This document outlines a graduation project that aims to develop an online learning system to teach the endangered Jibbalia language of Oman through a website and forum, as the language currently lacks proper learning resources; an analysis of learners found they have little knowledge of Jibbalia and are motivated to learn it online, so the project will design multimedia lessons following the ADDIE model to address the need to preserve the language and its culture.
The document discusses the ongoing debate around the appropriate medium of instruction in Nepal's education system. It outlines the key issues in the debate, including whether the mother tongue, official language, or an international language should be used and at what grades any transition should occur. It summarizes the arguments for using the mother tongue or a national/international language. Finally, it examines how Nepal's School Sector Reform Program and National Curriculum Framework have addressed this issue, outlining policies for a multilingual model that incorporates the mother tongue, Nepali, and English at different grade levels.
1) The document discusses the use of mother tongue as the medium of instruction in schools. It notes that using one's native language facilitates better learning compared to a second language.
2) Examples are provided of the languages used for instruction in some of the top-ranked countries for literacy. Most use the primary local language, with some offering additional languages.
3) An overview is given of the languages used for instruction in different South Asian countries, including India, Sri Lanka, Bangladesh, and Pakistan. In Pakistan, the medium varies by province.
This document discusses the role and status of English in India's education system. It argues that English is studied as a third language rather than a second language, despite being labeled and taught as such. Treating English as a second language has led to confusion over its functions and goals. In reality, an Indian language should fill the role of second language, with English considered a foreign language. The document traces how English became dominant post-independence due to notions of modernization. A conceptual structure was developed to position English as the language of unity and knowledge versus regional languages being linked to conflict. This misunderstanding of English's appropriate role has undermined efforts to improve its teaching and learning in India.
This document discusses efforts to digitize Philippine languages through the eWika project. The project aims to build a Philippine corpus containing text, speech, and sign language data across the country's 171 languages and 17 regions. It also outlines challenges in developing needed language resources and tools, such as lexicons, morphological analyzers, part-of-speech taggers, and translation rules, given the lack of existing digital language data for many Philippine languages. The goal is to connect the islands through language by creating a web-based application to facilitate collaborative development and sharing of corpus resources.
Publications on Nollywood have grown since the early 1990s, reflecting increasing academic interest in the Nigerian video film industry. Research covers the industry's history and development, and compares Nollywood to other African film industries. Publications provide perspectives from Nigeria, Europe, America and examine topics like language use, cultural influences, and reception of Nollywood films abroad. While early works criticized video quality and budgets, perspectives are now more positive as Nollywood gains global recognition.
Applying external consulting techniques to internal consulting.
1. The document discusses how to apply external consulting techniques to internal consulting roles like an HR Business Partner.
2. It provides tips for internal consultants to have higher quality conversations, develop key consulting competencies like service and feedback, and use a 5-step consulting process.
3. The 5 steps include establishing rapport, understanding issues, presenting options, planning implementation, and evaluating results. Worksheets and tips are provided for each step.
The document discusses using wavelet transform to analyze snoring signals. Wavelet transform is proposed as an adequate method for analyzing non-stationary snoring signals because it allows a focus on spectral characteristics over time. Experimental results showed that wavelet transform has advantages in snoring signal analysis and processing, as it can easily and effectively detect signals containing different components. Wavelet transform can decompose mixed signals into different frequency components and sample frequencies of different sizes in the time-space domain, allowing comprehensive analysis of varying signal spectra.
This document defines volcanoes as vents in the Earth's surface through which magma erupts and builds up landforms. It identifies three main types of volcanoes: cinder cones, which are small, steep-sided cones built from pyroclastic material; composite or strato volcanoes, which are tall conical mountains formed by layers of erupted rock and ash; and shield volcanoes, which are broad domes built from lava flows with a gentle slope. The document provides images to help differentiate between these three volcano types.
The document discusses the ongoing debate around the appropriate medium of instruction in Nepal's education system. It outlines the key issues in the debate, including whether the mother tongue, official language, or an international language should be used and at what grades any transition should occur. It summarizes the arguments for using the mother tongue or a national/international language. Finally, it examines how Nepal's School Sector Reform Program and National Curriculum Framework have addressed this issue, outlining policies for a multilingual model that incorporates the mother tongue, Nepali, and English at different grade levels.
1) The document discusses the use of mother tongue as the medium of instruction in schools. It notes that using one's native language facilitates better learning compared to a second language.
2) Examples are provided of the languages used for instruction in some of the top-ranked countries for literacy. Most use the primary local language, with some offering additional languages.
3) An overview is given of the languages used for instruction in different South Asian countries, including India, Sri Lanka, Bangladesh, and Pakistan. In Pakistan, the medium varies by province.
This document discusses the role and status of English in India's education system. It argues that English is studied as a third language rather than a second language, despite being labeled and taught as such. Treating English as a second language has led to confusion over its functions and goals. In reality, an Indian language should fill the role of second language, with English considered a foreign language. The document traces how English became dominant post-independence due to notions of modernization. A conceptual structure was developed to position English as the language of unity and knowledge versus regional languages being linked to conflict. This misunderstanding of English's appropriate role has undermined efforts to improve its teaching and learning in India.
This document discusses efforts to digitize Philippine languages through the eWika project. The project aims to build a Philippine corpus containing text, speech, and sign language data across the country's 171 languages and 17 regions. It also outlines challenges in developing needed language resources and tools, such as lexicons, morphological analyzers, part-of-speech taggers, and translation rules, given the lack of existing digital language data for many Philippine languages. The goal is to connect the islands through language by creating a web-based application to facilitate collaborative development and sharing of corpus resources.
