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[
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R
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a
g
e
a
n
d
d
eliv
er
i
n
f
o
r
m
at
io
n
,
th
e
n
t
h
e
i
n
d
iv
id
u
al
lear
n
in
g
s
t
y
les
ca
n
b
e
d
i
v
id
ed
in
t
o
th
r
ee
ca
teg
o
r
ies,
n
a
m
e
l
y
:
h
o
w
to
lear
n
v
i
s
u
al
,
au
d
ito
r
y
a
n
d
k
i
n
ae
s
th
et
ic,
w
h
ic
h
is
ch
ar
ac
ter
ized
b
y
c
er
tain
b
eh
a
v
io
u
r
al
tr
aits
[
4
]
.
A
cc
o
r
d
in
g
to
t
h
e
D
u
n
n
,
R
a
n
d
Du
n
n
,
K
1
9
7
8
,
o
n
l
y
2
0
-
3
0
%
o
f
s
c
h
o
o
l
ag
e
c
h
ild
r
en
a
u
d
ito
r
y
lear
n
i
n
g
s
t
y
le,
v
is
u
al
lear
n
i
n
g
s
t
y
le
4
0
%,
an
d
3
0
-
4
0
%
k
in
ae
s
t
h
etic
l
ea
r
n
in
g
s
t
y
le.
Fro
m
t
h
ese
s
t
u
d
ies
it
ap
p
ea
r
s
th
at:
th
e
p
er
ce
n
ta
g
e
o
f
s
t
y
li
s
h
c
h
il
d
r
en
lear
n
v
is
u
all
y
m
o
r
e
d
o
m
in
an
t,
s
o
i
n
t
h
is
s
t
u
d
y
f
o
cu
s
es
o
n
a
ch
ild
's
v
is
u
al
lear
n
in
g
s
t
y
le.
C
h
ild
r
en
w
h
o
h
av
e
th
e
c
h
ar
ac
ter
is
tic
s
o
f
a
v
is
u
al
l
ea
r
n
in
g
s
t
y
le
h
as
t
h
e
f
o
llo
w
i
n
g
ch
ar
ac
ter
is
tic
s
:
co
n
s
id
er
in
g
m
atter
s
r
elati
n
g
to
t
h
e
v
i
s
u
a
l,
i
t
is
d
if
f
ic
u
lt
to
f
o
llo
w
t
h
e
ad
v
ice
o
r
all
y
,
h
as
a
s
tr
o
n
g
s
en
s
e
o
f
co
lo
u
r
,
a
s
u
f
f
i
cien
t
u
n
d
er
s
ta
n
d
in
g
o
f
th
e
p
r
o
b
le
m
s
o
f
ar
ti
s
tic,
d
i
f
f
ic
u
lt
ies
i
n
d
ialo
g
u
e
d
ir
ec
tl
y
,
o
f
ten
m
i
s
i
n
ter
p
r
et
w
o
r
d
s
o
r
g
r
ee
tin
g
,
n
ee
d
to
h
a
v
e
a
p
ap
er
an
d
p
en
to
s
cr
ib
b
le
w
h
ile
lis
te
n
in
g
,
ten
d
to
s
ee
t
h
e
attitu
d
e,
m
o
v
e
m
e
n
t,
an
d
t
h
e
li
p
s
o
f
teac
h
er
s
w
h
o
ar
e
teac
h
i
n
g
,
les
s
ab
le
to
r
ec
all
t
h
e
in
f
o
r
m
atio
n
g
i
v
e
n
o
r
all
y
,
an
d
p
r
ef
er
s
to
s
h
o
w
r
ath
er
t
h
a
n
v
er
b
al
ex
p
la
n
atio
n
[
5
]
.
T
h
e
r
esu
lts
o
f
th
e
p
r
ev
io
u
s
y
e
ar
r
esear
ch
p
r
o
v
id
e
a
s
o
lu
tio
n
o
f
th
e
p
r
o
b
lem
ab
s
o
r
p
tio
n
o
f
k
n
o
w
led
g
e
th
r
o
u
g
h
f
ac
e
to
f
ac
e
in
t
h
e
cla
s
s
r
o
o
m
th
at
h
ap
p
en
s
to
lear
n
e
r
s
,
n
a
m
el
y
i
n
th
e
f
o
r
m
o
n
t
h
e
u
s
e
o
f
m
u
lti
m
ed
ia
in
ter
ac
ti
v
e
w
eb
-
b
ased
lear
n
in
g
.
Mu
l
ti
m
ed
ia
lear
n
i
n
g
is
u
s
e
f
u
l
to
i
m
p
r
o
v
e
th
e
lear
n
i
n
g
o
u
t
co
m
e
s
o
f
s
t
u
d
en
t
s
,
esp
ec
iall
y
s
t
u
d
en
ts
o
f
Vo
ca
tio
n
al
Hi
g
h
Sc
h
o
o
l.
m
u
lti
m
ed
ia
lear
n
in
g
w
it
h
s
o
m
e
ad
d
itio
n
al
co
n
ten
t
i
n
th
e
f
o
r
m
o
f
d
ec
is
io
n
s
u
p
p
o
r
t s
y
s
te
m
s
o
f
u
s
e
o
f
a
u
d
io
-
v
is
u
al
m
ater
ial,
d
ec
is
io
n
s
u
p
p
o
r
t s
y
s
te
m
o
f
s
o
f
t
w
ar
e
s
e
lectio
n
a
n
d
in
ter
ac
ti
v
it
y
,
a
n
d
d
ec
is
io
n
s
u
p
p
o
r
t
s
y
s
te
m
o
f
tec
h
n
o
lo
g
y
s
elec
tio
n
in
f
o
r
m
a
tio
n
,
th
e
s
y
s
t
e
m
is
b
ased
o
n
th
e
r
esear
ch
f
i
n
d
in
g
s
o
f
th
e
p
r
ev
io
u
s
y
ea
r
.
