Supporting learner autonomy: theory and practice in a distance learning context

There is overwhelming consensus among language learning researchers on the benefits of developing an autonomous approach by learners (Hurd et al. 2001, p344). Despite the difficulty in defining what Little (2004) describes as a "problematic term" and a "slippery concept", he suggests there is also broad agreement on what this means. Autonomous learners "understand the purpose of their learning programme, explicitly accept responsibility for their learning, share in the setting of goals, take initiatives in planning and executing learning and evaluate its effectiveness" (Little 2004). However, it is also argued (e.g. by Candy 1991; Little 1995) that the achievement of learner autonomy depends on the willingness of teachers to hand over these responsibilities. Teachers must be committed to creating a learning environment where learners can gradually "learn how to learn" and experience autonomy in order to become more autonomous, a process which Little (2004) calls "autonomisation". In distance learning, much of the responsibility for autonomisation rests with the teaching/learning materials. However, these materials are often mediated and supported by tutors who can use their contact with learners to develop learning skills. This chapter explores the tutor role in autonomisation in a distance language learning programme of The Open University in the UK (OU(UK))

Language tutors at the OUUK – their (e)-competencies in Open and Distance Learning

The OUUK has been teaching distance courses in languages for more than ten years. Students learn by means of specially-designed course materials, increasingly web-based resources and through direct interaction with tutors, who provide personalised feedback on the students’ assignments as well as offering tutorials for communicative practice. The role of OUUK tutors embraces, however, more than just teaching and giving feedback. They play a central role in supporting students in every aspect of their learning, forming the interface between the institution and the learner. The importance of the tutor role in ODL in general has been the subject of some informative research, but much less has been written about the skills needed by tutors of languages at a distance. This international research project has been set up to address this shortfall, and to gather evidence and insights into this particular role. The project aims to investigate the skills, attributes and (e-)competencies required by language tutors of whom a substantial number deliver the tuition online. Initially, a selected group of OUUK language tutors generated what they perceived to be the knowledge, skills and attributes necessary to carry out this complex and demanding role which included the requisite skills for online tuition delivery. In the next stage the outcomes they had produced were refined and regrouped by the researchers. In the third stage a wider sample of tutors commented and added to the listings. This paper will report on the findings so far and summarise the next stages which are planned

Supporting self-evaluation: helping language learners take control of the assessment process.

Amid the complex definitions and terminology associated with autonomy (Hurd, 2005: 1-2), two key concepts stand out: critical reflection and decision-making. Both are essential in order to exercise the responsibility which is fundamental to autonomy according to researchers such as Holec (1980), Van Lier (1996) and Little, (2003). However, researchers have also noted a range of challenges related to these concepts: learners may find reflection difficult or resist taking decisions, perhaps as a result of their previous learning experience (Candy, 1991; Ushioda, 1996; Benson, 2001); teachers may find it hard to ‘let go’ and encourage learner reflection and decision-making, not only because of their previous experience, but also as a result of learner expectations (Little, 1995); but perhaps the most serious issue is tension that can exist between teacher support for autonomous language learning and the frequent absence of scope for critical reflection and decision-making reflected in the institutional assessment process. This paper describes an approach used with part-time, adult distance language learners at the Open University (UK) which sought to enable learners to exercise critical reflection and decision-making in the context of formal assessment. It presents the reactions of learners and teachers and consider the extent to which such an approach can bridge the potential gap in alignment between teaching and assessment which, according to Biggs (1999: 11) can undermine efforts to develop autonomy

