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[
1]
d
is
cu
s
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u
s
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o
f
co
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p
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2
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a
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14
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4
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20
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3316
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[
5
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o
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lin
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v
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r
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m
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n
ts
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Fu
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th
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Mu
s
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[
6
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n
o
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Yo
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E
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o
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v
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p
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s
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p
p
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Ham
ad
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[
7
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h
ig
h
lig
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t
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th
e
p
o
ten
tial
o
f
s
o
cial
m
ed
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as
a
f
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m
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ca
tio
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A
s
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b
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A
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[
8
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em
p
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a
s
ize
d
th
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im
p
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tan
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s
in
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ter
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g
a
n
o
p
p
o
r
tu
n
ity
f
o
r
ef
f
ec
tiv
e
a
n
d
ac
ce
ler
ated
lan
g
u
ag
e
lear
n
in
g
,
co
n
s
id
er
in
g
cu
r
r
e
n
t
tech
n
o
lo
g
ical
tr
en
d
s
an
d
lear
n
er
s
’
p
r
ef
e
r
en
ce
s
.
Ag
u
s
tin
a
et
a
l.
[9
]
n
o
te
d
th
at
th
e
u
s
e
o
f
m
o
b
ile
ed
u
ca
tio
n
al
ap
p
licatio
n
s
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
c
r
itical
th
in
k
in
g
i
n
s
tu
d
en
ts
,
s
im
p
lify
i
n
g
th
e
p
ed
ag
o
g
ical
p
r
o
ce
s
s
.
I
m
a
m
y
ar
th
a
et
a
l.
[
1
0
]
h
ig
h
lig
h
t
ed
th
e
g
r
ea
ter
p
o
te
n
tial
o
f
th
e
Mo
o
d
le
p
latf
o
r
m
in
cr
ea
tin
g
d
ee
p
k
n
o
wled
g
e
am
o
n
g
s
tu
d
en
ts
,
co
m
b
in
in
g
th
is
p
r
o
ce
s
s
with
tr
ain
in
g
th
eir
lan
g
u
ag
e
s
k
il
ls
,
co
m
p
ar
ed
t
o
T
eleg
r
a
m
.
Ho
wev
er
,
to
f
u
lly
u
n
d
er
s
tan
d
th
e
e
f
f
ec
tiv
en
ess
an
d
ap
p
licab
ilit
y
o
f
th
ese
ap
p
li
ca
tio
n
s
in
th
e
co
n
tex
t
o
f
la
n
g
u
ag
e
teac
h
in
g
,
m
o
r
e
r
esear
ch
is
n
ee
d
ed
to
ass
ess
th
eir
im
p
ac
t
o
n
v
ar
io
u
s
asp
ec
ts
o
f
lear
n
in
g
,
in
clu
d
in
g
s
tu
d
e
n
t
m
o
tiv
atio
n
,
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
th
e
ef
f
ec
tiv
en
ess
o
f
t
h
e
k
n
o
wled
g
e
ac
h
iev
e
d
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
ex
am
in
ed
h
o
w
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
m
a
k
e
lan
g
u
ag
e
lear
n
i
n
g
m
o
r
e
f
lex
ib
le
an
d
ac
ce
s
s
ib
le
b
y
o
f
f
e
r
in
g
a
wid
e
s
elec
tio
n
o
f
o
n
lin
e
co
u
r
s
es,
in
ter
ac
tiv
e
less
o
n
s
,
an
d
lear
n
in
g
r
eso
u
r
ce
s
.
Mo
b
ile
lear
n
in
g
a
n
d
d
ig
ital
g
am
es
d
i
v
er
s
if
y
an
d
e
n
g
ag
e
p
u
p
ils
,
p
r
o
m
o
tin
g
m
o
tiv
atio
n
an
d
lear
n
in
g
.
T
h
e
s
tu
d
y
also
an
aly
ze
d
in
n
o
v
ativ
e
lan
g
u
ag
e
teac
h
in
g
m
eth
o
d
s
lik
e
Gr
ap
h
o
L
ea
r
n
,
Kah
o
o
t!
,
an
d
R
o
s
etta
Sto
n
e,
wh
ich
co
m
b
in
e
m
o
d
er
n
tech
n
o
lo
g
ies
an
d
p
e
d
ag
o
g
ical
m
eth
o
d
o
lo
g
i
es to
im
p
r
o
v
e
lear
n
in
g
.
Du
r
in
g
th
is
r
esear
ch
,
a
s
u
r
v
ey
o
f
lan
g
u
ag
e
teac
h
e
r
s
o
f
h
ig
h
er
ed
u
ca
tio
n
al
in
s
ti
tu
tio
n
s
in
Ast
an
a,
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
,
was
co
n
d
u
cte
d
.
T
h
e
s
u
r
v
ey
w
as
co
n
d
u
cte
d
f
r
o
m
0
6
.
0
5
.
2
4
to
1
3
.
0
5
.
2
4
.
T
h
e
p
ar
ticip
an
ts
wer
e
s
elec
ted
b
as
ed
o
n
s
p
ec
if
ic
in
clu
s
io
n
an
d
e
x
clu
s
io
n
cr
iter
ia
to
en
s
u
r
e
th
a
t
th
e
d
ata
co
llected
r
ep
r
esen
ted
ed
u
ca
to
r
s
with
e
x
p
er
ien
ce
i
n
u
s
in
g
o
p
en
ed
u
ca
t
io
n
al
p
latf
o
r
m
s
.
T
h
e
s
tu
d
y
i
n
c
lu
d
ed
teac
h
er
s
wh
o
wer
e
ac
tiv
ely
teac
h
in
g
lan
g
u
a
g
e
co
u
r
s
es
in
h
ig
h
er
ed
u
ca
tio
n
,
with
at
least
th
r
ee
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ie
n
ce
an
d
th
o
s
e
wh
o
h
a
d
p
r
ev
io
u
s
l
y
u
s
ed
o
p
en
e
d
u
ca
tio
n
al
p
lat
f
o
r
m
s
o
r
m
o
b
ile
ap
p
licatio
n
s
in
th
eir
teac
h
i
n
g
p
r
ac
tices.
T
ea
ch
er
s
wh
o
h
ad
n
o
p
r
i
o
r
ex
p
er
ien
ce
with
o
p
e
n
ed
u
ca
tio
n
al
p
latf
o
r
m
s
a
n
d
th
o
s
e
n
o
t
in
v
o
lv
ed
in
r
elev
an
t
ty
p
es
o
f
teac
h
in
g
wer
e
ex
clu
d
ed
f
r
o
m
th
e
s
tu
d
y
.
T
h
e
to
tal
s
am
p
le
o
f
th
e
s
u
r
v
ey
was
1
0
0
r
esp
o
n
d
e
n
ts
ag
ed
2
7
to
5
7
,
in
clu
d
in
g
b
o
t
h
wo
m
en
(
ag
ed
2
9
to
5
5
)
a
n
d
m
en
(
ag
ed
2
7
t
o
5
9
)
.
T
h
e
s
u
r
v
ey
e
v
alu
ated
r
esp
o
n
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
'
la
n
g
u
ag
e
lear
n
in
g
ef
f
ec
tiv
e
n
ess
u
s
in
g
a
th
r
ee
-
lev
el
an
s
wer
s
ca
le
(
lo
w,
m
ed
iu
m
,
h
ig
h
)
.
T
h
e
s
u
r
v
ey
in
clu
d
ed
m
an
y
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
to
p
ics.
O
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
wer
e
e
v
alu
ated
b
y
teac
h
er
s
in
m
an
y
l
an
g
u
ag
e
teac
h
in
g
ar
ea
s
.
T
h
e
e
x
p
er
im
en
t
s
ee
k
s
to
d
eter
m
in
e
h
o
w
well
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
ar
e
in
teg
r
ated
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
th
eir
ab
ilit
y
to
ad
ap
t
to
s
tu
d
en
t
n
ee
d
s
,
an
d
th
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
f
o
r
t
h
eir
u
s
e
in
e
d
u
ca
tio
n
.
