A Model for Language Learning with Crowdsourcing and Social Network Analysis for Community Decision-Making
A Model for Language Learning with Crowdsourcing and Social Network Analysis for Community Decision-Making
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通过众包和社交网络分析进行社区决策的语言学习模型
DOI：
10.1145/3206129.3239431
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Debopriyo Roy
中科院分区：
文献类型：
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作者：
Debopriyo Roy
基于内容和语言综合学习(CLIL)的基本原理，这篇文章全面概述了不同的技术应用，如谷歌地图、社交网络分析(SNA)，以及一般情况下，空间和位置特定数据的众包如何有助于识别贫困以及当地的社会经济和生活方式问题，并引发关于社区决策的讨论。这种技术的使用可能有助于为贫困类型提供一个令人信服的理由；包括该地区的确切问题、靠近资源中心、缺乏基本设施和就业等。本文主要关注内容语言整合学习如何在学习目标语言的过程中结合贫困识别和分析的机制和技术等内容领域。在外语学习课程中将这种技术应用于政策决策和社区参与是相当独特的。我们需要学生通过不同的文本-图形-视频形式的组合来获得丰富的体验，包括动手参与，语言习得预计会因此发生。技术交流可能是这类课程的重要重点，包括报告写作、可行性和建议研究、电子邮件通信、撰写评论、聊天、文字说明、采访等。通过这种技术和文件的使用，目的是增强学生在社区振兴努力中的能力。
Based on the fundamentals of content and language integrated learning (CLIL), this article provides a holistic overview of how different technological applications such as Google Maps, social network analysis (SNA), and in general, crowdsourcing of spatial and location-specific data could help identify poverty, and local socio-economic and lifestyle-oriented problems, and trigger a discussion about community decision making. Such use of technology could potentially help make a convincing case for the type of poverty; including exact issues in the area, proximity to resource hubs, lack of basic facilities, and employment and so on. The primary focus in this article is on how content language integrated learning (CLIL) combines content areas such as mechanism and technology for poverty identification and analysis on the way to learning the target language. Use of such technological applications in a foreign language-learning course for policy decision-making and community engagement is rather unique. We need for students to have a rich experience with different combinations of text-graphics-video modality including hands-on engagement, and language acquisition is expected to happen as a result. Technical communication could be an important focus for such courses with report writing, feasibility and recommendation studies, email communication, writing commentaries, chats, text captions, interviewing etc. With such use of technology and documentation, the aim is to empower students in revitalization efforts in the community.