2015年9月15日 星期二

目前搜刮到也看過的文獻

目標還是先用這些東西湊出可以作成準時畢業的碩論。這篇還沒寫完,先把想到的丟上來,還要提供連結空間放檔案

Mendeley真的對我整理幫助很大,f.lux也讓我可以用電腦閱讀比較久的時間。

回到一個基本問題,你對於學習障礙或閱讀障礙的人還想要作些什麼呢?他們佔了總人口至少10%,可能在低階人力需求上到處都是他們。有多少人真心想要改變他們的生活?又或者能怎麼改變他們的生活?很多人一旦離開小學階段就沒有學習上的輔導了,除了白天晚上都在加油站打工以外,最後慢慢只能流落到成年後繼續在加油站工作。你想要為他們作些什麼呢?如果年紀超過15歲、20歲,你還能為他作些什麼呢?這些從來沒有人提到過,我猜這是偏向社會福利的方面。我說的不是智能障礙的人,而是學習和閱讀上的障礙。

我現在就先侷限自己在高中生畢業之前。我不想像那些學校人員一樣只想把他們趕出學校,也不想像他們父母一樣。

在我想為他或為了自己作任何事情之前,我有沒有問過他想要什麼樣的改變?什麼樣的生活?他是活生生有思想有感覺的人,不是我研究論文上的一個小數點或統計數字或一隻小白鼠。多少人來來去去這樣剝削他,利用他作研究或是加油站虐待他,即使中毒或超時超量工作都受傷了,他還是只能在這樣的地方找到自己的存在感和意義?

特教方面(給我比較多驚喜,其實障礙的斷定時間點、定義方式和及早介入的方式都是重點)

語言學方面

 http://www.linguistic-typology.org/resources.html

 

神經學方面

 

心理學方面

 

自造者方面

  • ontology base 暫時不動工。很久的時間都不會去作。因為學生的反應不好。
  • dial, glitch making ,機構的部份我還沒時間去細部設計,要等有人回信以後再來看和請劉老師協助繪圖和切割。

英語教學方面

  • scaffolding 之類的東西根本是廢話,有在教學的人難道會不知道這種事情嗎?
  • 反倒是narrative research可以用作敘事教學的管道,讓他們自述。
  • 動機增強,我考慮用宅物了。但我實在…這是Sam正在看的小說 http://acg.gamer.com.tw/acgDetail.php?s=74189 
  • 音標我都完整教過了,建議往兩個部份加強(每週複習抽考看音標念字,以及確保他們會真的用手機去複習教材和音檔)

輔導方面

  • IDA那邊還有conference的資料和paper,但他的kpi沒什麼用。我是建議要設定一個明確的能力指標,讓家長和學生知道自己的每個階段達到了多少。
  • 要給予每週清楚的作業。

其他難以歸類的方面

  • 家長溝通,我覺得這點更重要。但所有的研究幾乎沒有提到家長的角色和地位。
  • 學校考題的改變(或是我們不得以的應對方式)。學校考題以台灣的情形是不會改變的,所以我們目標就設定為讓學生盡量能看懂題目並得到比較高的分數吧。以目前的形式來說,取分關鍵是semantic meaning。第一大題幾乎沒什麼文法難題,Sam只要認得字就可以了。上次用google翻譯來協助答題,結論正是如此。

 

MOOCS - moodle 方面

  • 我現在的moodle還沒架好,基本上我大部分的方向是朝向把東西作到moodle上,讓這些人都能去連結使用。因為閱讀障礙很有可能是沒有適當的閱讀材料去吸引他們才造成的。
  • moon reader - 可以用這個顯示閱讀的速度。但我不覺得這個是適合初階者的app。

 

統計學方面

  • ANOVA
  • 高中排組積 我現在還沒有拿出來看,但書架已經差不多整理好了。

 

電腦語言學方面

http://www.thefreelibrary.com/Challenging+issues+of+automatic+summarization%3A+relevance+detection...-a0233291027

http://wals.info/

自動summary工具

pattern seeker

text mining

 

好了,我好累。先這樣

開學第一週:感冒

升上碩三了,但我還沒去學校

還沒上課就感冒,每天鼻塞,黃鼻涕,頭痛無力

雖然學分已經修完了,可是指導教授還沒有個底,有找過兩個,但…

盡人事聽天命吧。

A third revision on the letter

I am Howard Wu from Tucheng, Taipei.

I am a graduate student in NCCU, and I am looking for advisor whose research fields related to dyslexia and neuroscience.

I made a device to help dyslexia student to learn syntax and putting POS boundary on words.

It looks like a dial.

http://fall-cicada.blogspot.tw/2015/09/making-dial-like-english-semantic.html

If the dial is big enough (with enough layer), I can almost make any legitimate English sentences, questions and tenses by it. A good step-by –step demonstration for those dyslexics on how sentences are being constructed. They won’t need too much knowledge on morphology and ordinary syntax teaching. But they could understand the sentences from the SVO sequences and the tense aspect (the center rings made for V-ed and other frequently-used irregulars verbs), modifier that are shown on the dial plate. A sentence, or a concept is turned into a workable dial mechanism!

download_20150915_155644  P_20150914_153355 P_20150914_211039 P_20150914_211100

This device is an inspiration from my synesthesia, which I believe a possible route to help people who suffer from dyslexia. I have synesthesia for POS (part of speech) and syntax. They are mixing with geometrical shapes and tactile feelings of different materials. It’s a brilliant sense for reading and parsing sentences, which I consider a solution for English dyslexics.