T
h
is
r
esear
ch
w
as
s
u
p
p
o
r
ted
b
y
t
h
e
f
i
n
d
in
g
s
o
f
Mu
k
s
i
m
W
ij
a
y
a
i
n
[
6
]
w
h
ich
s
ta
tes
t
h
at:
m
o
d
el
w
eb
-
b
ased
e
-
lear
n
i
n
g
w
it
h
s
o
m
e
p
r
in
cip
les
o
f
lear
n
in
g
,
p
r
o
v
id
i
n
g
in
cr
ea
s
ed
i
n
ter
est
in
s
t
u
d
en
t
i
n
ter
est
i
n
lear
n
i
n
g
,
th
e
lear
n
i
n
g
p
r
o
ce
s
s
w
a
s
f
elt
in
ter
esti
n
g
an
d
n
o
t
b
o
r
in
g
,
b
ec
au
s
e
s
t
u
d
en
t
s
ac
tiv
el
y
e
n
g
ag
ed
i
n
lear
n
i
n
g
.
T
h
er
ef
o
r
e,
o
n
e
w
a
y
th
a
t
ca
n
b
e
u
s
ed
to
en
h
an
ce
t
h
e
s
u
cc
e
s
s
an
d
ef
f
ec
ti
v
e
n
es
s
o
f
th
e
le
ar
n
in
g
p
r
o
ce
s
s
is
:
to
b
u
ild
a
h
o
u
s
e
o
f
lear
n
i
n
g
an
d
m
ed
ia
-
b
ased
i
n
ter
ac
ti
v
e
m
u
lti
m
ed
ia
lear
n
i
n
g
.
2.
ASSE
SS
I
N
G
T
H
E
O
R
Y
2
.
1
.
M
ultim
e
dia
L
ea
rni
ng
Mu
lti
m
ed
ia
lear
n
i
n
g
s
y
s
te
m
,
n
a
m
e
l
y
:
t
h
e
s
y
s
te
m
ap
p
lies
th
e
lear
n
i
n
g
m
eth
o
d
t
h
at
g
i
v
e
s
t
h
e
u
s
er
t
h
e
f
r
ee
d
o
m
to
co
n
n
ec
t,
u
s
i
n
g
a
v
ar
iet
y
o
f
m
ed
ia
a
n
d
d
ig
ita
l
as
s
ets,
u
s
i
n
g
t
h
e
in
ter
n
et,
a
s
w
el
l
as
ta
k
e
ad
v
a
n
ta
g
e
o
f
au
d
io
v
i
s
u
al
(
v
id
eo
,
g
r
ap
h
ic
s
an
d
tex
t)
i
n
teac
h
in
g
an
d
lear
n
in
g
[
7
]
.
T
h
r
o
u
g
h
m
u
lti
m
ed
ia
lear
n
i
n
g
,
lear
n
er
s
ca
n
b
e
d
e
v
elo
p
ed
f
o
r
,
ca
n
co
n
ti
n
u
e
to
lear
n
e
v
en
t
h
o
u
g
h
p
h
y
s
icall
y
ab
s
en
t
o
r
u
n
ab
le
t
o
atten
d
f
o
llo
w
i
n
g
t
h
e
lear
n
i
n
g
ac
ti
v
itie
s
i
n
t
h
e
clas
s
r
o
o
m
.
Su
c
h
s
i
tu
at
io
n
ca
n
o
cc
u
r
if
,
th
e
i
n
s
ti
tu
t
io
n
h
a
s
d
ev
elo
p
ed
an
d
i
m
p
le
m
e
n
ted
a
m
u
lti
m
ed
ia
lear
n
i
n
g
i
n
t
h
e
lear
n
in
g
ac
ti
v
ities
,
s
o
th
at
lear
n
er
s
ca
n
b
etter
o
p
tim
ize
th
eir
lear
n
i
n
g
ac
ti
v
itie
s
.
T
h
e
in
ter
ac
tio
n
o
f
lear
n
er
s
an
d
teac
h
er
s
ar
e
n
o
lo
n
g
er
co
n
f
i
n
ed
to
th
e
class
r
o
o
m
,
b
u
t c
an
b
e
co
n
ti
n
u
ed
i
n
c
y
b
er
s
p
ac
e
/ v
ir
tu
a
l r
o
o
m
[
8
]
.
Mu
lti
m
ed
ia
i
n
teac
h
in
g
a
n
d
lear
n
in
g
ca
n
b
e
u
s
ed
in
th
r
ee
f
u
n
ctio
n
s
.
Fir
s
t,
it
ca
n
s
er
v
e
as
a
m
u
lti
m
ed
ia
i
n
s
tr
u
ctio
n
al
to
o
ls
.
Seco
n
d
,
ca
n
s
er
v
e
as
a
m
u
lti
m
ed
ia
i
n
ter
ac
ti
v
e
t
u
to
r
ial,
f
o
r
ex
a
m
p
le
i
n
th
e
s
i
m
u
lat
io
n
.
T
h
ir
d
,
m
u
lti
m
ed
ia
ca
n
s
er
v
e
as
a
s
o
u
r
ce
o
f
lear
n
in
g
i
n
s
tr
u
ctio
n
s
,
f
o
r
e
x
a
m
p
le,
m
u
lti
m
ed
ia
is
u
s
ed
to
s
to
r
e
a
s
er
ies o
f
m
icr
o
s
co
p
e
s
lid
es o
r
r
ad
io
g
r
ap
h
s
.
T
ec
h
n
o
lo
g
y
A
cc
ep
tan
ce
Mo
d
el
/
T
A
M
is
a
m
o
d
el
o
f
b
eh
av
io
u
r
in
t
h
e
liter
at
u
r
e
u
ti
lizatio
n
o
f
in
f
o
r
m
atio
n
tec
h
n
o
lo
g
y
m
a
n
a
g
e
m
e
n
t
i
n
f
o
r
m
atio
n
s
y
s
te
m
[
9
]
.
T
h
is
m
o
d
el
p
r
o
v
id
es
a
th
eo
r
etica
l
b
asis
to
ex
p
lo
r
e
th
e
f
ac
to
r
s
t
h
at
e
x
p
lai
n
th
e
u
s
e
o
f
s
o
f
t
w
ar
e
an
d
lin
k
it
w
ith
t
h
e
p
er
f
o
r
m
a
n
ce
o
f
u
s
e
r
s
.
T
A
M
f
o
cu
s
e
s
o
n
attitu
d
es
to
w
ar
d
t
h
e
u
s
e
o
f
in
f
o
r
m
at
io
n
tec
h
n
o
lo
g
y
b
y
t
h
e
u
s
er
,
b
y
ad
d
in
g
to
it
b
ased
o
n
th
e
p
e
r
ce
p
tio
n
o
f
th
e
b
en
ef
it
s
a
n
d
ea
s
e
o
f
u
s
e
o
f
i
n
f
o
r
m
atio
n
tec
h
n
o
lo
g
y
.