T
h
e
q
u
esti
o
n
s
to
lan
g
u
a
g
e
teac
h
er
s
in
clu
d
ed
th
e
f
o
llo
win
g
asp
ec
ts
:
i)
Ho
w
o
f
ten
d
o
y
o
u
u
s
e
th
e
c
o
r
e
cu
r
r
icu
lu
m
(
C
C
)
in
y
o
u
r
lan
g
u
ag
e
teac
h
in
g
p
r
ac
tice?
ii)
H
o
w
d
o
y
o
u
a
s
s
es
s
t
h
e
le
v
e
l
o
f
e
f
f
e
c
t
i
v
e
n
es
s
o
f
u
s
i
n
g
o
p
e
n
e
d
u
c
a
t
i
o
n
a
l
p
l
a
t
f
o
r
m
s
i
n
y
o
u
r
l
a
n
g
u
a
g
e
t
e
a
c
h
i
n
g
?
iii)
Ho
w
wo
u
ld
y
o
u
ass
ess
y
o
u
r
le
v
el
o
f
tr
ain
i
n
g
an
d
r
ea
d
i
n
ess
to
u
s
e
C
C
in
lan
g
u
ag
e
teac
h
i
n
g
?
iv
)
I
n
y
o
u
r
o
p
in
io
n
,
d
o
es th
e
u
s
e
o
f
o
p
en
e
d
u
ca
tio
n
al
p
latf
o
r
m
s
h
elp
to
in
cr
ea
s
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
lear
n
a
lan
g
u
ag
e?
v)
Do
y
o
u
f
ee
l th
at
C
C
allo
w
y
o
u
to
in
d
iv
id
u
alize
lan
g
u
a
g
e
lear
n
in
g
f
o
r
d
if
f
er
en
t ty
p
es o
f
lear
n
er
s
?
v
i)
W
h
at
is
y
o
u
r
ass
es
s
m
en
t
o
f
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
in
ter
m
s
o
f
co
n
ten
t
q
u
ality
an
d
ac
ce
s
s
ib
ilit
y
o
f
lan
g
u
ag
e
lear
n
in
g
m
ater
ials
?
T
h
e
s
u
r
v
e
y
e
v
alu
ated
r
esp
o
n
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
o
p
en
e
d
u
ca
tio
n
al
p
latf
o
r
m
s
'
lan
g
u
a
g
e
lear
n
in
g
ef
f
ec
tiv
en
ess
u
s
in
g
a
th
r
ee
-
lev
el
an
s
wer
s
ca
le
(
lo
w,
m
ed
iu
m
,
an
d
h
ig
h
)
.
T
h
e
s
u
r
v
ey
in
clu
d
ed
m
an
y
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
to
p
ics.
Op
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
wer
e
ev
alu
ated
b
y
teac
h
er
s
in
m
an
y
lan
g
u
ag
e
teac
h
in
g
ar
ea
s
.
T
h
e
ex
p
er
im
e
n
t
s
ee
k
s
to
d
eter
m
i
n
e
h
o
w
we
ll
o
p
en
e
d
u
ca
tio
n
al
p
latf
o
r
m
s
ar
e
in
teg
r
ated
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
th
eir
ab
ilit
y
to
ad
a
p
t
to
s
tu
d
e
n
t
n
e
e
d
s
,
an
d
t
h
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
f
o
r
th
eir
u
s
e
in
ed
u
ca
tio
n
.
3.
RE
SU
L
T
S
On
e
o
f
th
e
m
ain
ad
v
an
tag
es
o
f
e
-
lear
n
in
g
is
its
ac
ce
s
s
ib
il
ity
an
d
f
lex
ib
ilit
y
.
Stu
d
en
ts
ca
n
ac
ce
s
s
ed
u
ca
tio
n
al
m
ater
ials
an
d
r
es
o
u
r
ce
s
at
an
y
tim
e
an
d
p
lace
co
n
v
en
ie
n
t
f
o
r
th
em
,
u
s
in
g
co
m
p
u
ter
s
,
tab
lets
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
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meth
o
d
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ica
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fo
u
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a
tio
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f o
p
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3317
s
m
ar
tp
h
o
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es
,
an
d
o
th
er
d
ev
ic
es.
T
h
is
is
e
s
p
ec
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im
p
o
r
tan
t
f
o
r
th
o
s
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wh
o
a
r
e
b
u
s
y
with
wo
r
k
o
r
o
t
h
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r
esp
o
n
s
ib
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ies
an
d
h
a
v
e
lim
ited
tim
e
to
s
tu
d
y
.
E
-
lear
n
in
g
tech
n
o
lo
g
y
also
co
n
tr
ib
u
te
s
to
im
p
r
o
v
in
g
th
e
q
u
ality
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f
lear
n
in
g
b
y
in
d
iv
id
u
alizin
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Per
s
o
n
alize
d
co
u
r
s
es
an
d
m
at
er
ials
allo
w
teac
h
er
s
to
tailo
r
lear
n
in
g
to
t
h
e
in
d
i
v
id
u
al
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ee
d
s
a
n
d
s
k
ill
lev
el
o
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e
ac
h
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tu
d
en
t,
wh
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h
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elp
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to
in
cr
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em
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i
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an
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An
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p
o
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t
a
n
t
asp
ec
t
i
s
th
e
ab
ilit
y
to
u
s
e
in
ter
ac
ti
v
e
an
d
m
u
ltime
d
ia
m
ater
ials
th
at
m
ak
e
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
m
o
r
e
en
g
a
g
in
g
an
d
ef
f
ec
tiv
e.
Vis
u
aliza
tio
n
,
a
n
im
atio
n
,
au
d
io
,
an
d
v
id
eo
m
ater
ials
d
em
o
n
s
tr
ate
c
o
m
p
lex
co
n
ce
p
ts
an
d
cr
ea
te
i
n
ter
ac
tiv
e
ex
e
r
cises
an
d
s
im
u
latio
n
s
,
wh
ich
h
elp
s
to
im
p
r
o
v
e
th
e
m
e
m
o
r
izatio
n
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
tr
ai
n
in
g
m
ater
ial.
T
h
u
s
,
e
-
lear
n
in
g
tech
n
o
lo
g
y
is
n
o
t
o
n
ly
an
ef
f
e
ctiv
e
to
o
l
f
o
r
m
o
d
er
n
ed
u
ca
tio
n
b
u
t
also
a
k
ey
f
ac
to
r
in
im
p
r
o
v
in
g
th
e
ac
ce
s
s
ib
ilit
y
,
q
u
ality
,
an
d
ef
f
ec
tiv
en
ess
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
1
]
.
Op
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
in
lan
g
u
ag
e
lear
n
in
g
allo
w
v
ir
tu
al
ac
ce
s
s
to
lan
g
u
ag
e
lear
n
in
g
m
ater
ials
,
r
eso
u
r
ce
s
,
an
d
tech
n
o
lo
g
ies.
T
h
ese
p
latf
o
r
m
s
allo
w
u
s
er
s
t
o
u
s
e
m
ater
ials
with
o
u
t
p
ay
m
en
t
o
r
g
eo
g
r
ap
h
ical
co
n
s
tr
ain
ts
b
ec
au
s
e
th
ey
p
r
o
m
o
te
o
p
en
ac
ce
s
s
an
d
k
n
o
wled
g
e
d
is
s
em
in
atio
n
.
Op
en
ed
u
ca
ti
o
n
al
p
latf
o
r
m
s
f
o
r
lan
g
u
ag
e
lear
n
in
g
aim
t
o
m
a
k
e
r
ea
d
in
g
,
wr
itin
g
,
s
p
ea
k
in
g
,
a
n
d
lis
ten
in
g
ea
s
y
an
d
ef
f
ec
ti
v
e
.
Ma
n
y
ed
u
ca
tio
n
al
p
latf
o
r
m
s
o
f
f
er
tex
tb
o
o
k
s
,
au
d
io
an
d
v
i
d
eo
r
eso
u
r
ce
s
,
ex
er
ci
s
es,
test
s
,
an
d
in
ter
ac
tiv
e
ap
p
s
.
T
h
e
ad
v
a
n
tag
es
o
f
o
p
en
e
d
u
ca
tio
n
al
p
latf
o
r
m
s
in
lan
g
u
ag
e
lear
n
in
g
i
n
clu
d
e
m
a
n
y
asp
ec
ts
,
as sh
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Ad
v
an
tag
es o
f
o
p
e
n
ed
u
ca
tio
n
al
p
latf
o
r
m
s
in
lan
g
u
ag
e
lear
n
in
g
T
h
e
av
ailab
ilit
y
o
f
lear
n
in
g
th
r
o
u
g
h
o
p
en
e
d
u
ca
t
io
n
p
l
atf
o
r
m
s
is
also
ex
p
an
d
in
g
t
o
d
if
f
er
en
t
lo
ca
tio
n
s
[
1
2
]
.
User
s
ca
n
o
b
t
ain
tr
ain
in
g
m
ater
ials
o
n
th
ei
r
PC
s
,
lap
to
p
s
,
tab
lets
,
o
r
ce
l
l
p
h
o
n
es.