Publications on Nollywood have grown since the early 1990s, reflecting increasing academic interest in the Nigerian video film industry. Research covers the industry's history and development, and compares Nollywood to other African film industries. Publications provide perspectives from Nigeria, Europe, America and examine topics like language use, cultural influences, and reception of Nollywood films abroad. While early works criticized video quality and budgets, perspectives are now more positive as Nollywood gains global recognition.
Applying external consulting techniques to internal consulting.
1. The document discusses how to apply external consulting techniques to internal consulting roles like an HR Business Partner.
2. It provides tips for internal consultants to have higher quality conversations, develop key consulting competencies like service and feedback, and use a 5-step consulting process.
3. The 5 steps include establishing rapport, understanding issues, presenting options, planning implementation, and evaluating results. Worksheets and tips are provided for each step.
The document discusses using wavelet transform to analyze snoring signals. Wavelet transform is proposed as an adequate method for analyzing non-stationary snoring signals because it allows a focus on spectral characteristics over time. Experimental results showed that wavelet transform has advantages in snoring signal analysis and processing, as it can easily and effectively detect signals containing different components. Wavelet transform can decompose mixed signals into different frequency components and sample frequencies of different sizes in the time-space domain, allowing comprehensive analysis of varying signal spectra.
This document defines volcanoes as vents in the Earth's surface through which magma erupts and builds up landforms. It identifies three main types of volcanoes: cinder cones, which are small, steep-sided cones built from pyroclastic material; composite or strato volcanoes, which are tall conical mountains formed by layers of erupted rock and ash; and shield volcanoes, which are broad domes built from lava flows with a gentle slope. The document provides images to help differentiate between these three volcano types.
In 2013, Forum for Language Initiative (FLI), Islamabad entered into partnership with YCDO to preserve Yidgha Language. In 2015, USAID Funded a one year program which aims to publish its first ever word list, alphabets book and a folktales book. This project will be completed in 2016.
Pidgins and creoles as resources in the classroomNawan Rz
This document discusses pidgins and creoles and their potential use as classroom resources. It outlines the origins and development of pidgins and creoles, which emerge when multilingual groups need to communicate. Theoretical frameworks for analyzing pidgins and creoles are presented. The structure of an English creole spoken in South Carolina is described. Arguments are made that teachers should understand students' native languages and cultures in order to develop effective teaching methods, and that pidgins and creoles could be used as languages of instruction to aid early education.
This document discusses challenges to literacy and reading culture in Zambia. It analyzes how language policies have contributed to low literacy levels by introducing English too early in schools. It also cites lack of reading materials, teachers, and libraries as barriers. The author establishes that their experience running literacy programs shows introducing local languages earlier and establishing school/community libraries with books improves reading abilities. The proposed "Let's Read Zambia" campaign aims to overcome challenges by setting up libraries with reading materials in local languages to develop a strong reading culture.
MYP Language and literature guide .pdfBrianBaraka7
The document provides guidance for teaching and learning language and literature in the Middle Years Programme (MYP). It outlines the nature and aims of language and literature, including developing skills in listening, speaking, reading, writing, viewing and presenting. It describes how language and literature is taught across the IB continuum and the four objectives assessed in the MYP: analysing, organizing, producing text, and using language. Progression in learning is expected as students advance through MYP years 1, 3, and 5.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
The document discusses inclusion and access within crisis situations in Lebanese multilingual classrooms receiving Syrian refugee students. It finds that the student population has a diversity of profiles in terms of language abilities, cultural backgrounds, and prior education experiences. It recommends celebrating diversity, building empathy, and developing social and learning skills. A training course for teachers was designed using sociolinguistic and pluralistic approaches to help practitioners deal with diverse classrooms. Principles include focusing on students' home languages and communities' values to make classrooms more inclusive. Monitoring evaluated the impact on marginalization, language exposure, and perceptions of diversity.
Language education reflects largely unstated government policies, mainstream cultural values, and minority group aspirations. Their diverse aims result in monolingualism or various types of bilingual education, weak or strong forms in terms of bilingual outcomes among students. This presentation shows how 10 cases of school systems in Japan and the world can be analyzed into types of bilingual education.
The Language and Terminology Service at the UPC provides various services to support academic staff delivering lectures in English, including individual coaching, formal and informal language activities, and online resources. Coaching involves revising teaching materials and giving feedback, while activities focus on skills like academic terminology, presentations, and pronunciation. Virtual learning takes place through Moodle courses on topics such as academic vocabulary and lecture structure. Workshops address UPC-specific terminology, academic writing, and oral skills. Informal activities like speed talks, book clubs, and pub quizzes promote fluency in a relaxed environment. Resources for staff include guides to academic writing and terminology databases. Feedback indicates the services help lecturers save time and feel more confident lecturing in
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
This document discusses Content and Language Integrated Learning (CLIL) and summarizes Jim Cummins' theories of BICS and CALP. It begins by explaining that BICS refers to basic interpersonal communication skills needed for everyday social interactions, while CALP involves more advanced cognitive academic language needed for learning subjects in school. Next, it provides examples of language used for different subject areas like science, math, and history. Finally, it outlines the four stages of a sample CLIL science lesson on the life cycle of frogs, emphasizing vocabulary development, sequencing, and using activities to reinforce communicative skills.
Global Service Learning Project ProposalLaura Skakle
This global learning service project proposal discusses the Books as Bridges program. Team A addresses the rationale for choosing the project, key elements, and implementations and effects on the world by participating in the project.
The CLABIL Outreach Program is our audacious project to take CLABIL - the online audio library, directly to the people who will benefit from it.
We take the content, play it, gather feedback, aid adoption.
This is a crowdsourced project - our volunteers are our last mile - taking it to communities that already know them. And the entire project is managed by a PMO that works on remote collaboration using the Agile methodology.