T
A
M
i
s
a
m
o
n
g
m
an
y
i
n
f
lu
e
n
tia
l
r
es
ea
r
ch
m
o
d
els
in
th
e
s
tu
d
y
o
f
th
e
d
eter
m
i
n
a
n
ts
o
f
a
cc
ep
tan
ce
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
.
T
A
M
is
w
id
el
y
u
s
ed
to
p
r
ed
ict
th
e
lev
el
o
f
u
s
er
ac
ce
p
tan
ce
an
d
u
s
a
g
e
i
s
b
ased
o
n
th
e
p
er
ce
p
tio
n
o
f
th
e,
ea
s
e
o
f
u
s
e
b
e
n
e
f
its
o
f
in
f
o
r
m
a
tio
n
tech
n
o
lo
g
y
.
2
.
2
.
L
ea
rning
Sy
s
t
e
m
C
h
ar
ac
ter
is
tic
o
f
tr
ad
itio
n
a
l
le
ar
n
in
g
s
y
s
te
m
ar
e:
a
m
ee
ti
n
g
b
et
w
ee
n
s
t
u
d
en
t
s
an
d
teac
h
er
s
to
m
a
k
e
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
1
0
]
.
T
h
is
m
et
h
o
d
h
as
b
ee
n
g
o
i
n
g
o
n
s
in
ce
th
e
f
ir
s
t
u
n
t
il
n
o
w
in
o
r
d
er
to
f
u
lf
i
l
th
e
m
ai
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8708
Desig
n
a
n
d
I
m
p
leme
n
ta
tio
n
M
u
ltimed
ia
Lea
r
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in
g
S
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fo
r
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o
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1069
g
o
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teac
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g
an
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i
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b
u
t
th
e
co
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t
i
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ai
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d
b
y
t
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e
li
m
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tatio
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s
o
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s
p
ac
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l
o
ca
tio
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d
ti
m
e
o
f
th
e
ev
e
n
t,
b
ec
au
s
e
T
h
e
in
cr
ea
s
in
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ac
ti
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it
y
o
f
s
t
u
d
en
t
s
an
d
t
ea
ch
er
s
.
C
h
an
g
e
o
f
t
h
e
p
ar
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ig
m
lear
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i
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s
y
s
te
m
b
eg
an
to
ap
p
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r
in
th
e
p
r
o
ce
s
s
o
f
k
n
o
w
led
g
e
tr
an
s
f
er
.
T
h
e
lear
n
in
g
p
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o
ce
s
s
th
at
ex
is
t
to
d
ay
ten
d
to
e
m
p
h
as
ize
th
e
teac
h
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n
g
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o
ce
s
s
,
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ased
o
n
th
e
co
n
ten
ts
,
ab
s
tr
ac
t
an
d
o
n
l
y
f
o
r
ce
r
tain
g
r
o
u
p
s
,
s
o
th
at
teac
h
in
g
i
s
q
u
it
e
p
ass
iv
e.
A
lo
n
g
w
i
th
t
h
e
d
ev
elo
p
m
e
n
t
o
f
s
cie
n
ce
an
d
tech
n
o
lo
g
y
,
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
b
eg
in
s
to
d
ev
elo
p
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
b
ased
o
n
th
e
p
r
o
b
lem
,
co
n
tex
t
u
al
a
n
d
n
o
t
li
m
ited
o
n
l
y
to
ce
r
tain
g
r
o
u
p
s
.
I
n
s
u
c
h
a
l
ea
r
n
in
g
p
r
o
ce
s
s
,
s
t
u
d
en
t
s
ar
e
r
eq
u
ir
ed
to
b
e
m
o
r
e
ac
tiv
e
b
y
o
p
ti
m
izin
g
t
h
e
lear
n
i
n
g
r
eso
u
r
ce
s
av
ai
lab
le
[
1
1
]
.
T
h
er
e
ar
e
tw
o
p
r
i
m
ar
y
ad
v
a
n
tag
es
o
f
e
-
lear
n
i
n
g
s
y
s
te
m
s
.
On
e
is
th
at
t
h
e
p
r
o
p
o
s
ed
m
o
d
el,
w
h
ic
h
co
n
tain
s
a
h
ier
ar
ch
ical
co
n
t
en
ts
s
tr
u
ct
u
r
e
th
at
p
r
o
v
id
e
r
elate
d
u
s
ef
u
l
i
n
f
o
r
m
atio
n
f
o
r
s
ea
r
ch
in
g
a
n
d
s
eq
u
en
c
in
g
lear
n
i
n
g
r
eso
u
r
ce
s
in
elea
r
n
i
n
g
s
y
s
te
m
s
.
T
h
e
o
th
er
is
th
at
it
ca
n
h
e
lp
a
d
ev
elo
p
er
o
r
an
in
s
tr
u
c
to
r
d
ev
elo
p
s
a
lear
n
in
g
s
eq
u
en
ce
p
lan
b
y
h
elp
i
n
g
t
h
e
i
n
s
tr
u
cto
r
u
n
d
er
s
ta
n
d
h
o
w
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
is
r
u
n
[
1
2
]
.
3.
RE
S
E
ARCH
M
E
T
H
O
DS
3
.
1
.
P
o
pu
la
t
io
n a
nd
Sa
m
ples
T
h
e
p
o
p
u
latio
n
o
f
r
esp
o
n
d
en
t
s
th
at
is
Vo
ca
tio
n
a
l
Hi
g
h
Sc
h
o
o
l
in
C
en
tr
al
J
av
a
h
av
e
b
ee
n
ap
p
ly
i
n
g
m
u
lti
m
ed
ia
lear
n
i
n
g
.