T
h
is
lets
s
tu
d
en
ts
lear
n
o
n
p
u
b
lic
tr
a
n
s
p
o
r
tatio
n
o
r
d
u
r
i
n
g
w
o
r
k
b
r
ea
k
s
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
ar
e
n
o
lo
n
g
e
r
in
ac
ce
s
s
ib
le
b
ec
au
s
e
tr
ain
in
g
is
av
ailab
le
an
y
wh
e
r
e
with
an
in
ter
n
et
c
o
n
n
ec
ti
o
n
.
Ma
n
y
s
y
s
tem
s
cu
s
to
m
ize
co
u
r
s
es a
n
d
m
ater
ials
f
o
r
ea
ch
u
s
er
's ex
p
e
r
tis
e
an
d
asp
ir
atio
n
s
.
User
s
ca
n
lear
n
at
th
eir
o
wn
p
ac
e
an
d
f
o
cu
s
o
n
th
eir
f
av
o
r
ite
o
r
m
o
s
t
u
s
ef
u
l
to
p
ics.
Ad
d
itio
n
ally
,
s
ev
er
al
p
latf
o
r
m
s
u
s
e
m
ac
h
in
e
lear
n
in
g
alg
o
r
ith
m
s
to
cu
s
to
m
ize
m
ater
ials
an
d
ass
ig
n
m
en
ts
f
o
r
ea
c
h
u
s
er
,
im
p
r
o
v
i
n
g
lear
n
in
g
.
Op
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
in
clu
d
e
v
id
eo
lectu
r
es,
in
ter
ac
tiv
e
ass
ig
n
m
en
ts
,
s
tu
d
y
aid
s
,
an
d
ass
es
s
m
en
ts
.
Ma
n
y
p
latf
o
r
m
s
allo
w
u
s
er
s
an
d
teac
h
er
s
to
co
m
m
u
n
icate
,
wh
ich
h
elp
s
s
h
ar
e
k
n
o
wled
g
e
an
d
b
u
ild
a
l
ea
r
n
in
g
c
o
m
m
u
n
ity
.
I
n
ter
ac
tiv
e
ex
er
cises
,
ex
am
in
a
tio
n
s
,
an
d
ass
ig
n
m
en
ts
o
n
n
u
m
er
o
u
s
lear
n
in
g
p
latf
o
r
m
s
h
el
p
lan
g
u
ag
e
ac
q
u
is
itio
n
.
T
h
ese
to
o
ls
h
el
p
s
tu
d
en
ts
c
o
n
s
o
lid
ate
k
n
o
w
led
g
e
an
d
e
n
h
an
ce
lan
g
u
ag
e
s
k
ills
.
T
h
ey
h
av
e
g
r
am
m
ar
,
v
o
ca
b
u
la
r
y
,
lis
ten
in
g
,
r
ea
d
in
g
,
wr
itin
g
,
an
d
s
p
ea
k
in
g
task
s
.
I
n
ter
ac
tiv
e
ex
e
r
cises
let
s
tu
d
en
ts
p
r
ac
tice
lan
g
u
ag
e
s
k
ills
in
a
c
o
n
tr
o
lled
en
v
ir
o
n
m
en
t.
Gap
-
f
i
ll
ex
er
cises
,
ch
o
o
s
in
g
th
e
r
ig
h
t
an
s
wer
,
tr
an
s
latin
g
tex
ts
,
wr
itin
g
s
en
ten
ce
s
o
r
co
n
v
er
s
atio
n
s
,
a
n
d
lis
ten
in
g
an
d
p
r
o
n
u
n
ciatio
n
ass
ig
n
m
en
ts
a
r
e
ex
am
p
les.
T
h
ese
ex
er
cises
let
s
tu
d
en
ts
p
r
ac
tice
th
e
lan
g
u
ag
e
in
r
ea
l
-
tim
e.
L
an
g
u
ag
e
p
r
o
f
icien
cy
is
ass
ess
ed
an
d
d
ev
elo
p
m
en
t is
tr
ac
k
ed
b
y
test
s
.
Mu
ltip
le
-
ch
o
ice,
m
atch
in
g
,
er
r
o
r
co
r
r
ec
tio
n
,
an
d
wr
itten
an
d
o
r
al
ass
ig
n
m
en
ts
ar
e
co
m
m
o
n
.
Ad
ap
tiv
e
ex
am
in
atio
n
s
o
n
s
ev
er
al
p
latf
o
r
m
s
au
t
o
m
atica
lly
m
atch
s
tu
d
en
ts
'
k
n
o
wled
g
e
an
d
d
if
f
icu
lty
.
I
n
s
tan
t
f
ee
d
b
ac
k
is
a
m
ajo
r
b
en
ef
it
o
f
in
ter
ac
tiv
e
ex
er
cises
an
d
ex
am
in
atio
n
s
.
Stu
d
en
ts
ca
n
q
u
ick
ly
v
iew
th
eir
m
is
tak
es
an
d
r
i
g
h
t
a
n
s
wer
s
af
t
er
f
in
is
h
in
g
an
ass
ig
n
m
en
t
o
r
test
.
T
h
is
h
elp
s
p
e
o
p
le
id
en
tif
y
m
is
tak
es,
co
r
r
ec
t
th
em
,
an
d
d
ev
elo
p
th
eir
s
k
ills
.
Per
s
o
n
alize
d
lear
n
in
g
is
o
n
e
o
f
th
e
k
ey
p
r
in
cip
les
o
f
m
o
d
er
n
ed
u
ca
tio
n
an
d
p
la
y
s
an
im
p
o
r
tan
t
r
o
le
in
ef
f
ec
tiv
e
lan
g
u
ag
e
lear
n
i
n
g
o
n
o
n
lin
e
p
latf
o
r
m
s
[
1
3
]
.
On
e
tech
n
iq
u
e
to
p
er
s
o
n
alize
lear
n
in
g
is
to
tailo
r
m
ater
ials
an
d
ex
er
cises
to
ea
c
h
s
tu
d
en
t'
s
k
n
o
wled
g
e
an
d
lan
g
u
ag
e
asp
ir
atio
n
s
.
So
m
e
p
lat
f
o
r
m
s
s
tar
t
co
u
r
s
es
with
d
iag
n
o
s
tic
ex
am
s
o
r
q
u
esti
o
n
n
air
es
to
ass
ess
lear
n
e
r
s
'
ab
ilit
ies
an
d
n
ee
d
s
.
T
h
e
s
y
s
tem
au
to
m
atica
lly
ch
o
o
s
es
m
ater
ials
an
d
ex
e
r
cises
f
o
r
ea
ch
lear
n
e
r
b
ased
o
n
th
ese
ex
am
s
,
allo
win
g
th
e
m
to
u
s
e
th
eir
tim
e
p
r
o
d
u
ctiv
ely
a
n
d
f
o
c
u
s
o
n
th
e
ir
p
r
e
f
er
r
ed
lan
g
u
ag
e
to
p
ics.
So
m
e
p
latf
o
r
m
s
o
f
f
er
a
v
ar
iety
o
f
s
u
b
ject
m
o
d
u
les
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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t
J
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v
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&
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Vo
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14
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4
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Au
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20
25
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3
3
1
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3
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4
3318
o
r
co
u
r
s
es
th
at
let
lear
n
er
s
c
h
o
o
s
e
to
p
ics
th
at
in
te
r
est
th
em
an
d
ar
e
r
elev
an
t
to
th
eir
p
r
o
f
e
s
s
io
n
al
o
r
p
er
s
o
n
al
asp
ir
atio
n
s
.
T
h
is
m
ay
in
clu
d
e
in
d
iv
id
u
al
d
is
cu
s
s
io
n
s
with
t
ea
ch
er
s
o
r
tu
to
r
s
,
co
m
m
e
n
ts
o
n
ass
ig
n
m
en
ts
a
n
d
test
s
,
an
d
s
u
g
g
esti
o
n
s
f
o
r
f
u
r
t
h
er
s
tu
d
y
an
d
in
d
e
p
en
d
e
n
t
wo
r
k
.
T
h
is
p
e
r
s
o
n
alize
d
g
u
id
an
ce
h
elp
s
s
tu
d
en
ts
o
v
er
co
m
e
ch
allen
g
es a
n
d
r
ea
c
h
lin
g
u
is
tic
g
o
als.
Mu
ltil
in
g
u
alis
m
in
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
is
cr
u
cial
f
o
r
in
cr
ea
s
in
g
ed
u
ca
tio
n
a
l
r
eso
u
r
ce
ac
ce
s
s
ib
ilit
y
ac
r
o
s
s
d
if
f
er
en
t
co
u
n
tr
ies
an
d
cu
ltu
r
es
[
1
4
]
.