In this presentation, I provided a brief review of Project-Based Learning in second language teaching and calls for a more thorough examination of project based language learning (PBLL) as a holistic approach to English language education. First, PBLL is discussed in terms of PBL underlying principles and elements and how these components are compatible with key findings of SLA and different approaches and methods in English language teaching. Second, PBLL will be examined in practice through curriculum development and syllabus design. Finally, a number of activities will be demonstrated to illustrate how PBLL can be implemented in the language classrooms, particularly how cultural aspects can be integrated.
This document describes an educational approach called Language Learning in the Wild (LLIW) which supports language learners using their daily lives and interests for language learning outside the classroom. It discusses three projects using this approach: The Icelandic Village where learners interact in Icelandic at local businesses, The Rally Course where learners design their own outdoor language learning tasks, and Icelandic in the Workplace where learners are mentored at their jobs. Student feedback and mentor/director voices praise increased student confidence and language improvement from participating. The key aspects of LLIW are using learners' interests and biographies to guide situated, experiential language learning beyond the classroom.
The document discusses empowering the Deaf community in Jordan through sign language. It outlines how using Jordanian Sign Language can engage the Deaf community as a linguistic minority with their own culture. It then details efforts to empower the Deaf community in Jordan, such as developing English language and teacher training courses to improve education and employment opportunities. The goal is to promote inclusion of the Deaf community in society through access to information and role models.
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
This slide show looks at teaching language in order to teach subject content using CLIL methodology. It also includes preparation for a CLIL science lesson for primary school.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
This document discusses the development of a website to help IT students publish their work and innovations. It outlines the instructional design process used, including needs assessment, objectives, and selecting a course delivery format. A prototype was created using a storyboard in Google Blog. The website allows for academic and communication services, as well as training students on tools. Formative and summative evaluations were conducted. The goal is to continuously improve and expand the website to disseminate innovations more broadly.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
In 2013, Forum for Language Initiative (FLI), Islamabad entered into partnership with YCDO to preserve Yidgha Language. In 2015, USAID Funded a one year program which aims to publish its first ever word list, alphabets book and a folktales book. This project will be completed in 2016.
Pidgins and creoles as resources in the classroomNawan Rz
This document discusses pidgins and creoles and their potential use as classroom resources. It outlines the origins and development of pidgins and creoles, which emerge when multilingual groups need to communicate. Theoretical frameworks for analyzing pidgins and creoles are presented. The structure of an English creole spoken in South Carolina is described. Arguments are made that teachers should understand students' native languages and cultures in order to develop effective teaching methods, and that pidgins and creoles could be used as languages of instruction to aid early education.
This document discusses challenges to literacy and reading culture in Zambia. It analyzes how language policies have contributed to low literacy levels by introducing English too early in schools. It also cites lack of reading materials, teachers, and libraries as barriers. The author establishes that their experience running literacy programs shows introducing local languages earlier and establishing school/community libraries with books improves reading abilities. The proposed "Let's Read Zambia" campaign aims to overcome challenges by setting up libraries with reading materials in local languages to develop a strong reading culture.
MYP Language and literature guide .pdfBrianBaraka7
The document provides guidance for teaching and learning language and literature in the Middle Years Programme (MYP). It outlines the nature and aims of language and literature, including developing skills in listening, speaking, reading, writing, viewing and presenting. It describes how language and literature is taught across the IB continuum and the four objectives assessed in the MYP: analysing, organizing, producing text, and using language. Progression in learning is expected as students advance through MYP years 1, 3, and 5.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
The document discusses inclusion and access within crisis situations in Lebanese multilingual classrooms receiving Syrian refugee students. It finds that the student population has a diversity of profiles in terms of language abilities, cultural backgrounds, and prior education experiences. It recommends celebrating diversity, building empathy, and developing social and learning skills. A training course for teachers was designed using sociolinguistic and pluralistic approaches to help practitioners deal with diverse classrooms. Principles include focusing on students' home languages and communities' values to make classrooms more inclusive. Monitoring evaluated the impact on marginalization, language exposure, and perceptions of diversity.
Language education reflects largely unstated government policies, mainstream cultural values, and minority group aspirations. Their diverse aims result in monolingualism or various types of bilingual education, weak or strong forms in terms of bilingual outcomes among students. This presentation shows how 10 cases of school systems in Japan and the world can be analyzed into types of bilingual education.
The Language and Terminology Service at the UPC provides various services to support academic staff delivering lectures in English, including individual coaching, formal and informal language activities, and online resources. Coaching involves revising teaching materials and giving feedback, while activities focus on skills like academic terminology, presentations, and pronunciation. Virtual learning takes place through Moodle courses on topics such as academic vocabulary and lecture structure. Workshops address UPC-specific terminology, academic writing, and oral skills. Informal activities like speed talks, book clubs, and pub quizzes promote fluency in a relaxed environment. Resources for staff include guides to academic writing and terminology databases. Feedback indicates the services help lecturers save time and feel more confident lecturing in
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
This document discusses Content and Language Integrated Learning (CLIL) and summarizes Jim Cummins' theories of BICS and CALP. It begins by explaining that BICS refers to basic interpersonal communication skills needed for everyday social interactions, while CALP involves more advanced cognitive academic language needed for learning subjects in school. Next, it provides examples of language used for different subject areas like science, math, and history. Finally, it outlines the four stages of a sample CLIL science lesson on the life cycle of frogs, emphasizing vocabulary development, sequencing, and using activities to reinforce communicative skills.
Global Service Learning Project ProposalLaura Skakle
This global learning service project proposal discusses the Books as Bridges program. Team A addresses the rationale for choosing the project, key elements, and implementations and effects on the world by participating in the project.
The CLABIL Outreach Program is our audacious project to take CLABIL - the online audio library, directly to the people who will benefit from it.
We take the content, play it, gather feedback, aid adoption.
This is a crowdsourced project - our volunteers are our last mile - taking it to communities that already know them. And the entire project is managed by a PMO that works on remote collaboration using the Agile methodology.