My research could possibly provide evidence for synesthesia and dyslexia. But I need more scientific review on the subjects I am working on. I could explain how synesthesia work in my brain but I need machines to prove the activity within me.

Through the years of teaching, I have taught several students suffer from dyslexia of all kinds. Yet I didn’t have the resources to help them at that time. Now I am tutoring a 17 years old boy who is a dyslexic. He might possibly be the first to be benefited from my invention. I wish any scholar who are interested in such a topic would join me and use a more scientific method to help me evaluate the result.

http://fall-cicada.blogspot.tw/2015/09/tutoring-journal-3-6.html

My hypothesis on this device is simple: giving them some other stimulus when parsing and constructing sentences. POS can be assigned to different shapes, sounds, even vibration if the device was made on smartphones. The basic concept is to provide a bypass for them while learning to construct the words through other neuro-stimulus. This prototype is merely made of cardboard. If I could made it in the lab of NTVS (NewTaipei city vocational high school) in Tucheng, I will make it a wooden and metal one. They have great laser cutters and equipments with industrial level precision, good enough to make it a commercialized product. I hope this will create similar synesthesia effect as what works in my mind. But still, I need a more experienced researcher who can examine and advise my research scientifically.

But I could not find a professor who is willing to take me as advisee.

So far I have searched throughout the web, but there’s limited research being done in such a co-relation and innovated device. I wish the researchers of dyslexia and neuroscience, could help instructing me on my thesis, making this a real breakthrough for the academics.

Sincerely,

Howard

從 Windows 10 的郵件傳送

A revised letter for scholars who study dyslexia

I am Howard Wu from Tucheng, Taipei. I am a graduate student in NCCU, and I am working on thesis of dyslexia without an advisor. This letter is asking for any possible advisor to instruct me and conduct some breakthrough via my innovation and your profound insight.

I made a device to help dyslexia student to learn syntax and putting POS boundary on words.

It looks like a dial.

http://fall-cicada.blogspot.tw/2015/09/making-dial-like-english-semantic.html

This device is an inspiration from my synesthesia, which I believe a possible route to help people who suffer from dyslexia. I have synesthesia for POS (part of speech) and syntax. They are mixing with geometrical shapes and tactile feelings of different materials. It’s a brilliant sense for reading and parsing sentences, which I consider a solution for English dyslexics.

Through the years of teaching, I have taught several students suffer from dyslexia of all kinds. Yet I didn’t have the resources to help them at that time. Now I am tutoring a 17 years old boy who is a dyslexic. He might possibly be the first to be benefited from my invention. I wish any scholar who are interested in such a topic would join me and use a more scientific method to evaluate the result.

http://fall-cicada.blogspot.tw/2015/09/tutoring-journal-3-6.html

My hypothesis on this device is simple: giving them some other stimulus when parsing and constructing sentences. POS can be assigned to different shapes, sounds, even vibration if the device was made on smartphones. This prototype is merely made of cardboard. If I could made it in the lab of NTVS (NewTaipei city vocational high school) in Tucheng, I will make it a wooden and metal one. They have great laser cutters and equipments with industrial level precision, good enough to make it a commercialized product. I hope this will create similar synesthesia effect as what works in my mind. But still, I need a more experienced researcher who can examine and advise my research scientifically.

I have searched throughout the web but there’s limited research being done in such a co-relation and innovated device. I wish you, every of you, the researchers of dyslexia and neuroscience, could help instructing me on my thesis, making this a real breakthrough for the academics.

Thank you. I have no other alternatives to reach any possible scholars on such topics in Taiwan, and that’s why I am looking for anyone who can work with.

Sincerely,

Howard

從 Windows 10 的郵件傳送

接下來的時間

我一週至少會上傳一部講解歷屆考古題的影片給Sam

這樣他就沒有理由不做題目和練習了吧?

:(

A plea: Looking for partners and instructors for dyslexia research

I am Howard Wu from Taipei
I am a graduate student in NCCU, and I am working on thesis of dyslexia
I made a device to help dyslexia student to learn syntax and putting POS on words.
http://fall-cicada.blogspot.tw/2015/09/making-dial-like-english-semantic.html

This device is an inspiration from my synesthesia, which I believe a possible route to help people who suffer from dyslexia. I have synesthesia for POS and syntax, and geometrical shape and their textile. It’s a brilliant sense for reading and parsing sentences, which I consider a solution for English dyslexics.

Tough the years of teaching, I have taught several students suffer from dyslexia of all kinds. Yet I didn’t have the resources the help them at that time. Now I am tutoring a 17 years old boy who suffers from dyslexia, whom I consider might possibly be the first to be benefited from my invention. I wish any scholar who are interested in such a topic would join me and use a more scientific method to evaluate the result.
http://fall-cicada.blogspot.tw/2015/09/tutoring-journal-3-6.html

I have searched throughout the web yet find there’s limited research being done in such a co-relation and innovated device. I wish you, every of you, the researchers of dyslexia and neuroscience, could help instructing me on my thesis, making this a real breakthrough for the academics.