B
y
o
f
f
er
in
g
co
n
te
n
t
in
m
u
lti
p
le
lan
g
u
a
g
es,
th
ese
p
latf
o
r
m
s
en
a
b
le
lear
n
e
r
s
to
s
tu
d
y
in
th
ei
r
n
ativ
e
o
r
m
o
r
e
co
m
f
o
r
tab
le
lan
g
u
ag
e,
p
ar
tic
u
lar
ly
im
p
o
r
tan
t
in
d
ev
el
o
p
in
g
co
u
n
tr
ies
wh
er
e
E
n
g
lis
h
p
r
o
f
icien
cy
v
ar
ies.
T
h
is
ap
p
r
o
ac
h
s
u
p
p
o
r
ts
cu
lt
u
r
al
ex
ch
a
n
g
e
a
n
d
u
n
d
er
s
tan
d
i
n
g
,
allo
win
g
s
tu
d
en
ts
to
lear
n
a
b
o
u
t
d
iv
er
s
e
cu
ltu
r
al
tr
a
d
itio
n
s
an
d
cu
s
to
m
s
.
Mu
ltil
in
g
u
al
r
eso
u
r
ce
s
f
o
s
ter
to
ler
an
ce
an
d
h
elp
s
tu
d
en
ts
d
ev
elo
p
lan
g
u
a
g
e
co
m
p
ete
n
cies
in
m
u
ltip
le
lan
g
u
ag
es,
e
n
h
an
cin
g
th
eir
in
ter
cu
ltu
r
al
co
m
m
u
n
icat
io
n
s
k
ills
[
1
5
]
.
Mo
r
e
o
v
er
,
p
r
o
v
id
in
g
ed
u
ca
tio
n
al
m
ater
ials
in
v
ar
io
u
s
lan
g
u
ag
es
p
r
o
m
o
tes
a
n
in
clu
s
iv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t,
en
s
u
r
in
g
eq
u
al
ed
u
c
atio
n
al
o
p
p
o
r
tu
n
ities
r
eg
ar
d
less
o
f
lin
g
u
is
tic
b
ac
k
g
r
o
u
n
d
.
I
n
o
u
r
in
cr
ea
s
in
g
ly
g
lo
b
alize
d
wo
r
ld
,
s
u
ch
m
u
ltil
in
g
u
al
ap
p
r
o
ac
h
es
ar
e
ess
en
tial
f
o
r
b
r
ea
k
i
n
g
d
o
wn
lan
g
u
ag
e
b
ar
r
ier
s
an
d
f
a
cilitatin
g
in
ter
n
atio
n
al
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
s
[
1
6
]
.
So
cial
in
ter
ac
tio
n
o
n
o
p
e
n
ed
u
ca
tio
n
al
p
latf
o
r
m
s
en
r
ich
es
lear
n
in
g
b
y
cr
ea
tin
g
co
llab
o
r
at
iv
e
s
p
ac
es
wh
er
e
s
tu
d
en
ts
ca
n
s
h
ar
e
k
n
o
wl
ed
g
e,
ex
ch
a
n
g
e
id
ea
s
,
a
n
d
p
r
o
v
id
e
m
u
tu
al
s
u
p
p
o
r
t.
T
h
r
o
u
g
h
f
o
r
u
m
s
,
ch
ats,
an
d
g
r
o
u
p
s
,
lea
r
n
er
s
d
e
v
elo
p
cr
itical
co
m
m
u
n
icatio
n
s
k
ills
b
y
ex
p
r
ess
in
g
th
o
u
g
h
ts
,
ar
g
u
i
n
g
p
er
s
p
ec
tiv
es,
a
n
d
r
esp
ec
tin
g
d
i
v
er
s
e
o
p
in
io
n
s
[
1
7
]
.
T
h
ese
in
ter
ac
tio
n
s
n
o
t
o
n
l
y
en
h
an
ce
u
n
d
e
r
s
tan
d
in
g
o
f
e
d
u
ca
tio
n
al
m
ater
ial
b
u
t a
ls
o
m
o
tiv
ate
s
tu
d
en
ts
an
d
p
r
ep
ar
e
th
em
f
o
r
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
e
n
ts
wh
er
e
co
m
m
u
n
icatio
n
is
es
s
en
tial.
Mo
r
eo
v
er
,
s
u
ch
p
latf
o
r
m
s
en
ab
le
s
tu
d
en
ts
to
b
u
ild
v
alu
ab
le
p
r
o
f
ess
io
n
al
n
etwo
r
k
s
,
co
n
n
ec
tin
g
with
teac
h
er
s
,
p
ee
r
s
,
an
d
o
th
er
p
ar
ticip
an
ts
wh
o
m
ay
s
u
p
p
o
r
t
f
u
tu
r
e
ca
r
ee
r
d
ev
elo
p
m
en
t
an
d
o
p
p
o
r
t
u
n
iti
es
f
o
r
co
llab
o
r
atio
n
.
Pro
g
r
ess
tr
ac
k
in
g
is
cr
u
cial
in
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
,
en
ab
lin
g
s
tu
d
e
n
ts
an
d
teac
h
er
s
to
ass
ess
lear
n
in
g
ef
f
ec
tiv
en
ess
an
d
in
d
iv
id
u
al
p
r
o
g
r
ess
.
B
y
p
r
o
v
id
in
g
m
o
n
ito
r
in
g
to
o
ls
,
p
latf
o
r
m
s
h
elp
s
tu
d
en
ts
s
y
s
tem
atica
l
ly
ev
alu
ate
th
eir
k
n
o
wled
g
e,
i
d
e
n
tify
in
g
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
to
m
an
ag
e
lear
n
in
g
m
o
r
e
co
n
s
cio
u
s
ly
.
Fo
r
ed
u
ca
to
r
s
,
tr
ac
k
in
g
o
f
f
e
r
s
in
s
ig
h
ts
in
to
s
tu
d
e
n
t
p
er
f
o
r
m
a
n
ce
,
allo
win
g
th
em
to
a
d
ap
t
teac
h
i
n
g
m
eth
o
d
s
,
ad
j
u
s
t
cu
r
r
icu
la,
an
d
p
r
o
v
id
e
p
er
s
o
n
alize
d
s
u
p
p
o
r
t.
T
h
e
p
r
o
ce
s
s
en
h
an
ce
s
s
tu
d
en
t
m
o
ti
v
atio
n
b
y
d
em
o
n
s
tr
atin
g
p
r
o
g
r
ess
an
d
o
f
f
er
i
n
g
r
eg
u
la
r
f
ee
d
b
ac
k
.
W
h
en
s
tu
d
en
ts
r
ec
o
g
n
ize
th
eir
g
r
o
wth
an
d
r
ec
eiv
e
co
n
s
tr
u
ctiv
e
ev
alu
atio
n
s
,
th
e
y
f
ee
l
m
o
r
e
c
o
n
f
id
en
t
an
d
ar
e
en
co
u
r
ag
e
d
t
o
co
n
ti
n
u
o
u
s
ly
im
p
r
o
v
e
th
eir
s
k
ills
[
1
8
]
.
Desp
ite
th
eir
m
an
y
a
d
v
an
tag
es,
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
also
h
a
v
e
s
ev
er
al
d
is
ad
v
an
tag
es
th
at
ca
n
m
ak
e
lan
g
u
ag
e
lear
n
in
g
d
i
f
f
icu
lt
,
as p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
Dis
ad
v
an
ta
g
es o
f
C
C
in
lan
g
u
a
g
e
teac
h
in
g
A
sp
e
c
t
D
e
scri
p
t
i
o
n
F
r
e
q
u
e
n
t
l
a
c
k
o
f
i
n
d
i
v
i
d
u
a
l
a
p
p
r
o
a
c
h
M
a
n
y
p
l
a
t
f
o
r
ms
o
f
f
e
r
st
a
n
d
a
r
d
i
z
e
d
c
o
u
r
s
e
s
t
h
a
t
d
o
n
o
t
a
l
w
a
y
s
m
e
e
t
t
h
e
i
n
d
i
v
i
d
u
a
l
n
e
e
d
s
a
n
d
l
e
v
e
l
o
f
k
n
o
w
l
e
d
g
e
o
f
e
a
c
h
l
e
a
r
n
e
r
.
Th
i
s
c
a
n
l
e
a
d
t
o
so
me
st
u
d
e
n
t
s
f
e
e
l
i
n
g
e
i
t
h
e
r
u
n
d
e
r
v
a
l
u
e
d
o
r
i
n
su
f
f
i
c
i
e
n
t
l
y
su
p
p
o
r
t
e
d
i
n
t
h
e
i
r
s
t
u
d
i
e
s.