In this presentation, I provided a brief review of Project-Based Learning in second language teaching and calls for a more thorough examination of project based language learning (PBLL) as a holistic approach to English language education. First, PBLL is discussed in terms of PBL underlying principles and elements and how these components are compatible with key findings of SLA and different approaches and methods in English language teaching. Second, PBLL will be examined in practice through curriculum development and syllabus design. Finally, a number of activities will be demonstrated to illustrate how PBLL can be implemented in the language classrooms, particularly how cultural aspects can be integrated.
This document describes an educational approach called Language Learning in the Wild (LLIW) which supports language learners using their daily lives and interests for language learning outside the classroom. It discusses three projects using this approach: The Icelandic Village where learners interact in Icelandic at local businesses, The Rally Course where learners design their own outdoor language learning tasks, and Icelandic in the Workplace where learners are mentored at their jobs. Student feedback and mentor/director voices praise increased student confidence and language improvement from participating. The key aspects of LLIW are using learners' interests and biographies to guide situated, experiential language learning beyond the classroom.
The document discusses empowering the Deaf community in Jordan through sign language. It outlines how using Jordanian Sign Language can engage the Deaf community as a linguistic minority with their own culture. It then details efforts to empower the Deaf community in Jordan, such as developing English language and teacher training courses to improve education and employment opportunities. The goal is to promote inclusion of the Deaf community in society through access to information and role models.
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
This document discusses strategies and considerations for teaching English language learners (ELLs). It emphasizes viewing ELLs as assets and combating deficit perspectives. Teachers should value students' home languages and cultures. Effective strategies include using small groups, hands-on materials, word walls, displaying student work, modeling language, and assessments to guide instruction. Digital tools like Epic, Newsela and Google Translate can help facilitate learning. Teachers' positive attitudes are crucial to student achievement. Home languages should not be seen as inferior to English.
This slide show looks at teaching language in order to teach subject content using CLIL methodology. It also includes preparation for a CLIL science lesson for primary school.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
This document discusses the development of a website to help IT students publish their work and innovations. It outlines the instructional design process used, including needs assessment, objectives, and selecting a course delivery format. A prototype was created using a storyboard in Google Blog. The website allows for academic and communication services, as well as training students on tools. Formative and summative evaluations were conducted. The goal is to continuously improve and expand the website to disseminate innovations more broadly.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This project aims to create an interactive classroom environment between teachers and students using instructional blogs. The project will establish a blog portal to provide resources for students and teachers, allowing them to find information quickly and interactively. The blog portal will contain course materials, student work, and enable discussion. The goals are to activate e-learning, facilitate contact outside the classroom, allow students to benefit from each other's work, and encourage flexible self-directed learning. The budget is 420 Omani Rials to cover website development, content production, and marketing. The target audience are high school students and teachers who will be able to access resources and collaborate online.
This document outlines a proposal for a website to promote reading called "My Reading is My Life." It notes that reading habits have changed with new technology, leading many people to be less engaged in deep, organized reading. The proposed website aims to address this by providing information on different types of reading, recommendations for what to read, and tips on improving reading speed and motivating others. It would allow readers to interact, share books, and discuss reading challenges. The goals are to establish an online community that enhances reading, changes perceptions of Arab readers, and provides support to help people read more effectively. If successful, it could improve knowledge across the target community.
This document proposes an Instructional Technology e-Library (ITeL) digital library project. The goal is to create an electronic library on CD using the Greenstone software to help students and researchers in the instructional technology field find relevant resources. The library will include pages for searching, browsing by title/file type, a home page describing collections, and help/preferences pages. Limitations include time constraints, difficulty using Greenstone, and finding sufficient resources. The project timeline outlines planning, design, development, implementation, and evaluation stages across 13 weeks.
This document provides details about a graduation project to design a website called "4 skills 4 U" to help Omani grade 11 students improve their English language skills. The website aims to enhance students' reading, writing, speaking, and listening abilities through lessons, exercises, forums for interaction, and other resources. It was created in response to teachers reporting that students struggle with the complexity of the new grade 11 English curriculum and need additional practice and assistance with developing their language skills. The project goes through various phases including analysis of the issue, design of the website, development, implementation at a school, and evaluation. The intended users of the site are both students and teachers.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document describes an ILT course catalog project that was created to address a lack of information about the ILT department and its courses. The project involved designing a database program containing course descriptions, objectives, assessments and other details. It also included a GPA calculator and forum. The program aims to increase student awareness and understanding of the ILT department and its courses through an accessible, interactive and cost-effective digital solution.
The document summarizes a student project to create online tests for the 9th grade IT curriculum. The project aims to facilitate the evaluation process and make it more flexible by providing online tests for each curriculum unit that students can take anywhere and anytime. The project will analyze instructional needs and goals, develop online tests and tutorials using appropriate instructional strategies and media, and distribute the materials online for students to access. The project is intended to help students evaluate themselves, increase technology skills, and expand their knowledge through additional online resources.
This tutorial teaches how to add animation effects to PowerPoint presentations to make them more engaging. It covers how to animate text, objects, charts, graphics and trigger animations based on other objects. The objectives are to understand the importance of animation, learn how to apply custom animations by setting timing, order and changing sequences. It provides steps to animate different elements and preview animations.
The document discusses the different phases of the moon: new moon, full moon, quarter moon, and crescent moon. A new moon occurs when the moon is between the Earth and sun so its dark side faces Earth. A full moon happens when the Earth is between the moon and sun so the entire lit side faces Earth. During a quarter moon, half of the moon's lit area is visible as it is above or below Earth. A crescent moon shows a small sliver of light as it is between the new and half moon phases.