Sa
m
p
le
s
w
er
e
d
o
n
e
b
y
u
s
i
n
g
j
u
d
g
m
en
t
s
a
m
p
li
n
g
ar
ea
,
th
at
is
Vo
ca
tio
n
al
Hi
g
h
Sch
o
o
l
i
n
C
en
tr
al
J
a
v
a
th
a
t
i
m
p
le
m
e
n
t
s
m
u
lti
m
ed
ia
lear
n
i
n
g
i
n
teac
h
i
n
g
a
n
d
lear
n
in
g
ac
ti
v
itie
s
i
n
t
h
e
class
r
o
o
m
,
t
h
at
i
s
:
Vo
ca
tio
n
al
Hig
h
Sc
h
o
o
l in
t
h
e
C
it
y
a
n
d
Dis
tr
ict
o
f
Se
m
ar
an
g
an
d
Ken
d
al.
3
.
2
.
Da
t
a
Co
llect
io
n
M
e
t
ho
ds
Data
co
llectio
n
m
et
h
o
d
s
u
s
ed
ar
e:
1
.
Ob
s
er
v
atio
n
,
th
at
is
:
co
n
d
u
ct
s
ite
v
is
i
ts
at
s
e
v
er
al
v
o
ca
tio
n
al
s
ch
o
o
ls
i
n
C
e
n
tr
al
J
av
a,
2
.
T
h
e
m
eth
o
d
o
f
q
u
es
tio
n
n
air
e,
th
a
t
is
:
s
p
r
ea
d
in
g
t
h
e
q
u
e
s
tio
n
n
ai
r
e
co
n
tain
s
a
li
s
t
o
f
q
u
esti
o
n
s
w
h
ic
h
w
a
s
d
is
tr
ib
u
ted
to
r
esp
o
n
d
en
ts
,
t
h
e
q
u
est
io
n
n
air
e
u
s
ed
to
a
n
al
y
s
e
th
e
s
u
cc
e
s
s
m
o
d
els
o
f
m
u
lti
m
ed
ia
lear
n
i
n
g
,
3
.
Me
th
o
d
in
ter
v
ie
w
,
th
a
t
is
:
d
o
an
i
n
ter
v
ie
w
to
a
m
u
l
ti
m
ed
i
a
s
p
ec
ialis
t
i
n
v
o
ca
tio
n
a
l
h
ig
h
s
c
h
o
o
ls
a
n
d
u
n
iv
er
s
ities
.
3
.
3
.
M
e
t
ho
d o
f
Ana
ly
s
is
T
h
e
m
eth
o
d
o
f
an
al
y
s
is
w
as
p
er
f
o
r
m
ed
u
s
i
n
g
a
q
u
alita
tiv
e
a
n
al
y
s
i
s
:
t
h
e
d
esi
g
n
an
d
d
e
v
elo
p
m
e
n
t
o
f
m
u
lti
m
ed
ia
lear
n
i
n
g
i
s
i
n
teg
r
a
ted
w
it
h
th
e
ad
d
itio
n
o
f
s
o
m
e
d
ec
is
io
n
s
u
p
p
o
r
t
s
y
s
te
m
ap
p
licatio
n
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4.
1.
Ad
m
in Ac
t
iv
it
y
Dia
g
ra
m
L
ea
r
n
i
n
g
ap
p
licatio
n
is
cr
ea
ted
th
at
u
tili
ze
s
m
o
b
ile
lear
n
i
n
g
tech
n
o
lo
g
y
.
T
h
r
o
u
g
h
t
h
e
u
s
e
o
f
m
o
b
ile
lear
n
in
g
,
u
s
er
ca
n
ac
ce
s
s
lear
n
in
g
co
n
ten
t
w
i
th
o
u
t
an
y
b
o
r
d
er
s
s
o
th
at
it
ca
n
b
e
ac
ce
s
s
ed
at
an
y
ti
m
e
s
o
th
at
it
ca
n
b
e
ac
ce
s
s
ed
at
an
y
ti
m
e
w
it
h
i
n
ter
esti
n
g
ill
u
s
tr
atio
n
[
1
3
]
.
T
h
is
m
u
lti
m
ed
ia
lear
n
in
g
s
u
cc
e
s
s
s
y
s
te
m
i
m
p
le
m
en
ta
tio
n
u
s
es r
esp
o
n
s
i
v
e
w
eb
tech
n
o
lo
g
y
,
s
o
it c
an
a
ls
o
b
e
u
s
ed
o
n
m
o
b
ile
d
ev
ice
s
.
An
i
m
p
o
r
tan
t
co
m
p
o
n
en
t
o
f
t
h
i
s
s
y
s
te
m
i
s
th
e
p
r
o
ce
d
u
r
e
th
at
m
u
s
t
b
e
tak
en
b
y
t
h
e
u
s
er
,
as
w
el
l
as
th
e
ap
p
licab
le
s
ch
o
o
l le
ar
n
i
n
g
p
r
o
ce
s
s
.
Mu
lti
m
ed
ia
L
ea
r
n
i
n
g
S
y
s
te
m
in
itiated
b
y
a
n
e
m
p
lo
y
ee
w
h
o
h
as
R
o
le
as
A
d
m
i
n
.
Fig
u
r
e
1
s
h
o
w
s
t
h
a
t
th
e
Si
k
e
m
u
n
i
n
g
s
y
s
te
m
m
u
s
t
s
tar
t
f
r
o
m
t
h
e
A
d
m
i
n
is
tr
a
to
r
-
le
v
el
u
s
er
,
it
also
s
h
o
w
s
t
h
at
th
e
ad
m
i
n
i
s
tr
ativ
e
task
s
th
at
m
u
s
t
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e
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o
n
e
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ef
o
r
e
th
e
Sik
e
m
u
n
i
n
g
S
y
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te
m
ca
n
b
e
u
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ed
.
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d
m
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i
s
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ato
r
m
u
s
t
s
p
ec
i
f
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c
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e
m
e
s
ter
in
to
t
h
e
s
y
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te
m
,
t
h
en
en
ter
th
e
d
ata
s
c
h
o
o
l a
d
m
in
is
tr
atio
n
s
.
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u
r
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A
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m
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i
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ato
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ct
iv
i
t
y
Dia
g
r
a
m
C
r
ea
tin
g
Sc
h
o
o
l S
e
m
ester
4.
2.
T
ea
cher
s
Act
iv
it
y
Dia
g
ra
m
Af
ter
t
h
e
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e
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ester
p
r
o
g
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b
y
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i
n
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tr
ato
r
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h
er
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n
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t
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e
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n
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g
r
am
.
