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Abstract In inclusive education, students with different needs learn in the same context. With the advancement of artificial intelligence (AI) technologies, it is expected that they will contribute further to an inclusive learning environment that meets the individual needs of diverse learners. However, in Japan, we did not find any studies exploring current needs in an actual special needs context. In this study, we used the learning and evidence analysis framework (LEAF) as a learning analytics-enhanced learning environment and employed Active Reading as an example learning task to investigate the challenges and possibilities of applying AI to inclusive education in the future. Two students who attended a resource room formed the context. We investigated learning logs in the LEAF system while each student executed a given learning task. We detected specific learning behaviors from the logs and explored the challenges and future potential of learning with AI technology, considering human involvement in orchestrating inclusive educational practices.

In inclusive education, students with different needs learn in the same context. With the advancement of artificial intelligence (AI) technologies, it is expected that they will contribute further to an inclusive learning environment that meets the individual needs of diverse learners. However, in Japan, we did not find any studies exploring current needs in an actual special needs context. In this study, we used the learning and evidence analysis framework (LEAF) as a learning analytics-enhanced learning environment and employed Active Reading as an example learning task to investigate the challenges and possibilities of applying AI to inclusive education in the future. Two students who attended a resource room formed the context. We investigated learning logs in the LEAF system while each student executed a given learning task. We detected specific learning behaviors from the logs and explored the challenges and future potential of learning with AI technology, considering human involvement in orchestrating inclusive educational practices. [ABSTRACT FROM AUTHOR]

Previous studies have shown that researchers read actively and have their own strategies when reading and writing scientific articles. Annotations are often made during reading, and they help researchers identify important passages and useful information in articles. However, annotations lose value after they are done because researchers forget their intention after making them. The purpose of this article is to identify the strategy, type, and location of annotations in the researcher's annotated articles. The methodology of this study is a literature review, interview, and analysis of annotated articles by five researchers. The definition of annotation strategies and types is obtained from literature studies. Interviews describe annotation practices or strategies among researchers while reading scientific articles. Analyzed articles that have been annotated by researchers, will show all the researchers' personal annotation types and locations in the articles. The results of this study can be used as a guide for researchers to read scientific articles either printed articles or digital articles to easily track important passages and useful information in the articles. [ABSTRACT FROM AUTHOR]

This study explores the issue of annotation strategies and types used by researchers when reading scholarly articles during research activities. Researchers are active readers who make annotations when reading scholarly articles. Annotation types, such as highlight, underline, comment, and writing keywords, are often found in researchers' annotated articles. Previous studies have shown that researchers forgot their intention after annotation, and their annotations were incomplete, resulting in a loss of value. We begin by designing early annotation strategies and types based on a literature review. We conducted an observation and interview session to verify the proposed annotation strategies and types, including collecting feedback from the researchers. A prototype was built and tested by 38 researchers during an evaluation session. The results showed that researchers have their annotation strategies and types when reading scholarly articles. They accepted the proposed annotation strategies and types and found them useful, meaningful, and usable. [ABSTRACT FROM AUTHOR]

The paper discusses the visual response to text as a reading strategy employed to determine which parts or main ideas of the text the reader focuses on while reading. It starts with an assumption that every reading is a unique experience to which readers bring their previous experiences, cultural and social backgrounds, as well as general or specific knowledge. Therefore, the aim of the paper is to provide a better insight into active reading (Carillo 2017) and present results of a case study that, through visual responses to reading, also addresses text processing in a multimodal setting. The methodological framework comprises a visual response task that requires that the readers draw or sketch a visual interpretation of the text. In this way, sketching in response to reading is used as a complementary component and a visualization tool in the reading process (Wilhelm 1995; Fernandes 2018). Based on the results of the research, it is proposed that visual response to reading can be used to enhance multimodal creativity, and vocabulary acquisition and fully immerse readers in the reading process.

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the inflow of the new generations of students, university teachers in social sciences and humanities have been challenged by a crisis of textual culture given the students tend to increasingly avoid reading complicated academic texts. In these circumstances, traditional arrangements of seminars and students’ homework are becoming less effective. This paper is aimed at exploring the new capacities for coping with the new critical situation. We address the issue of why we should keep the practices of active reading and how examination of complicated academic texts contribute to the formation of the students’ critical thinking. Both the special literature and personal teaching experience of the author are attracted. Traditional forms of teaching arrangements are analyzed. Then we use an experience of a digital platform to demonstrate the potential ways of resolving the teaching problems. They include active reading dealing with the reflexive work, interactive discussions in the class and in the virtual environment. We also show that additional efforts associated with the use of digital technologies pay back enabling the teacher to control the students’ homework more effectively and provide a more adequate assessment of the educational outcomes.