This document defines drugs and discusses their types, effects, and uses. It defines a drug as any biological or synthetic substance taken primarily for non-dietary needs. The types of drugs discussed include tobacco, heroin, caffeine, cocaine, marijuana, and alcohol. The effects mentioned are that drugs can damage the brain, cause heart attacks, and make it harder to think clearly. However, the document also notes that some drugs have medical uses, such as heroin for pain control, cocaine as a topical anesthetic, and amphetamines for depression treatment.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
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Final Project Tofool
1. Sultan Qaboos University
College of Education
Learning & Instructional Technology
Graduation Project
LEARN
JIBBALIA
LANGUAGE
Page|1
2. Done by:
Tafool Tabook
53675
Abstract:
How many languages are in the world? How many of them
are in danger? And what is the importance of them in human
beings' life?
Jibbalia is one of these languages that are in danger of
extinction. There is a necessary need to save it because it
carries a great deal of literature and culture of Jibbalian
people. This project will introduce Jibbalia and teach it to
other people by using website and forum to provide jibbalia
lessons to others to learn this language to keep it from
extinction.
Page|2
3. Contents
Abstract ……………………………………………………………………………… 1
Chapter 1: 3
Introduction ………….……………………………………………………………3
Review of Related Literature……..………………………………………..3
The project goals…………………………………………………………….…….5
METHOD…………………………………………………….…………………………5
Population……………………………………………………………………………..6
Sample……….………………………………………………………………………….6
Procedure………………………………………………………………………………6
Tools………………………………………………………………………………………7
Chapter2 8
Page|3
4. Systemic Design and Development Training package according to
ADDIE Model:
Analysis Phase…………………………………………………………………………8
Design Phase…………………………………………………… ……………………16
Development Phase……………………………………………………………….19
Implementation Phase…………………………………….……………………..20
Evaluation Phase……………………………………………..……………………..20
References……………………………………………………………………………22
List of Appendices ….……………………………………………………………23
INTRODUCTION:
The purpose of this project is teaching Jibbalia language for people who
want to learn it, but they don't find the suitable resources or good e-
resources that provide lessons by multimedia (audio, picture, text) to
make learning this language easy.
In fact, this language in dinger to extinction and there is a necessary need
to save it by teaching Jibbalia to other people. Because this is not only a
spoken language but it carries a great literature and culture of Jibbalia
people.
Review of Related Literature
Page|4
5. The language is a social institution and a source of ethnic pride and
political controversy. This states that each language expresses a different
and distinguished culture. It represents its speakers' identity and culture
and one of their special and unique traits which make them different from
the others. When a language dies, a culture will die. So this a main
reason to apply this project to save Jibbalia Language from death.
Page|5
6. Jibbalia is the language of the Omani people who live in the
mountains of Dhofar region. According to Johnstone (3), Jibbalia is ''
[t]he language of the most habitable part of the mountains of Dhofar and
of many coastal towns, such as Sidah'' It has several names such as
Geblat, Shahrat, Jibali, Ehikli, and Qarawi. Each one of these names
indicates different meanings which are generally related to old social
prejudices. However, only two terms of them are still used which are
Jibbalia and Shahrat.
Jibbalia is unwritten language. It is old language of Arabian in south of
Arabic Island. Jibbalia people saved their language despite of the Islam
presence which unified the Arab language. In contrast, people who spoke
other languages in the north of Arabic Island changed their languages into
Islam language, Arabic language, which is spoken nowadays. (2). This
language is called Jibbalia because it spoken by people live in Mountain
(Jabal).
There are two opinions about Jibbalia, some say Jibbalia is a different
language from Arabic, while, others say it is an Arabic accent not a
language. Dr. Adal al mrik says:" the Jibbalia is an old Arabic accent but
it saved its old style and did not change into the current Arabic that we
speak now. That is because it lived in south and those people did not
interact with other to change their accent." (1)
From other point of view, this opinion is not seemed acceptable, because
Jibbalia is a language not an accent. This was supported by an old Arabic
linguistics Aban slaam al jamhai who said: "in the south there are
languages different from our language and there is Arabic different from
our Arabic that we talk"(1). According to this opinion, the old Arabic
linguistics proved that there is a different language in the south where
people did not speak Arabic. However, that does not mean that those
people were not Arabian. Because before Islam and Quran the Arab
Page|6
7. people in different areas did not speak the same language, but all of them
are Arabs. When Islam came, people learned Quran which is written in
standard Arabic that we know now, therefore, their languages were
unified and they spoke the same Arabic. That shows that Arabs before
Islam had languages and accents which were different from Arabic that
we know now. However, people in south mountains of Oman kept their
language and saved it to be known as "Jibbalia language" that we speak
now.
The project goals:
• Save the Jibbalia language from extinction and introduce it to new
generations by teach it to others and publish its literature.
• Introduce the Jibbalia culture to others through its language.
• Teach the Jibbalia language.
METHODOLOGY
This project will teach Jibbalia language by providing lessons of Jibbalia
Language supporting by multimedia (audio, picture, text) in website. This
website also provides Jibbalia proverbs, stories and poems. There is also
forum to allow the learner to interact with the lessons and with other
learners. This project developed by following dek & kery model and The
ADDIE Model.
Page|7
8. Population:
Sample:
This project applied with sample of 30 students, male and female from
different collages at SQU. Moreover, all members of the study are gave a
same treatment and there was a questionnaire to collect data of need
assessment, it appeared that all participant have little knowledge about
Jibbalia.
Procedures:
• The First step, reviewing the previous related studies about Jibbalia
language and there were lack of studies in this filed.
• The second step, advertising and sending emails to SQU students
to collect the sample of study.
• The third step, analyzing learners' needs by given them a
questionnaire to know their knowledge on using technology and
their knowledge and level in Jibbalia language. This project used
free online survey to distribute questionnaire to the learners and
analyze the data.
