Polysystémovost v jazyce (Polysystemiticity in language)Dominik Lukes
Paper delivered in Czech at Kognice 2010 in Prague. Argues for looking at language as a federation of overlapping areas of patterned regularity (systems) rather than a single system.
Kognitivní dimenze diskurzu: Konstrukční gramatiky a pojmová integraceDominik Lukes
Kognitivní gramatika přináší mnoho originálních perspektiv ohledně povahy jazyka. Smazává dosud nepřeklenutelné rozdíly mezi lexikem a gramatikou, pragmatika se stává součástí sémantiky–tradiční roviny popisu jazyka a další dichotomie ztrácejí svou důležitost. Jazyk se místo modulárního nezávislého systému stává inventářem významuplných jazykových jednotek (konstrukcí), jejichž význam je možné hledat nejen v jejich referenčních hodnotách, ale také v jejich zapuštění do kognitivního systému i jeho společenského kontextu. Co to ale znamená pro jazykové celky tradičně označované termíny jako text nebo diskurz? Analýza diskurzu často spočívá na metafoře textu jako věty, tato analogie je však nedostatečná jak lingvisticky tak psychologicky. Musíme tedy hledat nové organizační principy textu. Kognitivní gramatika nám nabízí symbolické konstrukce a teorie pojmové integrace přináší pojem mentálního prostoru. Tento příspěvek se pokusí načrtnout, jak by takové spojení mohlo funguvat na pozadí kritického zhodnocení současné literatury.
Kultura písemného projevu (pro studenty PdF)Kamil Kopecky
Vývoj písma, funkční styly, slohové postupy v kostce.
Pro zpracování základů vývoje písma využito:
http://is.muni.cz/th/207897/fi_b/10236756/prezentace.pdf
Polysystémovost v jazyce (Polysystemiticity in language)Dominik Lukes
Paper delivered in Czech at Kognice 2010 in Prague. Argues for looking at language as a federation of overlapping areas of patterned regularity (systems) rather than a single system.
Kognitivní dimenze diskurzu: Konstrukční gramatiky a pojmová integraceDominik Lukes
Kognitivní gramatika přináší mnoho originálních perspektiv ohledně povahy jazyka. Smazává dosud nepřeklenutelné rozdíly mezi lexikem a gramatikou, pragmatika se stává součástí sémantiky–tradiční roviny popisu jazyka a další dichotomie ztrácejí svou důležitost. Jazyk se místo modulárního nezávislého systému stává inventářem významuplných jazykových jednotek (konstrukcí), jejichž význam je možné hledat nejen v jejich referenčních hodnotách, ale také v jejich zapuštění do kognitivního systému i jeho společenského kontextu. Co to ale znamená pro jazykové celky tradičně označované termíny jako text nebo diskurz? Analýza diskurzu často spočívá na metafoře textu jako věty, tato analogie je však nedostatečná jak lingvisticky tak psychologicky. Musíme tedy hledat nové organizační principy textu. Kognitivní gramatika nám nabízí symbolické konstrukce a teorie pojmové integrace přináší pojem mentálního prostoru. Tento příspěvek se pokusí načrtnout, jak by takové spojení mohlo funguvat na pozadí kritického zhodnocení současné literatury.
Kultura písemného projevu (pro studenty PdF)Kamil Kopecky
Vývoj písma, funkční styly, slohové postupy v kostce.
Pro zpracování základů vývoje písma využito:
http://is.muni.cz/th/207897/fi_b/10236756/prezentace.pdf
Reading on e readers, tablets and phones: Hardware and software for inclusive...Dominik Lukes
This presentation was delivered to EICE 2014 (http://educationinnovation.co.uk) and later as an updated webinar in December 2014.
Watch the recorded presentation here: http://youtu.be/McBuVj3RuCA.
The benefits of using an e-reader go far beyond mere convenience of not having to carry bulky volumes. An e-ink device like the Kindle, a tablet or even just a smartphone, all of these are making a huge difference to many struggling readers. They do it by allowing customisation of the way text is displayed, making it possible to listen while reading or even instead of reading, and not least importantly how much is in front of the reader's eyes at any one moment.
This session will provide a survey of the latest hardware, software as well as the best sources of accessible documents. We will cover the pros and cons of different types of screens, best reading software for the iPad and Android tablets, and best ways of getting your e-books from anywhere onto your device. Finally, we will address ways of making the most out of an e-reading device in the school environment.
