recording. 65% of the respondents selected images followed by graphical display at 61%. 50% of the respondents selected Journals. Further observation from the figure reveals that books and reference volumes had a very insignificant impact, as expected by merely 45% and 30% of the respondents. This directed us towards the necessity for micro learning, and encourages the increase of the usage of electronic devices.

BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 2. Frequency of principal strong indices related to 102 'strong articles'

We ordered the obtained data for the identified strengths and weaknesses. This was done by giving a point for each presence of an index, or not giving it for its absence. Thus, we quantified a total of 63 strengths and 91 weaknesses. In addition to finding a great diversity of views captured in the selected texts, the primary data analysis allowed us to set the parameters with the highest frequency. So, the most important for strengths is flexibility representing 29.7% of the total of studied bibliography and an occurrence frequency of 13.6% from the total of identified strengths (Figure 2).

BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 1. Frequencies of strengths and weaknesses through a survey of literature from 2000 to 2012

We identified 192 specific studies which analyze, directly or indirectly, the subject of the strengths and weaknesses of e-learning educational services, respectively those containing the idea of some of their strengths and weaknesses ambivalence. The frequencies of strengths and weaknesses reported to intervals corresponding to the years when they were published are shown in Figure1.

BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 3.Frequency of principal week indices related to the 101 'week articles'

Reduced social interaction is the most important for weaknesses, representing 9.4% of the total of studied bibliography and an occurrence frequency of 5.5% (Figure3). A significant frequency difference of the weaknesses indices compared to the strengths indices was observed. If the top 5 strengths have frequencies ranging between 13.6% and 7%, none of the weaknesses has an occurrence frequency over 6%, all barely ranging between 5.5% and 3.4%, relative to the middle of strengths frequency range. For the practice of e-learning educational services, this may show either a still insufficient detection or theoretical analysis of weaknesses, or, indeed, the superiority of these services.

BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 5. Frequency of common indices related to 102 'common articles'

An additional and very interesting perspective is provided by the analysis of common indices (ambivalent), based on the 102 works-common articles type, and their frequencies (Figure 5).  The data reading indicates 13 ambivalent indices as percentages in descending order: 1. flexibility, 19%; 2. interactivity, 15.4%; 3. cost, 13%; 4. accessibility, 12%; 5. time, 7%; 6. anxiety/reduce social impact, 7%; 7. usability, 6%; 8. connection, 4%; 9. develop skills, 4%; 10. responsibility, 4%; 11. quality, 4%; 12. diversity, 3%; 13. delivery, 1% (Figure 5).

BRAIN Journal-The Ambivalence of Strengths and Weaknesses of E-Learning Educational Services-Figure 4. Frequency of strong/weak indices related to the 102 'common articles'

Based on the data presented in Figure 2 and Figure 3 and carrying out a comparative and cumulative analysis to identify ambivalent strengths and weaknesses, the 102 ambivalent strong/weak indices related to the 'common articles' in Figure 4 were highlighted.  Their analysis shows that: 1. There are at least 13 ambivalent indicators identified in the studied literature (Table 1); 2. The strengths weight is 62% while the weight of weaknesses is 38.9%, resulting in a pretty big difference in favor of underlining and supporting the strengths, 23.1% more than in favor of weaknesses. These data indicate a significantly higher perception and approach in favor of appreciating the strengths of e-learning educational services, even in the case of their ambivalence. 3. In this context, the data illustrate the following three cases: 3.1. a huge gap between the perception and the interpretation of an index as strength and as weakness (e.g., flexibility is regarded 7.5 times more a strength rather than a weakness). It can be seen that this category of indices definitely belongs to strengths, acknowledged and validated by a large number of studies. In relation to these, efforts will be made for the development, improvement, elevation and obtaining superior parameters. 3.2. a relative correspondence between the perception and the interpretation of an index as strength and as weakness (e.g., the time required to design and implement educational services is considered a strength at a rate of 3.2% and a weakness at a rate of 3.3%). It results that this category of indices has to be studied thoroughly and watched in experimental studies, to replace the uncertainty area in their analysis, to determine which their area of predominance is, to what extent their identified limits and shortcomings have been reduced to allow their conversion into strengths or not; 3.3. a very large gap between the perception and interpretation of an index as a weakness and as a strength (e.g., lack of instructional delivery is considered as being a weakness 20 times more than a strength).This shows that this category of indices comes into focus as weaknesses which need to be analyzed, studied and experimented in order to reduce their negative impact.

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 7. The projects's Twitter page for educational and research micro-blogging

The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra).

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 9.The educational blog on Google+ Time Maps page–the weaving techniques

For this subject two video films were posted on Google+ (a performance and a 3D reconstruction), slightly different from those available on the Time Maps web site, but containing the same information. The children had to make a little effort to relate this information with the one presented on the site, to make a connection between the questions, the fragments from videos at which the answers referred to and the information from the site. The set of questionnaires lead the school children through the majority of data offered by the web site regarding to the two historical periods (Figures 9, 10).

BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 10. The educational blog on Google+ Time Maps page – the glass manufacturing techniques

For this subject two video films were posted on Google+ (a performance and a 3D reconstruction), slightly different from those available on the Time Maps web site, but containing the same information. The children had to make a little effort to relate this information with the one presented on the site, to make a connection between the questions, the fragments from videos at which the answers referred to and the information from the site. The set of questionnaires lead the school children through the majority of data offered by the web site regarding to the two historical periods (Figures 9, 10).