Globally, teaching has changed and innovated profoundly in the last 3 years. With novel and more seamless opportunities to use technology and more actively teach visually online or in‐person and to engage in inclusive dialogue within and between groups, we can teach very differently now. An innovation proposed a number of years ago and revisited anew in a recent and novel application to ecology and evolution course offerings, and the CREATE pedagogy or Consider, Read, Elucidate the hypothesis or purpose, Analyze and interpret data or evidence, and Think of the next Experiment is an inspiring framework for unique student work and teaching. CREATE proposes that students engage in active reading through specific exercises that are both creative and heavily anchored in critical thinking when working with publications. Here, the palette of CREATE exercises is expanded further for ecology and evolution and affirms that this approach to student engagement with literature can be highly effective in many courses. Furthermore, the application of this pedagogy dramatically influences and likely enhances how one teaches in a lecture setting as an educator making the content in all modalities more engaging and active. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of student internships at the Politécnico Colombiano Jaime Isaza Cadavid, the University-Company-State Committee (CUEE) arises as a support to the tertiary sector, enabling the synergy between university, company, and State that favors the articulation of students with the work environment. One of the CUEE methodologies is the creation of challenges that support the resolution of problems that benefit the educational and business processes. The objective of this article is to present a proposal, from this methodology, which reduces the gap in the logistic and production process outsourced by the company TOOL BE, which is dedicated to the accompaniment of parents and caregivers for the early stimulation of children. The most important result of the exercise was the design of an integrated solution strategy called: "Standardization, connection, and innovation: fewer gaps in outsourcing" for this company. [ABSTRACT FROM AUTHOR]

Developing learners' critical reading skills has become an urgent and important issue necessitated by the current age and its huge demands especially with the wide availability of anonymous reading content. Therefore, the present research study aims at designing and constructing "Decide ..." strategy, a suggested interventional strategy that is supported with some active Worksheets with the purpose of developing Middle School Students' critical reading skills. An experimental research methodology was used to guide the procedures and steps of the study to reach the final research goal. The sample consisted of a group of middle school students (n = 72), divided into two matched groups: an experimental group (n = 35), who studied in light of the Suggested strategy and a control group (n = 37), who studied in light of the usual method. To accomplish the minor research objectives, the researcher prepared: (1) a suggested framework of the specific procedural steps required for implementing the strategy; (2) an inventory of the critical reading skills suitable for the target pupils; (3) a pupil's activity book; (4) a teacher's guide; and (5) a critical reading test. The research experiment (intervention) was administered during the first semester of the year 2019/2020. Results indicated that were statistically significant differences between the experimental and control groups, the differences were significant at the level (0.01) in the skills of discrimination, and at the level (0.05) in the skills of reasoning, evaluation and judgment. The study presents some useful suggestions and recommendations for future research. [ABSTRACT FROM AUTHOR]

Simply reading sacred texts across religious boundaries rarely achieves an “aha moment” or an encounter with ultimacy. The possibility of engaging with ultimacy requires establishing some necessary conditions. Any attempt to compel an experience results in false spiritual encounters rather than permitting authentic ones to occur. Therefore, a balance is necessary between being open to the possibility of a religious experience and seeking, but not forcing, an encounter with ultimacy. Placing oneself in a prayerful or spiritual state, for example, achieves the potential for encountering ultimacy by actively reading and meditating on various traditions’ sacred texts. These diverse writings relate others’ encounters with ultimacy and reveal multiple perspectives and imaginative descriptions of the transcendent. An encounter with ultimacy entails an open, willing, prayerful demeanor, intellectual curiosity, a rich imagination regarding divine imagery, and a sincere effort at understanding such a religious experience. A Christian contemplative process known as Lectio Divina satisfies many of these requirements. The method is general and flexible enough to utilize with sacred texts across religious boundaries; it invites a person to slow down, read, pay attention, respond with wonder, and humbly submit to the transforming presence and revelation of ultimate reality.