Parts of this session were developed for the Load2Learn project and parts during the iLearnRW project.
"Why didn't anybody tell me about this?" What every lt should know about acce...Dominik Lukes
Presentation delivered at ALT 2012 conference in Manchester.
The title of this presentation is a composite of the many responses we receive when we deliver training on accessible documents to teachers as part of the Load2Learn project, an online collection of downloadable curriculum resources in accessible formats. Teachers are chagrined that none of their learning technology support or training staff ever made them aware of these accessibility tips. They also worry that their digitally native students don't know them. Much to many teachers' surprise, more accessible documents can even lead to reduced costs or more efficiently deployed resources.
This presentation will focus on five essential technologies that are easily within reach of anyone. They are 1. structured documents (and the keyboard shortcuts to make them a reality), 2. text modification (including PDFs), 3. narrated audio (and how to make it easy to navigate), 4. text to speech (much more useful than people think), and 5. synchronised text and audio (e-books' potential fulfilled through DAISY and ePub3). Free or inexpensive tools exist to make all of these a reality in all educational contexts. This is particularly important in the school sector. The FE/HE sector may be more familiar with some of these techniques but our experience indicates that even there, they are not in wide use. Availability of these tools will mean that even those students whose struggle with reading may not be severe enough to warrant individual support can benefit from the unexploited potential of computers to make the world of the written word more accessible to them.
The word "accessibility" is enough to raise a feeling of dread in any technologist, bringing to mind images of limiting design possibilities, creating alternative versions and other chores. And, indeed, there are extreme cases where accessibility is hard work. But most of the time inaccessible digital files are simply badly constructed files the shortcomings of which are covered up by inconsistent hacks. Their inaccessibility is caused not by failing to follow some special hard-to-learn "rules", but by neglect of basic good practices. The issue is further compounded by out-dated assumptions about the needs of those who find it hard to access print.
But there is not that much to know. And what there is to know is of immense benefit for everyone's everyday computing not just when supporting somebody with a print disability. Accessible computing is not a chore we have to learn to satisfy equality regulations or feelings of political correctness. Accessible computing is productive and clean computing.
Supporting Teachers to Support Students-Misaligned incentives, Media and Lear...Dominik Lukes
Talk presented at Media and Learning 2022
What is more effective? Supporting teachers to improve their teaching, or students to become more productive in making the most out of the teaching they receive? This is a question many university centres for teaching are grappling with. On the one hand, their remit is to focus on building the skills of their teaching staff. But on the other hand, students often lack skills in dealing with content that are wrongly assumed to be ‘natural’.
This presentation will contrast two guides created to support the use of multimedia: one for academics creating instructional videos and one for students accessing recorded lectures. This comparison will show that the guides show relatively little overlap because the needs of creators and viewers of multimedia may not be perfectly aligned. I will discuss ways in which this disparity could be addressed both individually and institutionally.
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Reading on e readers, tablets and phones: Hardware and software for inclusive...Dominik Lukes
This presentation was delivered to EICE 2014 (http://educationinnovation.co.uk) and later as an updated webinar in December 2014.
Watch the recorded presentation here: http://youtu.be/McBuVj3RuCA.
The benefits of using an e-reader go far beyond mere convenience of not having to carry bulky volumes. An e-ink device like the Kindle, a tablet or even just a smartphone, all of these are making a huge difference to many struggling readers. They do it by allowing customisation of the way text is displayed, making it possible to listen while reading or even instead of reading, and not least importantly how much is in front of the reader's eyes at any one moment.
This session will provide a survey of the latest hardware, software as well as the best sources of accessible documents. We will cover the pros and cons of different types of screens, best reading software for the iPad and Android tablets, and best ways of getting your e-books from anywhere onto your device. Finally, we will address ways of making the most out of an e-reading device in the school environment.
Parts of this session were developed for the Load2Learn project and parts during the iLearnRW project.
"Why didn't anybody tell me about this?" What every lt should know about acce...Dominik Lukes
Presentation delivered at ALT 2012 conference in Manchester.