THE APPLICATION OF COMPUTER VISION, MACHINE AND DEEP LEARNING ALGORITHMS UTILIZING MATLAB

MATLAB is a multi-paradigm proprietary programming language and numerical computing environment developed by MathWorks. Within MATLAB Integrated Development Environment (IDE) you can perform Computer-aided design (CAD), different matrix manipulations, plotting of functions and data, implementation algorithms, creation of user interfaces, and has the ability to interface with programs written in other languages1. Since, its launch in 1984 MATLAB software has not particularly been associated within the field of data science. In 2013, that changed with the launch of their new data science concentrated toolboxes that included Deep Learning, Image Processing, Computer Vision, and then a year later Statistics and Machine Learning. The main objective of my thesis was to research and explore the field of data science. More specifically pertaining to the development of an object recognition application that could be built entirely using MATLAB IDE and have a positive social impact on the deaf community. And in doing so, answering the question, could MATLAB be utilized for development of this type of application? To simultaneously answer this question while addressing my main objectives, I constructed two different object recognition protocols utilizing MATLAB_R2019 with the add-on data science tool packages. I named the protocols ASLtranslate (I) and (II). This allowed me to experiment with all of MATLAB data science toolboxes while learning the differences, benefits, and disadvantages of using multiple approaches to the same problem. The methods and approaches for the design of both versions was very similar. ASLtranslate takes in 2D image of American Sign Language (ASL) hand gestures as an input, classifies the image and then outputs its corresponding alphabet character. ASLtranslate (I) was an implementation of image category classification using machine learning methods. ASLtranslate (II) was implemented by using a deep learning method called transfer learning, done by fine-tuning a pre-trained convolutional neural network (CNN), AlexNet, to perform classification on a new collection of images

Reflection And The Distance Language Learner

This research examines the role of critical reflection in learning theories and the relationship between Kolb's learning cycle and notions of the 'good' language learner, the deep approach to learning and autonomous learning in the context of adult, part-time, distance language learning. This group of learners is under-represented in the research literature. The research takes an exploratory-interpretative approach. Open University Language students had been invited by their tutors to use materials based on Kolb's learning cycle, designed to encourage critical reflection in order to enhance learning. In-depth interviews explored the experience of users and non-users. Course materials were examined for evidence of encouragement and support for critical reflection and autonomy. The research aimed to establish what OU language learners do to develop productive and receptive language skills and the extent to which they demonstrate capacities of critical reflection and autonomy. It examined the extent to which these capacities were developed via course materials and assignments and the impact of the style and pace of study. It considered whether these capacities could be enhanced by the project materials, as well as the influence of tutors' expectations and approaches. The majority of interviewees exhibited considerable functional activity except in writing skills. They demonstrated characteristics of the 'good' language learner, elements of a deep approach and features of autonomous learning. This contrasted with a surface approach to coursework and assignments, brought about by excessive workload and the controlled, anxiety-provoking nature of assessment. Analysis of assignments also suggested they were likely to evoke a surface approach. Course materials advocated reflection, self-assessment and self-evaluation, but did not support this via teaching or practice and offered few decision-making opportunities.Students exercised the capacity for critical reflection and autonomy to varying degrees. Those who had used the proj ect materials appeared more likely to make decisions about their learning, and set specific goals. The project materials were judged a straightforward framework for reflection. Tutors were positive about the materials but appeared to give little attention to critical reflection. Their concerns about time constraints and student workload may have confirmed student perceptions and discouraged use of the project materials. The research suggests broadening the notion of the 'good' language learner. It proposes more explicit development of learning strategies and the capacity for critical reflection within course materials and tutorials, and giving more attention to the nature and impact of assessment in order to foster 'active', deep, autonomous learning

Gendered Paths to Formal and Informal Resources in Post-Disaster Development in the Ecuadorian Andes

The devastating eruptions of Mount Tungurahua in the Ecuadorian highlands in 1999 and 2006 left many communities struggling to rebuild their homes and others permanently displaced to settlements built by state and nongovernmental organizations. For several years afterward, households diversified their economic strategies to compensate for losses, communities organized to promote local development, and the state and nongovernmental organizations sponsored many economic recovery programs in the affected communities. Our study examined the ways in which gender and gender roles were associated with different levels and paths of access to scarce resources in these communities. Specifically, this article contrasts the experiences of men and women in accessing household necessities and project assistance through formal institutions and informal networks. We found that women and men used different types of informal social support networks, with men receiving significantly more material, emotional, and informational support than women. We also found that men and women experienced different challenges and advantages when pursuing support through local and extralocal institutions and that these institutions often coordinated in ways that reified their biases. We present a methodology that is replicable in a wide variety of disaster, resettlement, and development settings, and we advocate an inductive, evidence-based approach to policy, built upon an understanding of local gender, class, and ethnic dynamics affecting access to formal and informal resources. This evidence should be used to build more robust local institutions that can resist wider social and cultural pressures for male dominance and gendered exclusion