• The fourth step, designing the lessons of Jibbalia language
depending on the learners' needs. After that, learners' interacting
with Jibbalia website which includes the lessons, Jibbalia proverbs,
stories and poems, and with other learners in forum.
Page|8
9. • The fifth step, after the learners took the lessons and interacted in
the website and the forum through 5 weeks, they will have a test. It
is a summative evaluation that evaluates instructions outcomes and
they will also answer a questionnaire about the appropriateness of
the program to evaluate the project.
Tools:
In this project was used survey sheet for need assessment. This need
assessment has four sections, the first section about personality
information, the second section is about technical side, the third section is
about jibbalia language and the fourth is open question about learning
Jibbalia. The need assessment survey was used to collect information
about target audience and analyze this data. After the learners took the
lessons and interacted in the website and the forum through 5 weeks, they
will have a test as a summative evaluation to evaluate instruction
outcomes. The test is about the lessons that learners take and it include 3
sections.
There is also a tow sections questionnaire about the appropriateness of
the program which will be given to the learners to measure the
appropriateness of the program.
Page|9
10. Systemic Design and Development of the Training package according
to ADDIE Model and dek & kery model:
ADDIE: Analysis phase:
Needs analysis:
Actual statues: the students don't speak Jibbalia Language
and they only have little Knowledge about Jibbalia
Language.
More clarification of the actual status:
This status was figured out from a questionnaire about the
need of learning Jibbalia Language that given to the sample
of 30 students from SQU. After analyzing their needs and
their levels, the result was that they are beginners in this
Language and have little Knowledge about Jibbalia
Language.
Desired status: The learners have basic words of Jibbalia
Language and can do a sample conversion with others
Jibbalia speakers. They have knowledge about Jibbalia
Language and its literature and culture.
More clarification of the actual status:
P a g e | 10
11. Teaching people Jibbalia is necessary to save Jibbalia
Language from danger of extinction and to save its literature
and publish it to other people to identify the Jibbalia culture.
Gap (Need): the knowledge and skills to speak Jibbalia and
understand this language.
More clarification of the actual status:
There is need to provide lessons of Jibbalia Language
supporting by multimedia (audio, picture, text) in the
website and also provide Jibbalia proverbs, stories and
poems. Also, create a forum to allow the learner to interact
with the lessons and with other learners.
Reasons of the problem:
There are many possible reasons for this project. These
reasons were figured out from an observation.
These reasons are:
• This language is in danger and we must keep it and save it by teach
it to other people.
• This language is unwritten language and it is so difficult to teach it
abstractly.
• There is not any website to learn this language.
P a g e | 11
12. • There are a lot of people want to learn this language.
• There is great Jibbalia literature like proverbs, stories and beautiful
poems should be showed to others.
Suggested solutions:
In this project, there is some suggested solution to fill the
gap between the actual status and desired status which are:
• Have some sessions in the Introduction of Jibbalia
language to teach it face to face.
• Provide learner with self-study CD about Jibbalia
Language lessons.
• Create website about Jibbalia Language which
includes information about Jibbalia Language, lessons
to teach Jibbalia, Jibbalia proverbs, stories and poems.
• Create a forum for learner about Learn Jibbalia
Language to provide lessons and interaction with the
lesson by upload learner practice of the lessons, which
aims to cheek and exchange information and
experiences with other about Jibbalia in forum.
The solution that this project prefers to adopt is:
Create website about Jibbalia Language includes information
about Jibbalia Language, lessons to teach Jibbalia, Jibbalia
proverbs, stories and poems. In addition, create a forum for
P a g e | 12
13. learner about learning Jibbalia Language to provide
interaction with the lessons by upload learners' practice
which aims to cheek and exchange information and
experiences with other learners.
In this project, this solution is chosen because the website is
easy to be developed and implemented, also the lessons can
be edited and new lessons can be added always. Moreover,
the website can be published for everyone in everywhere. In
addition, using forum is a very effective way to provide the
learner with the interaction with the lessons and with other
learners.
o there are a lot of advantages of learning by internet
using web site and forum :
o Learning by internet does not require commuting. This
saves you money and time. You can schedule learning
around other aspects of your personal and professional life.
o Can learn in anytime and anywhere.
o Gain extra knowledge. You can transfer the computer and
Internet skills that you'll gain in the process of your learning
experience to other facets of your life.
o Self-paced learning. For slow and quick learners. This
reduces stress and increases satisfaction.
o Accessibility. You don’t have to worry about gaining access
to a classroom or sitting on uncomfortable desks.
P a g e | 13
14. o …etc
Analyzing learners and context:
o Learner analysis
The target audience :
o 30 Student from SQU from different collages.
They don't speak Jibbalia Language and they
only have little Knowledge about Jibbalia
Language.
Data sources:
Questioners (Note: the questioner is in the List of Appendices ,or by
using this link ( http://FreeOnlineSurveys.com/rendersurvey.asp?
sid=0ne0rcx0c45wfv3688959 ) , it is an Arabic language) and there are
data analysis in the List of Appendices
Entry behaviors:
All the learners have basic skills of using computer and
internet.
Most learners have an experience with using forum before.
All learners are beginners in Jibbalia Language.
Prior knowledge of topic area:
Little learners don't hear about Jibbalia language before.
Most of learners have a little knowledge about Jibbalia language.
Attitudes towards Jibbalia language:
P a g e | 14
15. Learners want to know about Jibbalia language.
Learners want to learn and speak Jibbalia language.
Learners want to identify Jibbalia culture and its literature.
Academic motivation :
Most learners have a positive motivation towards learning Jibbalia
language.
Some learners tend to know about the new Language.
Educational and ability levels:
o Educational level:
The target learners are student in at SQU.
o Ability level :
They have the ability to learn new language like Jibbalia Language.