The title of this presentation is a composite of the many responses we receive when we deliver training on accessible documents to teachers as part of the Load2Learn project, an online collection of downloadable curriculum resources in accessible formats. Teachers are chagrined that none of their learning technology support or training staff ever made them aware of these accessibility tips. They also worry that their digitally native students don't know them. Much to many teachers' surprise, more accessible documents can even lead to reduced costs or more efficiently deployed resources.
This presentation will focus on five essential technologies that are easily within reach of anyone. They are 1. structured documents (and the keyboard shortcuts to make them a reality), 2. text modification (including PDFs), 3. narrated audio (and how to make it easy to navigate), 4. text to speech (much more useful than people think), and 5. synchronised text and audio (e-books' potential fulfilled through DAISY and ePub3). Free or inexpensive tools exist to make all of these a reality in all educational contexts. This is particularly important in the school sector. The FE/HE sector may be more familiar with some of these techniques but our experience indicates that even there, they are not in wide use. Availability of these tools will mean that even those students whose struggle with reading may not be severe enough to warrant individual support can benefit from the unexploited potential of computers to make the world of the written word more accessible to them.
The word "accessibility" is enough to raise a feeling of dread in any technologist, bringing to mind images of limiting design possibilities, creating alternative versions and other chores. And, indeed, there are extreme cases where accessibility is hard work. But most of the time inaccessible digital files are simply badly constructed files the shortcomings of which are covered up by inconsistent hacks. Their inaccessibility is caused not by failing to follow some special hard-to-learn "rules", but by neglect of basic good practices. The issue is further compounded by out-dated assumptions about the needs of those who find it hard to access print.
But there is not that much to know. And what there is to know is of immense benefit for everyone's everyday computing not just when supporting somebody with a print disability. Accessible computing is not a chore we have to learn to satisfy equality regulations or feelings of political correctness. Accessible computing is productive and clean computing.
Supporting Teachers to Support Students-Misaligned incentives, Media and Lear...Dominik Lukes
Talk presented at Media and Learning 2022
What is more effective? Supporting teachers to improve their teaching, or students to become more productive in making the most out of the teaching they receive? This is a question many university centres for teaching are grappling with. On the one hand, their remit is to focus on building the skills of their teaching staff. But on the other hand, students often lack skills in dealing with content that are wrongly assumed to be ‘natural’.
This presentation will contrast two guides created to support the use of multimedia: one for academics creating instructional videos and one for students accessing recorded lectures. This comparison will show that the guides show relatively little overlap because the needs of creators and viewers of multimedia may not be perfectly aligned. I will discuss ways in which this disparity could be addressed both individually and institutionally.
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Open licensing is an accessibility and inclusion feature of OERsDominik Lukes
Lightning talk presented at OER15 in Cardiff.
Much talk about accessibility is focused on removing primary barriers to the content for those with specific needs (perceptual, cognitive or physical). This can be done with a closed license document as much as an open license document provided it is not encumbered with Digital Rights Management restrictions. However, in practice, restrictive licensing comes with other restrictive practices that prevent accessibility. In many countries, it is legal to make accessible copies despite other restrictions but this requires setting their users apart and putting other barriers in their way.
This lightning talk will showcase several case studies demonstrating how closed licensing puts may be compatible with individual accessibility but works against inclusion. I hope that it will provide another argument for the promotion of OERs at all levels of education.
Have the licensing talk early to maximize impactDominik Lukes
Lightning talk presented at OER15 in Cardiff.
The outputs of many collaborative projects often see limited use in the long term because neither partner is quite sure what is permitted. Frequently, the people involved in the creation of content have left their institutions and futher use and distribution of the developed works is in doubt.
Yet, in most projects, the talk about rights and licensing is left till close to the end or is omitted all together. People talk about the value of intellectual property but they never explore the limits unclarities about licensing impose on the potential impact of outputs. It is therefore essential that the licensing discussion is introduced early on in the development of the project.
This talk will present key talking points that have been used in three projects that have led to partners agreeing to licensing some or all of the work developed under the project using open licences. Often resistance to open licenses stems from ignorance and making a clear case for it as well as clearly outlining the options can prevent barriers from ever being formed in the first place.
Copyright and Creative Commons for Teachers Making PowerPoints and Other Teac...
Izomorfie jako heuristicko-filozofický problém
1. Izomorfie jako heuristicko-filozofický problém Dominik Luke š University of East Anglia, School of Education and Lifelong Learning [email_address] http://kogling.dominiklukes.net