Action research on CALL and Web 2.0 technologies:in WELL (Web Enhanced Language Learning), and CMT (Computer Managed Testing) in university EFL classes
Presentation on the retiring year of 2016, from 1975.
KG20160217 2013-1
This document discusses the challenges and risks of using natural language processing (NLP) applications to generate summaries in educational settings. It presents an evaluation of online NLP summary services and their potential usefulness for reading and writing activities in English as a foreign language classrooms. The document also explores ways teachers have used tools like summary documents, Cliff Notes, and annotated bibliographies in academic settings, as well as methods for creating quizzes from NLP summary outputs and conducting classroom research on new technologies.
How to use augmented reality technologies for communicative activities with EFL eBooks and audiobooks
JALTCALL 2019,
Aoyama Gakuin University,
Tokyo, Japan. May 31 - June 2, 2019
Masami YASUDA, ex Kwansei Gakuin University
Theme:
AI and Machine Learning in Language Education
YASUDA, Masami. (2016). "Beyond the traditional EFL classes: The use of e-Books and audiobooks in the blended teaching," A paper read at JALTCALL 2016, Tamagawa University, Tokyo, Japan. June 3-5, 2016.
Challenges and risks of the use of summary application of NLP and AI technologies in EFL teaching of reading and writing
----
Fine-tuning post-conference
1) Slide numbers on each frame
2) Exported to Video
3) Uploaded Video to YouTube site
---------------------------------
https://jaltcall2020.eventzil.la/person/57
This document summarizes an action research project on using audio-enabled weblogs (blogs) in university EFL writing classes in Japan. It discusses using blogs and text-to-speech technology in writing projects from 2006 to 2008. It also analyzes student feedback on the blog and online quiz projects, and explores the feasibility of different tasks and class sizes with blogcasting. The document concludes that combining blogs with RSS mixing and text-to-speech can enhance language learning, but class size and task complexity must be considered.
Description in 70 words (MAX) 54 words
------------------------------------
Text to Speech tools have become valuable in EFL setting. They can boost active self-study and reading-aloud of a variety of reading sources. This paper demonstrates how useful recent development of read-aloud module in Microsoft Edge for Windows 10, based on a decade-long action research on Weblog projects in teaching EFL writing classes.
How to use augmented reality technologies for communicative activities with EFL eBooks and audiobooks
JALTCALL 2019,
Partial 7 slides in morph
Aoyama Gakuin University,
Tokyo, Japan. May 31 - June 2, 2019
Masami YASUDA, ex Kwansei Gakuin University
Theme:
AI and Machine Learning in Language Education
This document discusses the challenges and risks of using natural language processing (NLP) applications to generate summaries in educational settings. It presents an evaluation of online NLP summary services and their potential usefulness for reading and writing activities in English as a foreign language classrooms. The document also explores ways teachers have used tools like summary documents, Cliff Notes, and annotated bibliographies in academic settings, as well as methods for creating quizzes from NLP summary outputs and conducting classroom research on new technologies.
How to use augmented reality technologies for communicative activities with EFL eBooks and audiobooks
JALTCALL 2019,
Aoyama Gakuin University,
Tokyo, Japan. May 31 - June 2, 2019
Masami YASUDA, ex Kwansei Gakuin University
Theme:
AI and Machine Learning in Language Education
YASUDA, Masami. (2016). "Beyond the traditional EFL classes: The use of e-Books and audiobooks in the blended teaching," A paper read at JALTCALL 2016, Tamagawa University, Tokyo, Japan. June 3-5, 2016.
Challenges and risks of the use of summary application of NLP and AI technologies in EFL teaching of reading and writing
----
Fine-tuning post-conference
1) Slide numbers on each frame
2) Exported to Video
3) Uploaded Video to YouTube site
---------------------------------
https://jaltcall2020.eventzil.la/person/57
This document summarizes an action research project on using audio-enabled weblogs (blogs) in university EFL writing classes in Japan. It discusses using blogs and text-to-speech technology in writing projects from 2006 to 2008. It also analyzes student feedback on the blog and online quiz projects, and explores the feasibility of different tasks and class sizes with blogcasting. The document concludes that combining blogs with RSS mixing and text-to-speech can enhance language learning, but class size and task complexity must be considered.
Description in 70 words (MAX) 54 words
------------------------------------
Text to Speech tools have become valuable in EFL setting. They can boost active self-study and reading-aloud of a variety of reading sources. This paper demonstrates how useful recent development of read-aloud module in Microsoft Edge for Windows 10, based on a decade-long action research on Weblog projects in teaching EFL writing classes.
How to use augmented reality technologies for communicative activities with EFL eBooks and audiobooks
JALTCALL 2019,
Partial 7 slides in morph
Aoyama Gakuin University,
Tokyo, Japan. May 31 - June 2, 2019
Masami YASUDA, ex Kwansei Gakuin University
Theme:
AI and Machine Learning in Language Education
YASUDA, Masami (2013). eBooks and Text to Speech tools on an iPad in EFL. A paper to read on June 1, 2013, at JALTCALL 2013, Shinshu Univeristy, Matsumoto, JAPAN. May 31-June 2, 2013.