Li
mi
t
e
d
d
i
r
e
c
t
c
o
n
t
a
c
t
w
i
t
h
t
e
a
c
h
e
r
s
O
p
e
n
e
d
u
c
a
t
i
o
n
a
l
p
l
a
t
f
o
r
ms
c
a
n
n
o
t
o
f
t
e
n
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
t
e
a
c
h
e
r
s
i
n
p
e
r
so
n
,
w
h
i
c
h
c
a
n
ma
k
e
i
t
d
i
f
f
i
c
u
l
t
t
o
g
e
t
f
e
e
d
b
a
c
k
a
n
d
a
d
d
i
t
i
o
n
a
l
h
e
l
p
i
n
c
a
se
o
f
d
i
f
f
i
c
u
l
t
i
e
s
o
r
q
u
e
s
t
i
o
n
s a
b
o
u
t
t
h
e
m
a
t
e
r
i
a
l
.
Li
mi
t
e
d
l
e
a
r
n
i
n
g
c
o
n
t
e
x
t
V
i
r
t
u
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
s
d
o
n
o
t
a
l
w
a
y
s
p
r
o
v
i
d
e
s
u
f
f
i
c
i
e
n
t
i
mm
e
r
si
o
n
i
n
t
h
e
l
a
n
g
u
a
g
e
e
n
v
i
r
o
n
m
e
n
t
a
n
d
c
u
l
t
u
r
e
,
w
h
i
c
h
c
a
n
l
i
mi
t
s
t
u
d
e
n
t
s’
o
p
p
o
r
t
u
n
i
t
i
e
s
t
o
p
r
a
c
t
i
c
e
t
h
e
l
a
n
g
u
a
g
e
i
n
r
e
a
l
-
l
i
f
e
si
t
u
a
t
i
o
n
s
.
I
n
su
f
f
i
c
i
e
n
t
a
t
t
e
n
t
i
o
n
t
o
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
s
M
a
n
y
p
l
a
t
f
o
r
ms
f
o
c
u
s
o
n
d
e
v
e
l
o
p
i
n
g
g
r
a
mm
a
r
a
n
d
w
r
i
t
i
n
g
s
k
i
l
l
s
b
u
t
p
a
y
l
e
ss
a
t
t
e
n
t
i
o
n
t
o
d
e
v
e
l
o
p
i
n
g
sp
e
a
k
i
n
g
a
n
d
t
h
e
a
b
i
l
i
t
y
t
o
c
o
mm
u
n
i
c
a
t
e
i
n
t
h
e
l
a
n
g
u
a
g
e
i
n
r
e
a
l
-
l
i
f
e
si
t
u
a
t
i
o
n
s.
I
n
su
f
f
i
c
i
e
n
t
a
t
t
e
n
t
i
o
n
t
o
c
u
l
t
u
r
a
l
a
sp
e
c
t
s
O
p
e
n
e
d
u
c
a
t
i
o
n
a
l
p
l
a
t
f
o
r
ms
o
f
t
e
n
l
a
c
k
p
r
o
p
e
r
a
t
t
e
n
t
i
o
n
t
o
t
h
e
c
u
l
t
u
r
a
l
a
s
p
e
c
t
s
o
f
l
a
n
g
u
a
g
e
,
w
h
i
c
h
c
a
n
l
e
a
d
t
o
a
n
i
n
c
o
mp
l
e
t
e
u
n
d
e
r
st
a
n
d
i
n
g
a
n
d
a
p
p
r
e
c
i
a
t
i
o
n
o
f
t
h
e
l
a
n
g
u
a
g
e
e
n
v
i
r
o
n
me
n
t
a
n
d
i
n
t
e
r
c
u
l
t
u
r
a
l
d
i
f
f
e
r
e
n
c
e
s.
Li
mi
t
e
d
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
p
r
a
c
t
i
c
e
S
o
me
p
l
a
t
f
o
r
ms
p
r
o
v
i
d
e
l
i
mi
t
e
d
o
p
p
o
r
t
u
n
i
t
i
e
s
t
o
p
r
a
c
t
i
c
e
t
h
e
l
a
n
g
u
a
g
e
i
n
r
e
a
l
-
l
i
f
e
si
t
u
a
t
i
o
n
s
,
w
h
i
c
h
c
a
n
mak
e
i
t
d
i
f
f
i
c
u
l
t
t
o
l
e
a
r
n
a
n
d
r
e
t
a
i
n
t
h
e
ma
t
e
r
i
a
l
.
B
ilimd
iler
is
a
co
m
p
r
eh
e
n
s
iv
e
Kaz
ak
h
o
n
lin
e
e
d
u
ca
tio
n
al
p
latf
o
r
m
o
f
f
e
r
in
g
d
iv
er
s
e
co
u
r
s
es
ac
r
o
s
s
m
u
ltip
le
s
u
b
jects
f
o
r
s
tu
d
en
ts
an
d
teac
h
er
s
.
I
t
p
r
o
v
id
es
s
el
f
-
s
tu
d
y
m
ater
ials
lik
e
tex
tb
o
o
k
s
,
v
id
eo
tu
to
r
ials
,
an
d
in
ter
ac
tiv
e
test
s
at
v
ar
io
u
s
d
if
f
icu
lty
le
v
els.
T
h
e
p
latf
o
r
m
s
u
p
p
o
r
ts
d
is
tan
ce
lear
n
in
g
,
en
ab
les
teac
h
er
s
to
cr
ea
te
an
d
s
h
ar
e
p
er
s
o
n
al
c
o
u
r
s
es,
an
d
f
ac
ilit
ates
p
r
o
f
ess
io
n
al
co
llab
o
r
atio
n
.
Par
ticu
lar
ly
v
alu
ab
le
d
u
r
in
g
ch
allen
g
in
g
ed
u
ca
tio
n
al
cir
cu
m
s
tan
ce
s
lik
e
th
e
p
an
d
em
ic,
B
ilimd
iler
aim
s
to
m
ak
e
q
u
ality
ed
u
ca
tio
n
m
o
r
e
ac
ce
s
s
ib
le
th
r
o
u
g
h
o
u
t K
az
ak
h
s
tan
.
Mo
b
ile
lear
n
in
g
o
f
f
e
r
s
a
p
o
w
er
f
u
l
an
d
f
lex
ib
le
a
p
p
r
o
ac
h
t
o
lan
g
u
a
g
e
ac
q
u
is
itio
n
[
1
9
]
.
L
ev
er
ag
in
g
wid
ely
av
ailab
le
m
o
b
ile
d
e
v
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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ter
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with
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2
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.
B
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ter
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co
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s
[
2
1
]
.
B
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2
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tally
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[
2
3
]
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twar
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r
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u
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in
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ca
n
n
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t
co
m
p
letely
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ep
lace
class
r
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ex
p
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s
[
2
4
]
.
T
r
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with
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d
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s
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n
ab
lin
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r
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,
co
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p
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,
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d
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also
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q
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Desp
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Sto
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
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20
25
:
3
3
1
5
-
3
3
2
4
3320
lear
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T
ea
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f
icien
cy
with
th
ese
p
latf
o
r
m
s
r
a
n
g
es
f
r
o
m
h
ig
h
to
lo
w,
with
m
an
y
s
u
cc
ess
f
u
lly
in
teg
r
atin
g
th
em
in
to
th
eir
teac
h
in
g
p
r
ac
tice.
Stu
d
en
t
m
o
tiv
atio
n
v
ar
ies
co
n
s
i
d
er
ab
ly
,
in
f
lu
en
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
in
ter
ac
tiv
e
lear
n
in
g
m
ater
ials
an
d
tec
h
n
ical
ac
ce
s
s
ib
ilit
y
.
Per
s
o
n
aliza
tio
n
o
f
lear
n
in
g
th
r
o
u
g
h
th
ese
p
latf
o
r
m
s
d
if
f
er
s
am
o
n
g
ed
u
ca
to
r
s
.
So
m
e
teac
h
er
s
ef
f
ec
tiv
el
y
u
tili
z
e
in
d
iv
id
u
aliza
tio
n
o
p
p
o
r
tu
n
ities
,
wh
ile
o
th
er
s
s
t
r
u
g
g
le
d
u
e
to
lim
i
ted
tr
ain
in
g
o
r
tim
e
co
n
s
tr
ain
ts
.
T
ea
ch
er
s
ac
k
n
o
wled
g
e
th
e
u
s
ef
u
ln
ess
o
f
C
C
s
an
d
s
ee
t
h
em
as
a
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
im
p
r
o
v
in
g
s
tu
d
en
t
l
ea
r
n
in
g
o
u
tco
m
es.
