designing a multilanguage blended learning system for thai agricultural science students

Designing a Multilanguage Blended Learning System for

Thai Agricultural Science Students

Pornchai Taechatanasat Edith Cowan University

School of Science

Perth, Western Australia

Email: [email protected]

[email protected]

Leisa Armstrong Edith Cowan University

School of Science

Perth, Western Australia

Email: [email protected]

Prachyanun Nilsook Department of Technological Education,

King Mongkut's University of Technology North

Bangkok, Thailand

E-mail: [email protected]

8 December 2016

Presentation Outline

1. Introduction

2. Research aims

3. Bilingual and multilingual websites

4. The architecture of multilanguage blended learning

system (MBLS)

5. Utilizing the MBLS

6. Designing units’ content

7. Examples of users interface

8. Conclusion

1. Introduction

A number of challenges have been identified for the

delivery of courses to Thai agricultural science students.

These problems include

1. The language barrier of Thai agriculture students

2. Challenges to the uptake of new technologies in agriculture

3. The disadvantages of the traditional classroom learning

.

1. Research aims

Design a new learning system which was based on two

concepts

• multilanguage

• blended learning

For Thai agricultural science students


Coward [9] has defined a multilingual website

as “a website where the content is written in more

than one language”.

Google Inc. [10] have defined a

multilingual site as “any websites that offer content

in more than one language”.


Key terms Definition

Bilingual blended

learning

environment

(BBLE)

Learning environment provides two languages

content in the blended learning environment [8].

Bilingual blended

learning system

(BBLS)

A blended learning system is a system designed to

support the concept of BBLE.

Multilanguage

blended learning

environment

(MBLE)

A blended learning environment that provides

blended learning content and environment in

multiple languages. The environment may have the

same content in different languages; and additionally

may be customized for the alternative languages [8,

9, 15].

Multilanguage

blended learning

system (MBLS)

A blended learning system is a system designed to

support the concept of MBLE.

Table I Definition of key terms

4. The architecture of multilanguage

blended learning system (MBLS)

List of software

process [16]

Details of proces

1. Software

specification

Listing characteristics of MBLS

1. The system should motivate and engage students in

learning content from English

2. The system should provide English dictionary

3. The system should provide English to Thai (Non-

English dictionary) to facilitate learning content from

English.

4. The system should provide content translated into

learners’ preferred language

5. The system should also be easy to use so that it will

encourage both teachers and learners to accept in

using system

6. The system should be designed based on the essential

attributes of a good software system.

2. Software

design and

implementation

The MBLS was developed by selected from off-the-shelf

software based on activity on and essential attributes of

good software (Sommerville, 2011).

3. Software

validation

Ensure that software meets the customer requirements

4. Software

evolution

The activity to ensure that software meets changing

customer needs

Table II Software process in designing MBLS software



• Freeware software which included

– Moodle 2.7,

– Google Chrome web browser,

– Google Dictionary Chrome 4.0.2

– Imtranslator

has been used for designing MBLS.



Fig. 1. Activities in Moodle LMS



Fig. 2. Resources in Moodle LMS



Fig. 3 Architecture of MBLS

LMSTranslation

Tools

Content in English

Language

Content in Other

Languages

Lectures

Students



Fig. 4. Accessing course content in MBLS

Users access courses

content

via

Google Chrome Users and lecturers access data via

Chrome browser that installed

Google Dictionary chrome extension

and ImTranslator

Lecturers create and manage

courses content



Fig. 5. Searching Google Dictionary add-on



Fig. 6. Google Dictionary add-on



Fig. 7. Searching Imtranslator add-on



Fig. 8. Imtranslator add-on



Fig. 9. Imtranslator services


Fig.10. Example of English FAO website


Fig. 11. Example of translated FAO website to the Thai language

6. Designing units’ content

Discuss with lecturers

Design course content of each week

Develop content of next weeks

until completed all units

Start

Stop

Translate course content of each week

review course content

Create course content of each week

Fig. 12 The process of designing units’ content


Fig. 13 Home page of multilanguage blended agricultural science course in English


Fig. 14 Home page of multilanguage blended agricultural science course translated into

Thai language


Fig. 15 Multilanguage blended agricultural science course

8. Conclusion

This study has provided a description of the utilization of

the translation tools and the MBLS and examples of the

user interface.

Further research

•This MBLS is the first step in the development of a

framework for traditional classroom training for agriculture

through the multilanguage blended course.

•The efficacy of this bilingual learning blended course for

agricultural science students needs further investigation.

References

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References

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http://multilanguagelearning.com/





http://www.e-child.euproject.org/index.cfm?Lang=1














http://www.adam-europe.eu/prj/8260/project_8260_en.pdf















http://www.booking.com/





References

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https://support.google.com/webmasters/answer/182192?hl=en

[16] I. Sommerville, Software engineering, 9th ed. Boston: Pearson, 2011.

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[18] Google Inc. (2015, 5th February 2015). Google Chrome. Available:

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[21] M. Tayebinik and M. Puteh, "Blended learning or E-learning?," International Magazine

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[22] P. Nilsook and P. Wannapiroon, "International Distance Consulting via Web

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60-64, 2014.








Questions

Taechatanasat, P., Armstrong, L & Nilsook, P. (2016)

Designing a Multilanguage Blended Learning System

for Thai agricultural Science Students.The 5th IEEE

International Conference on Teaching, Assessment,

and Learning for Engineering. December 7-9,

2016;Dusit Thani Bangkok Hotel, Bangkok, Thailand.

Acknowledgements

www.prachyanun.com Edith Cowan University

Research Centre for Vocational Education Technology,

Science and Technology Research Institute

King Mongkut's University of Technology

North Bangkok (KMUTNB)

Dr. Leisa Armstrong

eAgriculture Research Group ,

School of Computer and Security Science ,

Edith Cowan University (ECU) , WA, Australia