They are Heterogeneity, that seem most of them have low skills to learn
new language and some are moderate to learn language.
General learning preferences:
All learner prefer to learn by using internet
Most learner find learning Jibbalia by abstract way is so
difficult.
They prefer to use tutorial supported by multimedia (audio,
picture, text).
Attitudes towards training organization:
Most of the samples of the project are trust on the ability of this
project to be effective and useful to learn Jibbalia Language.
P a g e | 15
16. Group characteristics:
• Heterogeneity :
The target learners are high heterogeneity because they came from
different regions in Oman with deferent specialists and deferent
accent.
• gender :
Female and male
• Age: above 18 years.
• Overall impressions :
By questionnaires it is observed that the learners have high motivation to
learn Jibbalia Language by using internet.
Analysis of performance context:
Managerial or supervisor support:
• The Omani languages and accents are part of Omani culture, we
should save it. So this project is important step to do that.
• Learning language by using internet is effective and save money
and time, because the learners can access this website freely and
learn by self-pace and they don't need to come to class to learn.
Physical aspects of the site:
• Nowadays, people feel the need to save their languages and
accents, and learn other languages to identify others culture.
Social aspects of the site:
P a g e | 16
17. • The program is depending on individual learning by website. Besides,
the forum provides lessons, Jibbalia proverbs, stories and poems
which are explained in Arabic to help the individual learning.
• The students can use it alone and they can learn any time and where.
Analysis of learning context:
Number/nature of sites:
Number: the program will be applied with a sample of 30 students from
different collages of SQU
Equipment: This learning will require some important things which are
computer/laptop, internet, software to play audio, software to play flash,
and power point program.
Resources: This project need:
• Some assistance from collage of Art from Arabic department, some
linguistics helped to correct the lessons.
• Some assistance from technicians in college of education in order
to help in designing the lessons, the website and the forum.
Constraints:
The constraints that may face this solution are:
• Difficulties to teach unwritten language.
This is the main constraint in this project because it is so difficult to
teach language unwritten dependent on listening and articulation.
Besides, there are also new letters in this language which do not exist
in Arabic.
P a g e | 17
18. • The learners may be busy and don not have enough time to learn
and practice Jibbalia Language.
Site Compatibility with instructional needs:
Instructional strategy: the strategy that this project will adopt is computer
based instruction and using internet in learning which has step by step
procedure (individualize learning).Thus, the learners can learn on their
own pace and it is so flexible because they are not stick to any specific
time, or place.
Delivery approach: This program will deliver on website and forum. In
fact, choosing this kind of delivery mediums is compatible with most
learner characteristic such as self-paced learning of students. In addition,
it can modify and add new lessons whenever it is needed.
Site compatibility with learner needs:
Location (internet): there is a website and a forum for learners to get
lessons and interact with others and exchange information and
experience. The website and forum also support the learner with help and
answer any question.
Conveniences: as mentioned before, there is a website and a forum for
learners to get lessons, interactions with others, exchange information and
experience. The forum also support learner with help and answer any
question.
Space: Each of the learners can use the website and the forum anytime
and anywhere.
P a g e | 18
19. Equipment: This learning will require some important things which are
computer/laptop, internet, software to play audio, software to play flash,
power point program.
ADDIE: Design phase:
This project includes a website designed by MS front page and published
in a free space in internet in 110.mb.com free website. The project
website (http://Jabali.110mb.com) includes four main parts; first one is
what Jibbalia is. It is about Jibbalia language and it provides information
about it. The second part is Jibbalia lessons that are provided by
multimedia like (audio, text, and picture) and they designed by using
software like micro media flash MX, MS power point and AV editor
program to edit the sounds used. This part includes 11 lessons. The third
part in the website is including Jibbalia poems. The fourth part includes
Jibbalia proverbs and the explanation of those proverbs. This project also
provides same lessons, poems and proverbs in the forum to allow learners
to interact with them and interact with other learners.
1- instructional goals:
1. Save the Jibbalia language from extinction and introduce it to new
generations by teach it to others and publish its literature.
2. Introduce the Jibbalia culture to others through its language.
3. Teach the Jibbalia language.
:Instructional objectives•
P a g e | 19
20. :Learner will be able to
.Define what is Jibbalia languageo
.Identify Jibbalia literatureo
.Identify Jibbalia cultureo
.State Jibbalia numbero
.State Jibbalia alphabeto
.Do sample Jibbalia conversion with otherso
.Identify some names using at Jibbalia languageo
.Identify some pronouns using at Jibbalia languageo
.Create sentences by Jibbalia languageo
.Use negative sentenceso
Identify some type of food and names of some typeo
.of fruit and vegetable in Jibbalia language
.Use verbs in the past and presento
.Identify session in Jibbalia language o
Identify some adjectives used in Jibbalia languageo
.Understand other Jibbalia conversionso
2- Determine the major lessons or topics of instruction, the major
outcome for the lessons, and how much time will be spend on each
lesson.
The lessons are designed to be self study by providing the lessons on
website and forum. Each of these lessons will consist two sections which
are:
Section1: consists of the lesson's objectives.
Section2: the lesson content supported by multimedia (audio, picture,
text) to simplify the learning of this language.
P a g e | 20
21. This project includes 11 lessons, the first lesson is about Jibbalia
alphabets, the second lesson is about Jibbalia numbers, the third lesson is
about how to make a simple conversion in Jibbalia language, the fourth
lesson is about some names in Jibbalia, the fifth lesson is about
adjectives, the sixth lesson is about pronouns used in Jibbalia, the seventh
lesson is about using negative sentences in Jibbalia, the eighth lesson is
about family members, the ninth about food, the tenth lesson is about
time and sessions and the eleventh lesson is about some verbs in Jibbalia.
The lessons are designed to be self-study materials which will be taken
within 5 weeks.