Evaluation of prototype air/fluid separator for Space Station Freedom Health Maintenance Facility

A prototype air/fluid separator suction apparatus proposed as a possible design for use with the Health Maintenance Facility aboard Space Station Freedom (SSF) was evaluated. A KC-135 parabolic flight test was performed for this purpose. The flights followed the standard 40 parabola profile with 20 to 25 seconds of near-zero gravity in each parabola. A protocol was prepared to evaluate the prototype device in several regulator modes (or suction force), using three fluids of varying viscosity, and using either continuous or intermittent suction. It was felt that a matrixed approach would best approximate the range of utilization anticipated for medical suction on SSF. The protocols were performed in one-gravity in a lab setting to familiarize the team with procedures and techniques. Identical steps were performed aboard the KC-135 during parabolic flight

Evaluation of prototype Advanced Life Support (ALS) pack for use by the Health Maintenance Facility (HMF) on Space Station Freedom (SSF)

The purpose is to evaluate the prototype Advanced Life Support (ALS) Pack which was developed for the Health Maintenance Facility (HMF). This pack will enable the Crew Medical Officer (CMO) to have ready access to advanced life support supplies and equipment for time critical responses to any situation within the Space Station Freedom. The objectives are: (1) to evaluate the design of the pack; and (2) to collect comments for revision to the design of the pack. The in-flight test procedures and other aspects of the KC-135 parabolic test flight to simulate weightlessness are presented

The Risk of Cancer from CT Scans and Other Sources of Low-Dose Radiation: A Critical Appraisal of Methodologic Quality

AbstractIntroduction: Concern exists that radiation exposure from computerized tomography (CT) will cause thousands of malignancies. Other experts share the same perspective regarding the risk from additional sources of low-dose ionizing radiation, such as the releases from Three Mile Island (1979; Pennsylvania USA) and Fukushima (2011; Okuma, Fukushima Prefecture, Japan) nuclear power plant disasters. If this premise is false, the fear of cancer leading patients and physicians to avoid CT scans and disaster responders to initiate forcedevacuations is unfounded.Study Objective: This investigation provides a quantitative evaluation of the methodologic quality of studies to determine the evidentiary strength supporting or refuting a causal relationshipbetween low-dose radiation and cancer. It will assess the number of higher qualitystudies that support or question the role of low-dose radiation in oncogenesis.Methods: This investigation is a systematic, methodologic review of articles published from 1975–2017 examining cancer risk from external low-dose x-ray and gamma radiation, defined as less than 200 millisievert (mSv). Following the PRISMA guidelines, the authors performed a search of the PubMed, Cochrane, Scopus, and Web of Science databases. Methodologies of selected articles were scored using the Newcastle Ottawa Scale (NOS) and a tool identifying 11 lower quality indicators. Manuscript methodologies were rankedas higher quality if they scored no lower than seven out of nine on the NOS and contained no more than two lower quality indicators. Investigators then characterized articles as supporting or not supporting a causal relationship between low-dose radiation and cancer.Results: Investigators identified 4,382 articles for initial review. A total of 62 articles met all inclusion/exclusion criteria and were evaluated in this study. Quantitative evaluation of the manuscripts’ methodologic strengths found 25 studies met higher quality criteria while 37 studies met lower quality criteria. Of the 25 studies with higher quality methods, 21 out of 25did not support cancer induction by low-dose radiation (P = .0003).Conclusions: A clear preponderance of articles with higher quality methods found no increased risk of cancer from low-dose radiation. The evidence suggests that exposure to multiple CT scans and other sources of low-dose radiation with a cumulative dose up to 100 mSv (approximately 10 scans), and possibly as high as 200 mSv (approximately 20 scans), does not increase cancer risk