Ho
wev
er
,
m
an
y
teac
h
e
r
s
p
r
ef
er
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
o
r
f
ac
e
tech
n
ical
d
if
f
icu
lti
es
in
im
p
lem
en
tin
g
C
C
.
T
h
u
s
,
to
m
ax
im
ize
th
e
e
f
f
ec
tiv
en
ess
o
f
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
,
it
is
n
ec
ess
ar
y
to
p
r
o
v
id
e
teac
h
e
r
s
with
th
e
r
elev
an
t
k
n
o
wled
g
e
an
d
s
k
ills
,
as
well
as
p
ay
atte
n
tio
n
to
s
tu
d
en
t
m
o
tiv
atio
n
a
n
d
o
p
p
o
r
tu
n
ities
f
o
r
in
d
iv
id
u
alize
d
lea
r
n
in
g
.
Sy
s
te
m
atic
t
ea
c
h
er
t
r
ai
n
i
n
g
o
n
o
p
e
n
e
d
u
ca
ti
o
n
al
p
lat
f
o
r
m
s
s
h
o
u
l
d
i
n
c
lu
d
e
p
la
tf
o
r
m
b
asi
cs,
i
n
te
r
ac
ti
v
e
less
o
n
d
ev
el
o
p
m
en
t,
a
n
d
o
n
li
n
e
le
ar
n
i
n
g
m
e
th
o
d
s
.
I
n
s
t
it
u
ti
o
n
s
s
h
o
u
l
d
p
r
o
v
id
e
o
n
g
o
in
g
ad
m
i
n
is
t
r
a
ti
v
e
a
n
d
tec
h
n
ic
al
s
u
p
p
o
r
t
th
r
o
u
g
h
c
o
n
s
u
l
tat
io
n
s
a
n
d
m
aste
r
cl
as
s
es.
I
m
p
le
m
e
n
t
in
g
m
o
ti
v
ati
o
n
al
p
r
o
g
r
a
m
s
wit
h
in
c
e
n
ti
v
e
s
c
h
e
m
es
a
n
d
r
ec
o
g
n
iti
o
n
c
an
e
n
c
o
u
r
ag
e
p
la
tf
o
r
m
ad
o
p
ti
o
n
.
Pla
tf
o
r
m
s
s
h
o
u
ld
e
n
ab
le
l
ea
r
n
i
n
g
in
d
i
v
i
d
u
ali
za
ti
o
n
,
all
o
w
in
g
te
ac
h
e
r
s
t
o
a
d
a
p
t
m
at
er
ials
t
o
s
tu
d
e
n
t
n
ee
d
s
.
C
o
n
ti
n
u
o
u
s
s
t
u
d
e
n
t
f
ee
d
b
ac
k
a
n
d
lea
r
n
i
n
g
o
u
tc
o
m
e
a
n
al
y
s
is
wi
ll
h
el
p
r
e
f
i
n
e
t
ea
ch
in
g
s
t
r
at
e
g
ies
a
n
d
i
m
p
r
o
v
e
e
d
u
c
ati
o
n
al
e
f
f
e
c
tiv
en
ess
[
2
6
]
.
4.
DIS
CU
SS
I
O
N
A
p
r
in
cip
al
o
u
tco
m
e
o
f
th
is
s
t
u
d
y
is
th
at
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
,
esp
ec
ially
th
o
s
e
in
co
r
p
o
r
ati
n
g
g
am
if
ied
elem
en
ts
,
m
ar
k
ed
ly
en
h
an
ce
s
tu
d
en
t
m
o
tiv
atio
n
an
d
en
g
ag
e
m
en
t.
T
h
e
u
tili
za
tio
n
o
f
to
o
ls
s
u
ch
as
Gr
ap
h
o
L
ea
r
n
,
Kah
o
o
t!
,
an
d
R
o
s
etta
Sto
n
e
f
ac
ilit
ates
th
e
cr
ea
tio
n
o
f
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
ca
p
tu
r
e
th
e
atten
tio
n
o
f
lear
n
er
s
an
d
en
co
u
r
a
g
e
ac
tiv
e
p
ar
t
icip
atio
n
in
th
e
lear
n
in
g
p
r
o
c
ess
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
co
n
clu
s
io
n
o
f
Nich
ter
s
tu
d
y
[
2
7
]
,
wh
i
ch
em
p
h
asizes
th
e
b
en
e
f
icial
im
p
ac
t
o
f
m
o
b
ile
lear
n
in
g
o
n
o
n
lin
e
s
tu
d
e
n
t
e
n
g
ag
em
e
n
t.
Nich
ter
[
2
7
]
in
d
i
ca
tes
th
at
s
tu
d
en
ts
wh
o
u
tili
ze
m
o
b
ile
lear
n
in
g
d
ev
ices
to
ac
ce
s
s
e
d
u
ca
tio
n
al
co
n
ten
t
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
with
th
e
m
ater
ial,
co
m
p
lete
ass
ig
n
m
en
ts
,
an
d
r
etain
in
f
o
r
m
atio
n
.
T
h
is
f
in
d
in
g
len
d
s
s
u
p
p
o
r
t
to
th
e
p
r
o
p
o
s
itio
n
th
at
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
ca
n
en
h
a
n
ce
e
n
g
ag
em
e
n
t
b
y
r
e
n
d
er
in
g
th
e
lear
n
in
g
p
r
o
c
ess
m
o
r
e
d
y
n
a
m
ic,
in
ter
ac
tiv
e
a
n
d
s
tu
d
en
t
-
ce
n
ter
ed
.
Mo
r
eo
v
e
r
,
Ai
et
a
l.
[
2
8
]
p
o
s
it
th
at
th
e
in
teg
r
atio
n
o
f
v
i
d
eo
g
am
e
elem
e
n
ts
in
to
ed
u
ca
tio
n
al
p
latf
o
r
m
s
f
ac
ilit
ates
th
e
f
o
r
m
a
tio
n
o
f
s
tu
d
e
n
t
id
e
n
titi
es.
T
h
e
ar
g
u
m
en
t
is
m
ad
e
th
at
g
am
e
-
b
ased
lear
n
i
n
g
n
o
t
o
n
ly
en
h
a
n
ce
s
co
g
n
itiv
e
en
g
a
g
em
en
t
b
u
t
also
f
o
s
ter
s
s
o
cial
in
ter
ac
tio
n
an
d
co
m
m
u
n
ity
-
b
u
ild
in
g
,
wh
ich
ar
e
cr
u
cial
f
o
r
lan
g
u
ag
e
lear
n
in
g
.
Ho
wev
er
,
wh
ile
th
ese
p
latf
o
r
m
s
ar
e
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
en
g
ag
em
e
n
t,
a
f
o
cu
s
o
n
m
o
tiv
atio
n
alo
n
e
m
ay
n
o
t b
e
s
u
f
f
icien
t f
o
r
lo
n
g
-
ter
m
lan
g
u
ag
e
ac
q
u
is
itio
n
.
On
e
o
f
t
h
e
p
r
im
ar
y
co
n
c
e
r
n
s
i
d
e
n
t
if
ie
d
i
n
t
h
e
s
t
u
d
y
is
th
e
d
ea
r
t
h
o
f
a
tte
n
t
io
n
d
e
v
o
t
ed
t
o
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
s
p
e
a
k
i
n
g
a
n
d
co
m
m
u
n
i
ca
t
io
n
s
k
i
lls
.
As
Pe
ñ
a
-
Ac
u
ñ
a
r
ese
ar
ch
[
2
9
]
h
as
d
em
o
n
s
t
r
at
e
d
,
a
s
i
g
n
if
ica
n
t
n
u
m
b
e
r
o
f
d
i
g
i
t
al
p
la
tf
o
r
m
s
c
o
n
ce
n
t
r
a
te
o
n
r
ea
d
i
n
g
,
w
r
i
ti
n
g
a
n
d
g
r
a
m
m
a
r
,
wit
h
a
c
o
n
s
e
q
u
en
t
n
e
g
l
ec
t
o
f
t
h
e
ess
e
n
t
ial
s
k
ills
o
f
s
p
e
ak
i
n
g
a
n
d
lis
t
e
n
i
n
g
,
w
h
i
ch
a
r
e
o
f
p
ar
am
o
u
n
t
im
p
o
r
ta
n
ce
f
o
r
th
e
e
f
f
ec
ti
v
e
u
s
e
o
f
la
n
g
u
a
g
e
in
r
ea
l
-
w
o
r
l
d
s
it
u
ati
o
n
s
.