Thank you. I have no other alternatives to reach any possible scholars on such topics in Taiwan, and that’s why I am desperate and lonely, looking for anyone who can work with. Or anyone who can at least understand the phenomenon in a little more sense than usual scholars.

Sincerely,
A lonely graduate student, Howard

從 Windows 10 的郵件傳送

自己作幾何語法的轉盤教具 Making a dial-like, English semantic-syntax teaching device for your dyslexia students

其實自己製作教具這個想法我已經醞釀很久了,從我開始在新北高工的3D列印巡迴工作開始,就一直想著能利用他們的設備製作一些教具。當時想的東西比較接近一條有空格的立體長尺,可以把積木塞進去,作為英文句型的代表。可是你也知道…工時長,錢又晚來兩個月才來,每天被壓榨得沒辦法真正思考設計改良…

於是在離職後不到兩個星期,今天我突然靈光一閃,想到了一個更好的設計:轉盤式的!

這張圖裡面顯示的其實是最陽春基本的英文句型 SVO,精確點說是 S V det O,也可以轉到動詞變成紅色的 就變問句: V S O

P_20150914_140859 P_20150914_145349 P_20150914_145527 P_20150914_153355 P_20150914_211020 P_20150914_211039 P_20150914_211100

基本上這種設計只要夠多圈,可以把所有英文句型都囊括進來。原本長條的空格就變成轉盤,連積木也不用了!

當初會想要用積木是因為我的聯覺,讓我特別注意材質的觸感。後來我在教學過程中發現,大多人無法理解我的敘述和形容。只好退而求其次,改變為幾何圖形,但很多人還是不能明白,只好再更簡化,變呈現在這樣的轉盤。

我說可以把所有句型囊括進來,絕對不誇張。以動詞時態為例,一般規則變化的部份,我可以只加上一圈(我會想要用金屬鋁質)的ed或d就可以了。不規則變化的部份則是

說到底,我還可以把她app化,如果是用手機的話,連聲音和振動都能做出來了。這樣對於建立聯覺會更有效果。如果你看過現行的英文造句練習軟體,他們只是把句子拆解成幾大塊,讓學生點選後拼起來。對於前後或主從概念、時態的建立等構想一付闕如。

 

說到這裡,我有一個前提問題,我們怎麼判斷一個人是真的有閱讀障礙,還是真的太懶惰或學習方式不正確,導致閱讀能力低落?

就我過去家教的經驗裡面,當然學生都是程度爛到不能再爛的學生,而且往往學習動機低落。我過去都歸咎於後者造成前者。但現在我碰到了一個真正被診斷為閱讀障礙的高中生,我開始發覺平時在學校兼課上課的課堂上,或是家教的學生裡面,有10%的人是閱讀障礙患者。他們低落的成績難道只是因為這種疾患嗎?即使一開始有比較高的困難,但造成現在這種局面的,難道不是學生自己的輕忽懈怠和家長的縱容無視嗎?

少數幸運的家長,因為注意到孩子的困難,或是老師有告知,而早早去讓小孩診斷出這樣的問題。但真正有去面對問題的卻更少了!不管是家長自己的心態努力,或是孩子本身的心態。古語有云「人一能之,己十之。人十能之,己百之。」真正克服閱讀障礙的成功人士,難道他們都不下功夫去面對練習這件事情嗎?

難道我今天打網球有困難,就不練習了嗎?練習才是最重要的,只要練習的方法對,一定會有進步。只是成果的高低有個體的差異,有人資質好,成果就很好。資質差的,成果就差強人意。但是很多家長都是到了小孩要升上國三或高三,又要面對大考壓力了,才來找一般的補習或家教老師。這樣根本是緣木求魚,請鬼拿藥單!因為他們只想要賺錢而已。

但假設學生也是抱持著「我就是有障礙,我不要辛苦和努力。我就是只想靠加分和優待」這樣的想法,那麼什麼樣厲害又有耐性的老師來上課,都沒有用的!

記得黑傑克不只一次對病患烙下狠話,說沒救了,就直接走掉。被人罵鐵石心腸。但也有人家不願意救的被他救起來。就看患者有多大的求生意志!

我的教具如果有需要可以到新北高工的自造者實驗室去生產和客製化,那邊的雷射切割機可以切割木片或鋁片,精確度也很高。對我幫助很大。

對於閱讀障礙的學生,其實我必須雙管齊下:一個要有特殊的教具和教學方式,繞過他們天生不敏感的部份。同時也要特別教導聲音和符號的對應練習。(這就是人一能之己十之)。另一個要給他們信心、興趣和威嚴,絕對不可以因為有點辛苦就放棄!即使是正常人學習新的單字念法、記憶拼字,或是學寫中文字,都是要經過記憶、錯誤和反覆練習的!但是能成功表達自己的想法,能飛快看著小說,是多麼棒的一件事情!