F
ig
u
r
e
2
s
h
o
w
s
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in
itial
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s
k
t
h
at
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ch
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s
m
u
s
t
p
er
f
o
r
m
i
n
s
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lear
n
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u
s
i
n
g
th
e
Sik
e
m
u
n
i
n
g
s
y
s
te
m
.
Fig
u
r
e
2
.
A
cti
v
it
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g
r
a
m
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ch
er
s
o
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g
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ase,
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h
e
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ai
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r
n
in
g
S
u
cc
ess
fo
r
V
o
ca
tio
n
a
l
S
ch
o
o
ls
(
F
itr
o
N
u
r
Ha
kim
)
1071
T
ea
ch
er
s
f
ir
s
t
s
tep
i
s
to
ch
o
o
s
e
s
u
b
j
ec
ts
th
at
h
a
v
e
b
ee
n
p
lo
tt
ed
b
y
A
d
m
in
.
E
ac
h
o
f
t
h
ese
s
u
b
j
ec
ts
w
il
l
b
e
ask
ed
f
o
r
th
e
d
eter
m
in
a
ti
o
n
o
f
t
h
e
7
cr
iter
ia
less
o
n
p
l
an
,
ac
co
r
d
in
g
to
t
h
e
r
esu
lts
o
f
r
esear
ch
f
in
d
i
n
g
s
Mu
lti
m
ed
ia
L
ea
r
n
in
g
Su
cc
e
s
s
Mo
d
el
in
th
e
f
ir
s
t
y
ea
r
.
H
er
e
ar
e
s
o
m
e
o
p
tio
n
s
L
ea
r
n
i
n
g
Stra
te
g
y
C
r
iter
ia
w
h
ic
h
w
o
u
ld
h
a
v
e
t
h
e
ef
f
ec
t o
f
th
e
a
v
aila
b
ilit
y
o
f
t
h
e
f
ea
tu
r
e
s
in
t
h
e
I
m
p
le
m
en
tatio
n
o
f
Mu
lti
m
ed
ia
L
ea
r
n
i
n
g
.
a.
Dir
ec
t:
a
s
tr
ate
g
y
ce
n
tr
ed
o
n
teac
h
er
lear
n
i
n
g
,
a
n
d
m
o
s
t
o
f
te
n
u
s
ed
.
I
n
th
i
s
s
tr
ateg
y
u
s
i
n
g
m
et
h
o
d
s
lectu
r
e,
d
id
ac
tic
q
u
esti
o
n
s
,
e
x
p
licit
teac
h
i
n
g
,
p
r
ac
tice
an
d
ex
er
cise,
as
w
ell
as
d
em
o
n
s
tr
atio
n
s
.
b.
I
n
d
ir
ec
t:
s
h
o
w
th
e
f
o
r
m
o
f
h
i
g
h
i
n
v
o
l
v
e
m
en
t
o
f
s
tu
d
e
n
ts
in
m
ak
in
g
o
b
s
er
v
at
io
n
s
.
T
h
e
r
o
l
e
o
f
t
h
e
teac
h
er
as
a
f
ac
il
itato
r
,
s
u
p
p
o
r
ter
,
an
d
p
er
s
o
n
al
r
eso
u
r
ce
s
.
T
ea
ch
er
s
d
esi
g
n
i
n
g
le
ar
n
in
g
en
v
ir
o
n
m
e
n
t
s
,
g
i
v
i
n
g
s
t
u
d
en
t
s
th
e
o
p
p
o
r
tu
n
it
y
to
g
et
i
n
v
o
lv
e
d
.
T
h
e
i
m
p
ac
t
to
th
e
s
y
s
te
m
is
ca
n
ac
ce
s
s
th
e
Sik
e
m
u
n
in
g
M
u
lti
m
ed
ia
L
ea
r
n
i
n
g
.
c.
I
n
ter
ac
tiv
e:
r
e
f
er
s
to
a
f
o
r
m
o
f
d
is
cu
s
s
io
n
a
n
d
s
h
ar
i
n
g
a
m
o
n
g
s
t
u
d
en
t
s
.
T
h
e
i
m
p
ac
t
to
th
e
s
y
s
te
m
is
ca
n
ac
ce
s
s
to
th
e
Si
k
e
m
u
n
i
n
g
Mu
l
ti
m
ed
ia
L
ea
r
n
in
g
.
d.
E
x
p
er
ien
ce
:
in
th
e
clas
s
r
o
o
m
u
s
i
n
g
s
i
m
u
lat
io
n
m
et
h
o
d
s
,
w
h
ile
o
u
t
s
id
e
t
h
e
cla
s
s
r
o
o
m
d
ev
elo
p
ed
o
b
s
er
v
atio
n
m
e
th
o
d
s
,
to
o
b
tain
a
g
en
er
al
p
ict
u
r
e.
T
h
e
im
p
a
ct
to
th
e
s
y
s
te
m
i
s
ca
n
ac
ce
s
s
to
th
e
Sik
e
m
u
n
i
n
g
Mu
lti
m
ed
ia
L
ea
r
n
in
g
.
e.
I
n
d
ep
en
d
en
t:
s
el
f
-
s
t
u
d
y
p
la
n
o
f
s
t
u
d
en
t
s
u
n
d
er
t
h
e
g
u
i
d
an
ce
o
f
teac
h
er
s
.
A
cc
eler
a
te
th
e
d
ev
elo
p
m
en
t
o
f
s
t
u
d
en
t
s
'
i
n
d
i
v
id
u
al
i
n
itiati
v
e,
co
n
f
id
e
n
ce
,
an
d
s
el
f
-
i
m
p
r
o
v
e
m
e
n
t.
T
h
e
i
m
p
ac
t
to
th
e
s
y
s
te
m
i
s
ca
n
ac
ce
s
s
to
th
e
Sik
e
m
u
n
i
n
g
Mu
l
ti
m
ed
ia
L
ea
r
n
in
g
.
I
n
co
n
clu
s
io
n
i
f
t
h
e
o
p
tio
n
is
s
elec
ted
teac
h
er
:
a.
Dir
ec
t,
th
en
t
h
e
s
y
s
t
e
m
w
i
ll
s
to
p
,
w
h
ic
h
m
ea
n
s
lear
n
in
g
w
il
l
o
n
l
y
ta
k
e
p
lace
co
n
v
en
t
io
n
all
y
w
it
h
o
u
t th
e
h
elp
o
f
Si
k
e
m
u
n
i
n
g
Mu
l
ti
m
ed
ia
L
ea
r
n
in
g
.
b.
