Abstract. Our work analyzes the usefulness of microblogging in second language learning using the example of the social network Twitter. Most learners of English do not require even more passive input in form of texts, lectures or videos, etc. This input is readily available in numerous forms on the Internet. What learners of English need is the chance to actively produce language and the chance to use English as tool of communication. This calls for instructional methods and tools promoting 'active' learning that present opportunities for students to express themselves and interact in the target language. In this paper we describe how we used Twitter with students of English at the Distant College of Shanghai Jiao Tong University. We analyze the students' messages and show how the usage of Twitter trained communicative and cultural competence.
The term "Web 2.0" is used to describe applications that distinguish themselves from previous generations of software by a number of principles. Existing work shows that Web 2.0 applications can be successfully exploited for technologyenhance learning. However, in-depth analyses of the relationship between Web 2.0 technology on the one hand and teaching and learning on the other hand are still rare. In this article, we will analyze the technological principles of the Web 2.0 and describe their pedagogical implications on learning. We will furthermore show that Web 2.0 is not only well suited for learning but also for research on learning: the wealth of services that is available and their openness regarding API and data allow to assemble prototypes of technology-supported learning applications in amazingly small amount of time. These prototypes can be used to evaluate research hypotheses quickly. We will present two example prototypes and discuss the lessons we learned from building and using these prototypes.
Collaborative filtering as a classical method of information retrieval has been widely used in helping people to deal with information overload. In this paper, we introduce the concept of local user similarity and global user similarity, based on surprisal-based vector similarity and the application of the concept of maximin distance in graph theory. Surprisal-based vector similarity expresses the relationship between any two users based on the quantities of information (called surprisal) contained in their ratings. Global user similarity defines two users being similar if they can be connected through their locally similar neighbors. Based on both of Local User Similarity and Global User Similarity, we develop a collaborative filtering framework called LS&GS. An empirical study using the MovieLens dataset shows that our proposed framework outperforms other state-of-the-art collaborative filtering algorithms.
This paper treats the stability of two superposed gravitating streams rotating about the axis transverse to the horizontal magnetic field. The critical wave number for instability is found to be affected by rotation for propagation perpendicular to the axis about which the system rotates. The critical wave number for instability is not affected by rotation when waves propagate along the axis of rotation. The critical wave number is affected by both the magnetic field and the streaming velocity in both cases. Both the magnetic field and the rotation are stabilizing, while the streaming velocity is destabilizing.
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