T
h
is
d
ea
r
t
h
o
f
f
o
c
u
s
o
n
o
r
a
l
c
o
m
m
u
n
ic
ati
o
n
co
n
s
t
r
a
in
s
s
tu
d
en
ts
'
ca
p
ac
it
y
t
o
e
n
g
a
g
e
i
n
g
e
n
u
i
n
e
co
n
v
e
r
s
a
ti
o
n
s
,
w
h
i
c
h
a
r
e
in
d
is
p
e
n
s
a
b
l
e
f
o
r
a
tta
in
in
g
f
l
u
e
n
c
y
i
n
a
f
o
r
e
ig
n
lan
g
u
a
g
e.
F
u
r
t
h
er
m
o
r
e,
w
h
il
e
d
ig
ita
l
p
l
at
f
o
r
m
s
ca
n
p
r
o
v
i
d
e
a
p
le
t
h
o
r
a
o
f
m
at
er
ials
a
n
d
r
eso
u
r
c
es,
t
h
e
y
a
r
e
u
n
a
b
le
t
o
r
e
p
li
ca
te
t
h
e
i
n
t
er
p
e
r
s
o
n
al
d
y
n
a
m
i
cs
a
n
d
i
m
m
e
r
s
i
o
n
o
f
a
t
r
a
d
i
ti
o
n
al
cl
ass
r
o
o
m
s
etti
n
g
,
w
h
er
e
r
ea
l
-
tim
e
i
n
te
r
ac
t
io
n
an
d
f
e
e
d
b
ac
k
ar
e
ess
e
n
tia
l
f
o
r
d
e
v
el
o
p
in
g
s
p
e
ak
in
g
s
k
i
lls
[
3
0
]
.
Des
p
i
te
th
e
a
v
a
ila
b
il
i
t
y
o
f
au
t
o
m
at
e
d
ass
ess
m
en
ts
a
n
d
q
u
iz
ze
s
o
n
s
o
m
e
p
l
atf
o
r
m
s
,
th
e
lac
k
o
f
r
ea
l
-
tim
e
t
ea
ch
er
-
s
t
u
d
en
t
i
n
te
r
a
cti
o
n
m
a
y
im
p
e
d
e
l
ea
r
n
e
r
s
'
ab
ilit
y
t
o
co
r
r
e
ct
m
is
ta
k
es
a
n
d
im
p
r
o
v
e
t
h
e
ir
l
an
g
u
a
g
e
s
k
i
lls
.
As
o
b
s
er
v
e
d
b
y
A
lr
es
h
i
d
i
a
n
d
L
all
y
[
3
1
]
,
e
d
u
ca
t
o
r
s
'
att
it
u
d
es
to
wa
r
d
s
te
c
h
n
o
l
o
g
y
h
a
v
e
t
h
e
p
o
te
n
ti
al
t
o
s
i
g
n
i
f
ic
an
tl
y
i
m
p
a
ct
t
h
e
e
f
f
ic
ac
y
o
f
i
ts
in
t
eg
r
ati
o
n
i
n
la
n
g
u
ag
e
ed
u
ca
t
io
n
.
T
ea
ch
er
s
w
h
o
l
ac
k
co
n
f
i
d
en
ce
in
u
s
i
n
g
d
ig
ita
l
t
o
o
ls
m
a
y
b
e
u
n
ab
le
to
f
u
ll
y
u
ti
liz
e
t
h
e
p
o
te
n
t
ial
o
f
t
h
es
e
p
l
atf
o
r
m
s
,
t
h
e
r
e
b
y
l
im
i
ti
n
g
t
h
e
o
v
e
r
a
ll
lea
r
n
i
n
g
ex
p
er
ie
n
c
e
f
o
r
t
h
ei
r
s
t
u
d
e
n
ts
.
As
d
em
o
n
s
tr
ated
b
y
Kim
et
a
l.
[
3
2
]
,
ed
u
ca
to
r
s
wh
o
h
av
e
r
ec
eiv
ed
co
m
p
r
eh
e
n
s
iv
e
tr
ai
n
in
g
in
th
e
u
tili
za
tio
n
o
f
o
p
en
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
(
OE
R
)
ten
d
to
ac
h
i
ev
e
s
u
p
er
io
r
lea
r
n
in
g
o
u
tco
m
e
s
,
as th
ey
ca
n
ad
ap
t
th
eir
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
t
o
alig
n
wi
th
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
.
T
h
is
co
r
r
o
b
o
r
ates
th
e
f
in
d
in
g
s
o
f
o
u
r
s
tu
d
y
,
wh
ich
i
n
d
icate
d
th
at
teac
h
er
s
wh
o
wer
e
m
o
r
e
p
r
o
f
icien
t
in
u
tili
zin
g
d
ig
ital
p
latf
o
r
m
s
r
ep
o
r
ted
h
ig
h
er
lev
els
o
f
s
tu
d
en
t
e
n
g
a
g
em
en
t
an
d
im
p
r
o
v
e
d
lear
n
i
n
g
o
u
tco
m
es.
T
h
e
f
in
d
i
n
g
s
o
f
C
h
en
et
a
l.
[
3
3
]
u
n
d
er
s
co
r
e
th
e
n
ec
ess
ity
o
f
f
u
r
n
is
h
in
g
ed
u
ca
to
r
s
wit
h
s
u
f
f
ic
ien
t
s
u
p
p
o
r
t
t
o
ass
is
t
th
em
in
s
u
r
m
o
u
n
tin
g
th
ese
o
b
s
tacle
s
.
Fu
r
th
er
m
o
r
e,
it
is
v
ital
to
g
u
ar
an
tee
th
at
ed
u
ca
to
r
s
h
av
e
ac
ce
s
s
to
co
n
tin
u
o
u
s
ass
i
s
tan
ce
f
r
o
m
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
s
p
ec
ia
lis
ts
an
d
ad
m
in
is
tr
ativ
e
p
er
s
o
n
n
el,
wh
o
ca
n
f
ac
ilit
ate
p
r
o
b
le
m
-
s
o
lv
in
g
a
n
d
o
f
f
er
g
u
id
an
ce
o
n
o
p
tim
al
p
r
ac
tices
[
3
4
]
.
C
s
ap
ó
an
d
M
o
ln
ár
[
3
5
]
h
ig
h
li
g
h
t
th
e
ef
f
ec
tiv
e
n
ess
o
f
o
n
lin
e
d
iag
n
o
s
tic
ass
ess
m
en
ts
in
tailo
r
in
g
t
h
e
lear
n
in
g
ex
p
er
ien
ce
to
th
e
in
d
iv
id
u
al
s
tu
d
en
t.
B
y
ev
alu
atin
g
s
tu
d
en
ts
’
p
r
o
f
icien
c
y
lev
els
an
d
lear
n
in
g
s
ty
les,
p
latf
o
r
m
s
ca
n
s
u
g
g
est
r
eso
u
r
c
es
an
d
ac
tiv
ities
th
at
ar
e
m
o
s
t
p
er
tin
en
t
to
th
eir
n
ee
d
s
,
th
er
e
b
y
f
a
cilitatin
g
m
o
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
cien
tifi
c
a
n
d
meth
o
d
o
l
o
g
ica
l
fo
u
n
d
a
tio
n
s
o
f o
p
en
e
d
u
ca
tio
n
a
l p
la
tfo
r
m
…
(
R
a
ik
h
a
n
A
b
n
a
s
s
yro
va
)
3321
ef
f
icien
t
lear
n
in
g
.
Nev
er
th
ele
s
s
,
as
J
o
r
d
an
[
3
6
]
h
as
o
b
s
er
v
ed
,
th
e
m
er
e
a
v
ailab
ilit
y
o
f
c
o
n
ten
t
in
m
u
ltip
le
lan
g
u
ag
es d
o
es
n
o
t
n
ec
e
s
s
ar
il
y
en
s
u
r
e
th
e
d
ev
elo
p
m
en
t
o
f
i
n
ter
cu
ltu
r
al
c
o
m
m
u
n
icatio
n
s
k
ills
am
o
n
g
s
tu
d
e
n
ts
.
T
o
ac
h
iev
e
th
is
,
p
latf
o
r
m
s
m
u
s
t
in
co
r
p
o
r
ate
cu
ltu
r
ally
r
elev
an
t
co
n
ten
t
an
d
m
ater
ials
th
at
ar
e
tailo
r
ed
to
th
e
s
p
ec
if
ic
n
ee
d
s
an
d
b
ac
k
g
r
o
u
n
d
s
o
f
lear
n
e
r
s
.