Op
tio
n
s
No
Dir
ec
t,
I
n
ter
ac
tiv
e,
ex
p
er
ien
ce
o
r
s
el
f
-
s
t
u
d
y
,
t
h
en
t
h
e
s
y
s
te
m
g
o
e
s
i
n
to
L
e
ar
n
in
g
P
r
o
ce
s
s
s
tag
e
an
d
as
k
ed
T
ea
ch
er
d
ef
in
e
n
e
x
t p
lan
n
i
n
g
s
ta
g
e.
4.
3.
Student
s
Act
iv
it
y
Dia
g
ra
m
I
n
ter
f
ac
e
s
t
u
d
en
t
p
ag
e
i
s
d
ete
r
m
in
ed
b
y
a
n
e
x
p
er
t
s
y
s
te
m
,
a
f
ea
t
u
r
e
t
h
at
ap
p
ea
r
s
co
r
r
esp
o
n
d
in
g
to
T
ea
ch
er
’
s
in
p
u
t o
n
th
e
P
lan
n
i
n
g
Sta
g
e.
Fig
u
r
e
3
i
s
a
p
ag
e
th
at
ap
p
ea
r
s
s
p
ec
i
f
icall
y
f
o
r
ea
c
h
s
tu
d
e
n
t
.
Dis
p
la
y
s
y
s
te
m
o
n
t
h
e
s
cr
ee
n
o
f
ea
c
h
s
tu
d
e
n
t
ad
j
u
s
t
th
e
p
lo
t
th
at
h
as
b
ee
n
d
o
n
e
A
d
m
i
n
i
s
tr
ato
r
,
th
u
s
s
tu
d
e
n
ts
ca
n
d
ir
ec
tl
y
s
el
ec
t
th
e
s
u
b
j
ec
t
an
d
in
v
o
l
v
ed
in
t
h
e
n
e
x
t le
ar
n
in
g
s
y
s
te
m
.
Fig
u
r
e
3
.
Stu
d
en
t
A
c
tiv
it
y
D
ia
g
r
a
m
s
h
o
w
s
t
h
e
s
u
b
j
ec
t h
e
en
r
o
lled
to
Lo
gi
n
Pa
g
e
Lo
gi
n
Pa
g
e
Cho
o
s
e
S
u
b
je
c
t
V
a
li
di
t
y
C
he
c
k
S
u
b
j
e
c
t
P
l
o
t
t
e
d
P
o
l
l
i
n
g
S
y
ste
m
M
ult
i
m
e
di
a
L
e
a
r
n
i
n
g
Pa
ge
(
p
r
e
p
a
r
e
d
b
y
t
e
a
c
h
e
r
)
C
o
m
p
let
i
n
g
L
e
a
r
ning T
a
sk
S
a
v
e
Fi
n
i
s
h
S
t
a
r
t
A
c
c
e
p
t
e
d
D
e
n
y
S
y
st
e
m
S
t
uden
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
8
,
No
.
2
,
A
p
r
il
201
8
:
1
0
6
7
–
1073
1072
5.
I
NT
E
RF
AC
E
DE
SI
G
N
5
.
1
.
F
ro
ntpa
g
e
Sik
e
m
u
ni
ng
I
nte
r
f
a
ce
T
h
e
m
ai
n
p
ag
e
o
f
t
h
e
Si
k
e
m
u
n
i
n
g
s
y
s
te
m
co
n
s
is
t
s
o
f
p
ictu
r
es
a
n
d
in
f
o
r
m
atio
n
o
f
3
s
y
s
te
m
at
ic
lear
n
in
g
s
ta
g
es.
I
n
Fi
g
u
r
e
4
t
h
er
e
is
a
m
e
n
u
a
v
ailab
le
f
o
r
ea
ch
u
s
er
le
v
el.
I
n
f
o
r
m
a
tio
n
f
ir
s
t
s
ee
n
is
ab
o
u
t
P
lan
n
i
n
g
,
I
m
p
le
m
e
n
tatio
n
an
d
E
v
alu
at
io
n
s
.
Fig
u
r
e
4
.
Fro
n
t p
ag
e
o
f
Si
k
e
m
u
n
i
n
g
S
y
s
te
m
S
h
o
w
s
t
h
e
3
Ma
in
P
h
ase
S
u
cc
es
s
o
f
M
u
lti
m
ed
ia
L
ea
r
n
i
n
g
I
n
f
o
r
m
a
tio
n
o
n
t
h
is
m
ain
p
ag
e
in
ten
d
s
to
al
w
a
y
s
r
e
m
i
n
d
teac
h
er
s
an
d
s
t
u
d
en
t
s
to
b
e
o
r
g
an
ized
i
n
lear
n
in
g
.
T
h
at
th
e
lear
n
in
g
p
r
o
g
r
a
m
al
s
o
r
eq
u
ir
es th
e
s
tag
e
s
o
f
P
lan
n
i
n
g
,
I
m
p
le
m
e
n
tat
io
n
a
n
d
E
v
al
u
atio
n
.
5.
2.
Su
cc
es
s
o
f
M
ulti
m
ed
ia
L
ea
rning
inte
rf
a
ce
I
n
Fig
u
r
e
5
d
escr
ib
es
th
e
7
s
tag
es
t
h
at
m
u
s
t
b
e
tak
en
as
t
h
e
f
ir
s
t
s
tep
to
w
ar
d
s
t
h
e
s
u
cc
e
s
s
o
f
lear
n
i
n
g
u
s
i
n
g
m
u
lti
m
ed
ia.
Fig
u
r
e
5
.
7
T
ea
ch
er
s
R
o
le
o
n
L
ea
r
n
i
n
g
P
lan
n
in
g
P
h
ase
7
s
tag
e
s
o
f
p
lan
n
i
n
g
i
n
lear
n
i
n
g
is
ap
p
lied
f
r
o
m
th
e
r
esear
c
h
r
es
u
lt
s
o
f
m
u
lt
i
m
ed
ia
lear
n
i
n
g
s
u
cc
es
s
.