ADDIE: Development Phase
The Storyboard of the lessons Content:
Home/Main page
عنوان الدرس
الدخول إلى الدرس أهداف الدرس
خروج
P a g e | 21
22. The lessons contents:
الصورة
الترجمة العربية
+
الملحظات الكلمة بالجبالية
الصفحة السابق التالي الصوت
الرئيسية
ADDIE: Implementation Phase :
The production was implied on 30 students from SQU. The learners learn
and interact with lessons in website and practice the lessons in forum in
five weeks.
ADDIE: Evaluation Phase :
P a g e | 22
23. In the sixth week, the learners are given a test to evaluate the instruction
outcomes. (Note: the test is in the List of Appendices, it is an Arabic
language)
The test is about the lessons that learners take, it include 3 sections. The
first section is about Jibbalia language it include 5 items. The second
section is about Jibbalia vocabulary include 15 items. The third section is
about Jibbalia numbers include 20 items.
After the learners took the test, the test results analyzed. The results
are learners gain knowledge about Jibbalia Language. The learners
also gain basic words of Jibbalia Language that make them able to
have a simple conversion with others in Jibbalia language.
The learners also have given a questionnaire to evaluate appropriateness
of the program. It includes two sections. The first section has 14 items
and the second section has open ended question.
(Note: the questionnaire is in the List of Appendices or from this URL
http://FreeOnlineSurveys.com/rendersurvey.asp?
sid=vmwhl3s5whxzvbb688964 ) and there are data analysis in the List
of Appendices
After the questionnaire of appropriateness of the program being
answered, this questionnaire is analyzed. The date analyses are in the List
of Appendices. The 36.8% of learners can navigate easily through the
website and the lessons. 47.4% of learners are strongly Agree with the
item 3 "they like the design of the website and lesson". 42.1% of learners
are strongly Agree with the item 4 "the lessons were clear". 50.0% of
learners are strongly Agree with the item 5 "the program is suitable for
their need". 55.6 of the learners prefer the internet as a delivery method.
42.9% of learners didn't find faults been found in using the program.
42.1% of learners are finding the program very useful. To summarize, the
learners like this program and find it easy to use. They find it easy to
navigate through the website, forum parts and lessons. They also like its
design and color and found it suitable for their needs.
P a g e | 23
24. :References
العربية القديمة ولهجاتها: دراسة مقارنة بين الفاظ المعجم السبئي والفاظ .1
لهجات عربية قديمة ) الجبالية والمهرية(، عادل محاد مسعود مريخ،
ابوظبي : المجمع الثقافي، ٠٠٠٢
42 | P a g e
25. ظفار، احمد محش الشحري, سلطنة عمان, ٩٩٩١ .2
.3. Johnstone, T. M. 1981. Jibbali Lexicon. Oxford University Press
List of Appendices
)1(
استبيان حول تعلم اللغة الجبالية
أول : البيانات الشخصية والوظيفية :
)اختياري( السم :
المنطقة: الجنسية:
52 | P a g e
26. السنة الدراسية: الجنس:
ل إلى حد ما نعم ثانيا : مهارات استخدام الحاسب اللي:
1.أجيد استخدام الحاسب اللي
2.أستخدم النترنت في التواصل مع الخرين
3.لي مشاركات سابقة في المنتديات اللكترونية
4.خدمة النترنت متوفرة لدي
ل إلى حد ما نعم ثالثا: اللغة الجبالية
1.لدي الرغبة في تعلم اللغة الجبالية عبر المصادر المناسبة
2.واجهت صعوبة في دراسة هذه اللغة عبر الطرق النظرية
3.ارى ان وجود موقع الكتروني لتعليم اللغة الجبالية مفيد
ضعيف متوسط جيد
1.لدي خلفية عن اللغة الجبالية
2.مستواي في اللغة الجبالية
ما هي مقترحاتك حول تعليم اللغة الجبالية )باستخدام النترنت(؟
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اختبار في اللغة الجبالية
السؤال الول :اختر الجابة الصحيحة من بين البدائل:
١.الجبالية هي لغة تنتشر في :
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27. ٢. جنوب شبة الجزيرة العربية ١. شرق شبة الجزيرة العربية
٤. شمال شبة الجزيرة العربية ٣. غرب شبة الجزيرة العربية
٢.تسمى الجبالية بهذا السم نسبة الى :
٢. مكان سكن متحدثيها ١. مفرداتها
٤. طبيعة متحدثيها ٣. اصلها
٣. تتكون الجبالية من :
٢. ٧٢ حرف ١. ٦٢ حرف
٤. ٩٢ حرف ٣. ٨٢ حرف
٤. يستخدم حرف الباء في الجبالية كــ:
٢. ظرف زمان ١.اداة نداء
٤. ظرف مكان ٣. حرف عطف
٥. الجبالية هي لغة :
٢. منطوقة وغير مكتوبة ١. منطوقة ومكتوبة
السؤال الثاني: قم بتوصيل المفرادات في العمود الول بمعانيها في العمود الثاني:
العمود الثاني العمود الول
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29. Questionnaire to evaluate the program
Please Check ONE:
The Feature agree Neutral disagree
1. I can use all general features of the program.
2. I can navigate easily in the program
3. I like the design of the website and lesson
4. The lessons were clear
5. The program is suitable for my need
6. I feel the lesson content is suitable for my
ability
7. I prefer this delivery method by the internet
8. The speed of operation of the program is fast
9. There are not faults been found in using the
program
10.The website and lessons content is accurate
11.The website content and the lessons are clear
in font and color
12.Graphics/multimedia have good design
13.there are links back to the ‘Home’ page from
each sub-page
14. The information is present clearly
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30. 15.I find the program is very useful
Are there additional features or facilities that would improve or make the
application better suited to your learning? Please explain
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