D
ef
icien
cies
in
in
ter
n
et
ac
ce
s
s
an
d
a
s
ca
r
city
o
f
d
e
v
ices
ca
n
m
ar
k
e
d
ly
im
p
ed
e
s
tu
d
en
ts
’
ca
p
ac
ity
to
d
er
iv
e
b
en
ef
it
f
r
o
m
d
ig
ital
lea
r
n
in
g
p
latf
o
r
m
s
[
3
7
]
.
T
h
is
is
p
ar
ticu
lar
ly
th
e
ca
s
e
in
u
n
d
er
s
e
r
v
ed
r
eg
io
n
s
,
wh
er
e
s
tu
d
en
ts
m
ay
lack
th
e
r
eq
u
is
ite
r
eso
u
r
ce
s
to
ac
ce
s
s
th
e
tech
n
o
lo
g
y
n
ee
d
e
d
to
e
n
g
ag
e
with
th
ese
p
latf
o
r
m
s
.
T
o
ad
d
r
ess
th
ese
is
s
u
es,
g
o
v
er
n
m
en
ts
an
d
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
m
u
s
t
co
llab
o
r
ate
in
in
v
esti
n
g
in
in
f
r
astru
ctu
r
e
an
d
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
h
av
e
ac
ce
s
s
to
th
e
to
o
ls
th
ey
r
eq
u
ir
e
to
s
u
cc
ee
d
[
3
8
]
.
5.
CO
NCLU
SI
O
N
T
h
e
in
teg
r
atio
n
o
f
e
-
lear
n
in
g
an
d
o
p
e
n
ed
u
ca
tio
n
al
p
latf
o
r
m
s
h
as
b
ee
n
d
em
o
n
s
tr
ate
d
to
b
e
a
tr
an
s
f
o
r
m
ativ
e
ap
p
r
o
ac
h
in
m
o
d
er
n
ed
u
ca
tio
n
,
o
f
f
er
i
n
g
s
ig
n
if
ican
t
ad
v
a
n
tag
es
in
la
n
g
u
a
g
e
teac
h
in
g
.
T
h
e
u
s
e
o
f
d
ig
ital
r
eso
u
r
ce
s
in
co
n
ju
n
c
tio
n
with
tr
ad
itio
n
al
m
eth
o
d
s
is
ex
em
p
lifie
d
b
y
p
latf
o
r
m
s
s
u
ch
as
B
ilimd
iler
in
Kaz
ak
h
s
tan
,
as
well
as
wid
ely
-
u
s
ed
to
o
ls
s
u
ch
as
Gr
ap
h
o
L
e
ar
n
,
Kah
o
o
t!
,
an
d
R
o
s
etta
Sto
n
e.
T
h
ese
p
latf
o
r
m
s
p
r
o
v
id
e
s
tu
d
e
n
ts
with
f
lex
ib
le
ac
ce
s
s
to
lear
n
in
g
r
eso
u
r
ce
s
,
in
ter
ac
tiv
e
ex
er
cises
an
d
p
er
s
o
n
aliz
ed
ex
p
er
ien
ce
s
th
at
ca
ter
to
in
d
iv
id
u
al
lear
n
in
g
n
ee
d
s
.
Su
ch
to
o
ls
n
o
t o
n
ly
e
n
g
ag
e
lear
n
e
r
s
b
u
t a
ls
o
f
ac
ilit
ate
co
n
tin
u
o
u
s
,
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
wh
ich
is
ess
en
tial
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
lan
g
u
ag
e
p
r
o
f
icien
cy
.
I
t
is
,
h
o
wev
er
,
ess
en
tial
to
ac
k
n
o
wled
g
e
th
a
t
th
ese
p
latf
o
r
m
s
ar
e
m
o
s
t
ef
f
icac
io
u
s
wh
en
em
p
l
o
y
ed
in
c
o
n
ju
n
cti
o
n
with
i
n
-
p
er
s
o
n
lear
n
in
g
,
wh
er
eb
y
s
tu
d
e
n
ts
ca
n
en
g
ag
e
in
ac
tiv
e
in
ter
ac
tio
n
with
teac
h
e
r
s
an
d
p
ee
r
s
,
d
is
c
u
s
s
to
p
ics
in
r
ea
l
-
tim
e,
an
d
p
r
ac
tice
th
e
lan
g
u
ag
e
in
p
r
ac
tical,
s
o
cial
co
n
te
x
ts
.
Th
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
co
n
s
id
er
ab
le
p
o
ten
tial
o
f
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
s
t
o
en
h
a
n
ce
lan
g
u
ag
e
lea
r
n
in
g
o
u
tco
m
es,
ex
p
an
d
ed
u
ca
tio
n
al
ac
ce
s
s
,
an
d
a
d
d
r
ess
th
e
d
iv
e
r
s
e
n
ee
d
s
o
f
lear
n
e
r
s
,
p
ar
ticu
lar
ly
in
r
e
g
io
n
s
with
lim
ited
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
.
Ho
wev
er
,
th
e
f
in
d
in
g
s
also
in
d
icate
s
ev
er
al
ch
allen
g
es
th
at
ed
u
ca
to
r
s
an
d
in
s
titu
tio
n
s
m
u
s
t
ad
d
r
ess
t
o
f
u
lly
u
tili
ze
th
ese
p
latf
o
r
m
s
.
T
h
ese
ch
allen
g
es
in
clu
d
e
th
e
n
ec
ess
ity
f
o
r
co
n
s
i
s
ten
t
teac
h
er
tr
ain
in
g
,
tech
n
ica
l
s
u
p
p
o
r
t
an
d
in
f
r
astru
ctu
r
al
u
p
g
r
ad
es,
wh
ich
ar
e
p
iv
o
tal
in
o
v
er
co
m
in
g
tech
n
ic
al
d
if
f
icu
lties
an
d
en
co
u
r
ag
in
g
ef
f
ec
tiv
e
p
latf
o
r
m
in
teg
r
atio
n
.
T
o
o
p
tim
ize
th
e
ad
v
an
tag
es
th
at
ca
n
b
e
g
ain
ed
,
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
wo
u
ld
b
e
well
ad
v
is
ed
to
i
n
v
est
in
s
y
s
tem
atic
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
m
ed
d
esig
n
ed
t
o
p
r
e
p
ar
e
ed
u
ca
to
r
s
f
o
r
d
ig
ital
i
n
s
tr
u
ctio
n
,
o
f
f
er
in
ce
n
tiv
es
to
en
co
u
r
a
g
e
p
latf
o
r
m
u
s
e
a
n
d
en
s
u
r
e
th
at
tec
h
n
ical
s
u
p
p
o
r
t
is
r
ea
d
ily
av
ailab
le.
Fu
r
th
er
r
esear
ch
s
h
o
u
ld
in
v
esti
g
ate
th
e
d
ev
elo
p
m
en
t
o
f
ad
ap
tiv
e
lear
n
in
g
alg
o
r
ith
m
s
th
at
r
esp
o
n
d
to
in
d
iv
id
u
al
p
r
o
g
r
ess
,
an
d
ex
am
in
e
th
e
s
o
cio
-
cu
ltu
r
al
im
p
ac
ts
o
f
o
p
en
p
latf
o
r
m
s
to
en
h
an
ce
th
e
tailo
r
in
g
o
f
co
n
te
n
t f
o
r
d
iv
er
s
e
lear
n
er
g
r
o
u
p
s
.
B
y
ad
d
r
ess
in
g
th
ese
ar
ea
s
,
e
d
u
ca
t
io
n
al
s
y
s
tem
s
ca
n
cr
ea
te
d
ig
it
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
ar
e
m
o
r
e
in
clu
s
iv
e,
en
g
ag
in
g
,
an
d
ef
f
ec
tiv
e,
th
er
e
b
y
ca
ter
in
g
to
th
e
e
v
o
lv
in
g
n
e
ed
s
o
f
s
tu
d
en
ts
wo
r
ld
wid
e
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
ar
ticle
was
ca
r
r
ied
o
u
t
with
in
th
e
f
r
am
ewo
r
k
o
f
th
e
g
r
an
t
p
r
o
ject
No
.
AP1
9
6
7
7
9
0
3
“Scien
tific
an
d
m
et
h
o
d
o
lo
g
ical
b
asis
o
f
u
s
in
g
an
o
p
en
ed
u
ca
tio
n
al
p
latf
o
r
m
in
teac
h
in
g
th
e
Kaz
ak
h
la
n
g
u
ag
e
as
a
f
o
r
ei
g
n
lan
g
u
ag
e
.
”
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
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2
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3
3
]
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.
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4
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Y
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.
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3
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