T
h
is
p
lan
n
in
g
s
tag
e
m
u
s
t
b
e
f
u
l
f
illed
b
y
th
e
teac
h
er
s
o
th
at
th
e
lear
n
in
g
s
y
s
te
m
b
ased
o
n
Sik
e
m
u
n
i
n
g
i
s
w
ell
o
r
g
an
ized
.
L
es
s
o
n
P
la
n
P
h
ase
w
h
ich
is
s
u
p
p
o
r
ted
b
y
an
e
x
p
er
t
s
y
s
te
m
,
s
h
o
u
ld
b
e
co
m
p
leted
b
y
t
h
e
teac
h
er
b
ef
o
r
e
en
ter
in
g
in
to
a
L
ea
r
n
i
n
g
I
m
p
le
m
en
tatio
n
s
tag
e.
6.
CO
NCLU
SI
O
NS A
ND
RE
C
O
M
M
E
NDATI
O
N
S
6
.
1
.
Co
nclus
io
n
s
Desig
n
a
n
d
i
m
p
le
m
e
n
tatio
n
o
f
m
u
lti
m
ed
ia
lear
n
i
n
g
s
u
cc
ess
s
y
s
te
m
w
h
ic
h
i
s
ab
b
r
ev
iated
as
"
Sik
e
m
u
n
in
g
"
,
th
e
s
y
s
te
m
a
i
m
s
to
m
ea
s
u
r
e
o
r
p
r
o
v
id
e
g
u
i
d
an
ce
f
o
r
m
o
r
e
teac
h
er
s
in
t
h
e
u
s
e
o
f
m
u
lti
m
ed
ia.
B
ased
o
n
th
e
r
esear
ch
r
es
u
lts
i
t c
an
b
e
co
n
clu
d
ed
as f
o
llo
w
s
:
Li
n
k
s
Pl
a
n
n
i
n
g
I
mp
l
e
me
n
t
a
t
i
o
n
E
va
l
uat
i
o
n
E
x
p
lan
a
t
i
o
n
a
b
o
u
t
Pl
a
n
n
i
n
g Ph
a
se
E
x
p
lan
a
t
i
o
n
a
b
o
u
t
I
m
p
le
m
e
n
t
a
t
i
o
n
Pha
s
e
E
x
p
l
a
n
a
t
i
o
n
a
b
o
u
t
E
v
a
l
ua
t
i
o
n
Ph
a
s
e
A
r
t
i
s
t
i
c
I
ll
u
st
r
a
t
i
o
n
a
b
o
u
t
S
i
k
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
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8708
Desig
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(
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kim
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1073
6
.
1
.
1
.
T
he
de
s
i
g
n
t
he
s
ucce
s
s
o
f
M
ulti
m
edia
L
ea
rn
ing
Sy
s
t
e
m
T
h
e
d
esig
n
s
u
cc
e
s
s
m
u
lti
m
ed
ia
lear
n
i
n
g
s
y
s
te
m
h
er
ein
a
f
ter
ab
b
r
ev
iated
as
"
Si
k
e
m
u
n
i
n
g
"
d
esig
n
ed
u
s
i
n
g
P
HP
p
r
o
g
r
am
m
in
g
la
n
g
u
ag
e,
u
s
i
n
g
MyS
QL
d
atab
ase
w
h
er
e
th
e
co
n
te
n
t
o
f
t
h
e
p
lan
n
in
g
s
y
s
te
m
co
n
s
is
ts
o
f
:
T
h
e
p
lan
n
in
g
p
h
a
s
e
o
f
s
u
c
ce
s
s
m
o
d
el
o
f
m
u
lt
i
m
ed
ia
lear
n
in
g
co
n
s
i
s
ts
o
f
:
lear
n
i
n
g
s
tr
at
eg
ies,
p
r
in
cip
le
s
o
f
th
e
u
s
e
o
f
in
s
tr
u
ctio
n
al
m
ed
ia,
lear
n
i
n
g
r
eso
u
r
ce
s
,
co
g
n
iti
v
e
u
n
d
er
s
ta
n
d
i
n
g
teac
h
er
,
tea
ch
er
p
r
ep
ar
ed
n
ess
,
r
ea
d
in
ess
o
f
s
tu
d
e
n
ts
,
i
n
s
tr
u
ct
io
n
al
m
ed
ia
r
ea
d
in
es
s
.
I
m
p
le
m
en
tatio
n
P
h
ase
o
f
s
u
cc
es
s
m
o
d
el
o
f
m
u
lti
m
ed
ia
lear
n
in
g
co
n
s
i
s
ts
o
f
:
t
h
e
u
s
e
o
f
co
m
p
u
ter
s
in
t
h
e
lear
n
in
g
ac
tiv
ities
,
th
e
u
s
e
o
f
a
u
d
io
-
v
is
u
al
m
a
ter
ial,
t
h
e
s
elec
tio
n
o
f
in
s
tr
u
ct
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al
m
ed
ia,
s
o
f
t
w
ar
e
s
elec
t
io
n
a
n
d
i
n
te
r
ac
tiv
it
y
,
tec
h
n
o
lo
g
y
s
elec
tio
n
.
E
v
al
u
atio
n
p
h
ase
o
f
s
u
cc
ess
m
o
d
el
o
f
m
u
lti
m
e
d
ia
lear
n
in
g
co
n
s
is
ts
o
f
:
as
s
e
s
s
m
en
t
o
f
lear
n
i
n
g
o
u
tco
m
e
s
an
d
ass
e
s
s
m
e
n
t
o
f
s
u
cc
e
s
s
m
o
d
el
o
f
m
u
lti
m
ed
ia
l
ea
r
n
in
g
.
6
.
1
.
2
.
I
m
ple
m
ent
a
t
io
n
t
he
s
ucce
s
s
o
f
M
ulti
m
edia
L
ea
rni
ng
Sy
s
t
e
m
I
m
p
le
m
e
n
tatio
n
o
f
T
h
e
Su
cc
e
s
s
M
u
lti
m
ed
ia
L
ea
r
n
i
n
g
S
y
s
te
m
p
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o
d
u
ce
s
a
m
o
d
u
le
s
y
s
te
m
t
h
at
ca
n
b
e
ac
ce
s
s
ed
b
y
teac
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er
s
a
n
d
s
tu
d
en
ts
.