A user task is often distributed across devices, e.g., a student listening to a lecture in a classroom while watching slides on a projected screen and making notes on her laptop, and sometimes checking Twitter for comments on her smartphone. In scenarios like this, users move between heterogeneous devices and have to deal with task resumption overhead from both physical and mental perspectives. To address this problem, we created Smooth Gaze, a framework for recording the user’s work state and resuming it seamlessly across devices by leveraging implicit gaze input. In particular, we propose two novel and intuitive techniques, smart watching and smart posting, for detecting which display and target region the user is looking at, and transferring and integrating content across devices respectively. In addition, we designed and implemented a cross-device reading system SmoothReading that captures content from secondary devices and generates annotations based on eye tracking, to be displayed on the primary device. We conducted a study that showed that the system supported information seeking and task resumption, and improved users’ overall reading experience. [ABSTRACT FROM AUTHOR]

We investigate whether the notion of active reading for text might be usefully applied to visualizations. Through a qualitative study we explored whether people apply observable active reading techniques when reading paper-based node-link visualizations. Participants used a range of physical actions while reading, and from these we synthesized an initial set of active reading techniques for visualizations. To learn more about the potential impact such techniques may have on visualization reading, we implemented support for one type of physical action from our observations (making freeform marks) in an interactive node-link visualization. Results from our quantitative study of this implementation show that interactive support for active reading techniques can improve the accuracy of performing low-level visualization tasks. Together, our studies suggest that the active reading space is ripe for research exploration within visualization and can lead to new interactions that make for a more flexible and effective visualization reading experience. [ABSTRACT FROM PUBLISHER]

Questioning plays an important role in the teaching and learning process and is a cognitive strategy that is considered essential in fostering higher levels of thinking and reading comprehension. This article discusses a student selfquestioning and answering reading strategy by drawing on data from a study in which students participated in generating their own questions and answers in an academic development module. Data was collected by means of student and tutor feedback on the strategy use. The findings indicate positive student and tutor experiences with student self-reports indicating that while this technique was new to many of them and was perceived as challenging, it forced them to read the text many times in order to engage at a deeper level ultimately leading to an increased understanding of the text. The author raises concerns that despite the benefits of this strategy students are more likely to view it as a 'once off' intervention and therefore it is suggested that for greater effectiveness this strategy should be embedded in disciplinary teaching either explicitly or implicitly with sustained coaching and practice. Some practical ways in which disciplinary lecturers can help their students develop self-questioning and answering strategies are suggested. [ABSTRACT FROM AUTHOR]

Tablet textbooks have combined the physical affordances of traditional books with video, audio, interactive graphics, and more. However, existing tablet textbook designs do not sufficiently support learners' active reading needs and goals when multimedia content is integrated. Specifically, learners often struggle to make sense of and remember content delivered in multimedia formats, are distracted by the mechanics of interactive content, and grapple with transient audiovisuals. This article explores the nature of active reading in the tablet environment through a study that empirically evaluates SMART Note-novel digital active reading support tools-against active reading tools currently on the market. SMART Note outperformed existing tools on learning experience, process, and outcomes by mitigating distractions caused by complex interaction patterns, offering visual references to collections of annotations, and providing improved tools for annotating and studying audiovisuals. This article can inform future design of tablet textbooks and tools to support digital active reading. [ABSTRACT FROM AUTHOR]

Current educational, professional, and academic environments require skills and accurate tools to efficiently manage large volumes of information. Reading skills are a key aspect in this regard. A new generation of reading tools are necessary; they should be simple to use, yet capable of managing information powerfully. Their aim should be empowering readers by helping them to become more skilled readers capable of an active, effective, and efficient reading. In particular, active reading on digital displays requires assistance in four basic processes: annotation, extraction of content, navigation, and improved effective design. The LiquidText application is analyzed as an example of how new models and metaphors can facilitate interaction with digital texts by reducing complexity through an intelligent simplicity, which is, after all, a recurring demand of contemporary digital design applications. [ABSTRACT FROM AUTHOR]

In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the Texas/Mexico border. Self-reported survey data was collected on reading compliance and metacognitive strategies. There was a statistically significant difference in reading compliance. Students reported reading the most when assigned a reading guide. However, the use of a quiz produced very similar results in reading compliance. Participants reported using more metacognitive reading strategies after completing the reading guides. [ABSTRACT FROM AUTHOR]