东南大学mooc期末学术英语

Opening Speech:Welcome and Introduction to the Conference ProcessIf I could have anybody’s attention? Good morning, ladies and gentlemen. I am He Chongyang, the professor of Southeast University, a senior fellow at Scientific Research & Technological Applications Association and I’m here to share with you something about my latest research. The title of my talk is ‘Recommendation Mechanism Based on Students’ Working Memory Capacity in Learning Systems.’ I will start with an introduction to the research, then explain the related works previous research provided, next present the recommendation mechanism and finally I will draw a few conclusions and describe our future work, and I also want to acknowledge a few people. I hope today’s topic is of particular interest to those of you who are exploring the efficient ways to educate students. If you have any questions, I'll be happy to answer them as we go along. Let us start with the introduction.Body:Section one: Introduction to WMCLet’s look at what is WMC. A cognitive system with a limited capacity that is responsible for temporarily holding information available for processing is called WMC. There are two aspects to deal with cognitive activities. They are capacity and duration which both exert great influence on students' learning ability. The relationship between working memory capacity (WMC) and students’ ability to learn showed that students with learning difficulties typically have low WMC, hindering them from remembering crucial information and leading to failure in structured learning activities. So what we can conclude is that knowing the levels of students’ WMC can help in many ways to enhance learning and teaching in learning systems. Therefore, we aim to provide teachers with recommendations on how to better support individual students based on their WMC.Section two: Overview of Previous ResearchWell, I’ve told you about importance of knowing the levels of students’ WMC. Let’s have a look at previous research. Cognitive load theory (CLT) has emerged as the basis of instructional design guidelines intended to assist in the presentation of information. CLT is an instructional theory that specifically addresses the limitations of WM under its three categories: intrinsic, extraneous, and germane cognitive loads. I will briefly introduce these three aspects. Intrinsic load is associated with the nature of presenting the material itself. Extraneous load is related to the activities performed on the presented materials related to the delivery mode (visual or verbal), modality (text or narration), and spatial arrangements on the page or screen. The last one is germane load which is associated with processes that assist in learning.Section three: Recommendation Mechanism Based on WMCOK, now I’m going to talk about recommendation mechanism. It consists of two main parts. They are concept of recommendation mechanism and recommendations based on WMC.I will introduce the second part in detail.The recommendation mechanism considers two types of WMC results of a student: the WMC identified in one session (called session WMC) and the total WMC from all sessions.If the session WMC and the total WMC match, it means that the student’s learning behavior is in line with his/her WMC. In such case, the recommendation mechanism does not take any action and does not present any information to the teacher. On the other hand, if the results do not match, it means that the student has probably faced some problems or distractions in that session.Here are two criteria for measuring. If a student has high total WMC but her/his session WMC is low, the recommended information for high WMC is displayed. If a student has low total WMC but her/his session WMC is high, the recommended information for low WMC is presented.Now let’s talk about the second part. Firstly, recommendations based on WMC consist of general and recommended information. General information presented to the teachers consists of student, course, and session information. Secondly, the mechanism presents overviews of student and course information to teachers, showing them a list of students who have a mismatch in their session WMC and total WMC, as well as the number of mismatches that each student and each session/course has. The following two parts are described separately and I made a few points for each part.(1)Recommendations for high WMC:the recommendations for high WMC individuals focus onhow to guide them effectively to use their WM. Here are four recommendations:(a)Increasing learning space(b)Promoting deep processes(c)Attending learning activity(d)Using metacognitive skills(2)Recommendations for low WMC:the recommendations for low WMC students focus on howto reduce the cognitive load. Here are six recommendations:(a)Decreasing learning space(b)Rehearsing learned information(c)Training metacognitive skills(d)Preventing overload(e)Using multimedia resources(f)Attracting attentionThat’s all I have to say about the recommendation mechanism.Closing speech: Conclusion and ThanksNow we’ll move on to the end of this conference. Before I leave the stage, let me leave you with this. I’ve told you about the importance and benefits of providing recommendations based on students’ WMC, how you can measure students’ WMC and distinguish them between high and low levels, and finally how you can use this information to provide appropriate materials and personalized suggestions for students based on their WMC levels. I believe that when you adopt these theories and methods, you will get better teaching results. Our future work will focus on extending the proposed mechanism to additionally consider other cognitive abilities, such as inductive reasoning skill, associative skill, and information processing speed.Thank you, ladies and gentlemen. I hope you have learned how to use the recommendation mechanism in teaching. I’d be happy now to answer any questions that you may have. If there are no further questions, I would like to thank all of you for being here, I enjoyed my time with you here, good luck. Thanks again.。