Stag
e
s
s
y
s
te
m
co
n
s
i
s
ts
o
f
a
lo
g
in
ac
ce
s
s
as
a
teac
h
er
is
co
m
p
o
s
ed
a
s
f
o
llo
w
s
:
T
h
e
lo
g
i
n
p
a
g
e,
th
e
p
ag
e
o
f
P
lan
n
i
n
g
;
s
u
b
j
ec
ts
,
lear
n
in
g
s
tr
ateg
y
,
lear
n
in
g
m
ed
ia,
lear
n
in
g
r
eso
u
r
ce
s
,
co
g
n
iti
v
e
u
n
d
er
s
ta
n
d
in
g
,
r
ea
d
in
ess
teac
h
er
,
s
t
u
d
en
t
r
ea
d
in
es
s
,
r
ea
d
in
es
s
o
f
t
h
e
m
ed
ia
,
elec
to
r
al
s
u
b
j
ec
ts
,
lear
n
in
g
m
ater
ials
a
n
d
P
lan
n
in
g
Su
m
m
ar
y
P
ag
e.
A
cc
ess
l
o
g
in
as
a
s
t
u
d
en
t
co
n
s
is
ts
o
f
:
th
e
L
o
g
in
P
ag
e,
L
ea
r
n
i
n
g
A
cti
v
it
y
P
ag
e,
Su
b
j
ec
ts
,
L
ea
r
n
in
g
Ma
ter
ial
s
,
On
li
n
e
T
est an
d
Po
ll.
I
n
ter
v
ie
w
s
w
it
h
s
e
v
er
al
r
esp
o
n
d
en
ts
teac
h
er
s
f
r
o
m
v
o
ca
t
io
n
al
s
c
h
o
o
ls
i
n
Ken
d
al,
U
n
g
ar
an
a
n
d
Se
m
ar
a
n
g
i
n
d
icate
t
h
at
T
h
e
S
u
cc
es
s
S
y
s
t
e
m
o
f
Mu
lti
m
ed
ia
L
ea
r
n
in
g
d
ev
elo
p
ed
in
th
i
s
s
t
u
d
y
ca
n
b
e
u
s
ed
a
s
f
ee
d
b
ac
k
to
ass
es
s
th
e
s
u
cc
es
s
an
d
ef
f
ec
ti
v
en
e
s
s
o
f
lear
n
in
g
ac
tiv
i
ties
,
m
u
l
ti
m
ed
ia
lear
n
i
n
g
ca
n
i
m
p
r
o
v
e
t
h
e
p
er
f
o
r
m
a
n
ce
a
n
d
co
m
p
r
eh
en
s
i
o
n
o
f
s
t
u
d
en
t
s
.
6
.
2
.
Rec
o
mm
enda
t
io
ns
B
ased
o
n
th
e
co
n
cl
u
s
io
n
s
an
d
i
m
p
licat
io
n
s
o
f
th
e
r
esear
ch
t
h
at
h
as
b
ee
n
s
tated
ab
o
v
e,
t
h
e
f
o
llo
w
i
n
g
ar
e
s
o
m
e
s
u
g
g
est
io
n
s
to
co
n
s
id
er
:
I
n
teg
r
atio
n
o
f
t
h
e
s
y
s
t
e
m
in
to
th
e
s
c
h
o
o
l's
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ad
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m
ic
s
y
s
te
m
a
n
d
h
a
s
ad
d
itio
n
al
f
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r
es s
u
ch
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y
n
c
h
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o
n
izin
g
an
d
n
o
ti
f
icat
io
n
s
to
m
o
b
ile
d
e
v
ices.
RE
F
E
R
E
NC
E
S
[1
]
Ha
k
i
m
,
F
it
ro
Nu
r,
S
o
lec
h
a
n
,
A
c
h
m
a
d
;
M
ig
u
n
a
n
i.
2
0
1
7
.
“
S
u
c
c
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ss
f
u
l
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u
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im
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f
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r
V
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ti
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l
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c
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d
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De
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.
In
ter
n
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ti
o
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a
l
Res
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a
rc
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J
o
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a
l
o
f
En
g
in
e
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a
n
d
T
e
c
h
n
o
l
o
g
y
Vo
l.
4
Iss
u
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3
.
p
.
5
3
1
-
5
3
6
.
[2
]
A
rian
ti
,
Yu
li
M
a
h
a
re
tt
a
d
a
n
Yo
g
isa
,
Krise
d
h
o
,
2
0
1
2
.
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p
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rn
a
l
V
o
l.
6
N
o
.
1
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n
2
0
1
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[3
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o
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ja.2
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.
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a
li
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of
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In
d
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v
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5
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n
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2
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p
.
1
2
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-
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2
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.
[4
]
De
P
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r
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B.
&
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c
k
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M
.
1
9
9
9
.
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a
n
tu
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L
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a
rn
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g
:
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e
m
b
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n
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laja
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a
m
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d
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k
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.
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]
Du
n
n
,
R.
,
&
Du
n
n
,
K.
(
1
9
7
8
)
.
“
T
e
a
c
h
in
g
S
tu
d
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n
ts
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h
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h
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ir
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d
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rn
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tyl
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a
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l
Ap
p
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h
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P
re
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ti
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Ha
ll
,
Re
sto
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,
V
A
.
,
IS
BN:
1
0
:
0
8
7
9
0
9
8
0
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2
,
3
3
6
.
[6
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Am
a
li
a
,
Re
stu
;
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b
a
rsa
ri,
Nia
d
a
n
W
iy
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g
o
,
M
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to
,
2
0
1
4
.
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m
b
a
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.
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Ch
a
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a
n
,
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w
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s
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.
,
2
0
0
8
.
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M
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n
d
o
ro
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P
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n
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ra
p
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-
lea
rn
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d
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k
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lah
”
.
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u
rn
a
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X
II
No
.
1
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2
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[8
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S
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a
n
,
S
u
d
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n
.
2
0
0
8
.
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M
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a
p
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ru
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lam
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la
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n
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.
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u
rn
a
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k
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.
[9
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a
n
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,
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tro
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,
1
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9
9
.
“
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ru
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a
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c
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p
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f
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o
b
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P
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y
m
e
n
t
S
o
lu
ti
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n
”
,
J
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f
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3
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0
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A
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,
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,
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k
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,
2
0
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.
“
P
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m
b
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,
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ra
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HK
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k
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to
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2
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