This document summarizes an action research project on using weblogs (blogs) in university English as a foreign language writing classes in Japan. It discusses using blogs for writing projects from 2006 to 2008 and reflections on tasks, class size, and providing corrective feedback to students. The research aimed to improve writing skills through task-based writing assignments using blogs and exploring challenges around class sizes of 30-50 students and online feedback.
This document lists several blog URLs related to classrooms and schools. The blogs appear to be from UK schools and classrooms documenting activities and lessons from years 1 and 2. The document also mentions Voki, which is likely referencing the web-based tool that allows users to create talking avatars.
This document provides a list of tools and services available from Google that could be useful for educators, including links to information about Google search, Google Docs, YouTube, Google Sites, Google Reader, Android, Google Maps, Google Earth, and several other lesser known Google services. Over 30 Google tools, applications, and resources are referenced for uses in education ranging from content creation and collaboration to visualization, organization, and location-based projects.
The document discusses how various technologies and activities are being re-imagined in the digital age. It lists examples of how magazines, note taking, life stories, home improvement, reading, video, music, traffic information, yellow pages, signatures, and scrapbooking have been transformed. It also briefly mentions that Pinterest has become the 4th largest traffic driver worldwide. The document suggests that while things have changed, accessing information and sharing content digitally can still be made easy through various online tools and applications.
The document appears to be a series of slides or pages from a PDF document dated May 14, 2015. Each slide/page is numbered but contains no other discernible text, content or information. Therefore, the document provides no summarizable information in 3 sentences or less.
This document contains a list of educational technology tools and websites for tasks like image searching, file sharing, advanced searching, private searching, image searching, finding PowerPoints, shortening links, checking collocations, blogging platforms, making videos, and recording audio. Websites are provided for file transfer, private search engines, image searches limited to only images, locating slides, shortening URLs, comparing search term popularity, and creating video and audio content.
Furling is not a sport in Ireland: an introduction to web 2.0 for teachersmickstout
This document discusses Web 2.0 tools that can be used for education. It introduces social bookmarking tools like Delicious and Furl that allow teachers to bookmark and organize web links. It also discusses social networking tools like Ning and EFL Classroom 2.0 for creating online communities. Finally, it mentions collaborative tools like Google Docs, Flickr, and Voicethread that allow sharing and annotating documents, photos, and audio comments online.
How to use augmented reality technologies for communicative activities with EFL eBooks and audiobooks
JALTCALL 2019,
Aoyama Gakuin University,
Tokyo, Japan. May 31 - June 2, 2019
Masami YASUDA, ex Kwansei Gakuin University
Theme:
AI and Machine Learning in Language Education
KG Univ. 10/10/07 - "Challenges of computer and Internet use in CALL: A pilot field study of 'Groupware,' 'Weblogs,' and 'Text to Speech' tools in university EFL classes" A paper read at Foreign Language Section, School of Law & Politics, Kwansei Gakuin Univ., October 10, 2007
The document appears to be a log of changes and developments to the pdx.edu website over time. It includes dates from 1996 to present, with notes on website designs, features added like search and profiles. Statistics are provided on page views from 2009-2010, with over 6 million views. The log also references implementing a new global template project and providing previews of new giving features.
This document discusses web 2.0 projects in education. It notes that projects usually require teacher guidance, focus on producing a tangible product, and can be assessed using specifically designed rubrics. The document provides examples of projects focused on topics like personal introductions, occupations, stories, education, the environment, and spare time that utilize tools like PowerPoint, Windows Movie Maker, Creaza, Glogster, Voicethread, and Issuu. The goal of these projects is to support meaningful use of web 2.0 tools to enhance student learning.
This is the welcome lecture for IA377. Topics to be addressed:
Organization
Seminar Dynamics
Evaluation
Tentative Topics and Schedule
Round of introductions
https://ia377-feec-unicamp.github.io/classes/2023/03/02/Welcome.html
My career objective is to obtain a challenging, growth-oriented position with a dynamic company that best utilizes my education, experience, and abilities.
The document discusses the educational uses of Web 2.0 technologies in the classroom. It defines Web 2.0 as emphasizing collaboration, communication and user-generated content. It provides examples of how blogs, wikis, podcasting, bookmarking, photo sharing, Google Apps and other technologies can be used for publishing student work, building online resources, and facilitating communication and learning. It also notes some potential issues for schools in adopting these technologies.
Social Media Apps Programming (SMAP)
Min-Yuh Day, Ph.D.
Assistant Professor
Department of Information Management
Tamkang University
http://mail.tku.edu.tw/myday
*This course introduces the fundamental concepts and practices of social media and mobile apps programming.
*Topics include
Introduction to Android / iOS apps programming,
Developing Android native apps with Java (Eclipse),
Developing iPhone / iPad apps native apps with objective-C (XCode),
Mobile apps using HTML5/CSS3/JavaScript,
jQuery Mobile,
Create hybrid apps with Phonegap,
Google app engine, Google map API,
Facebook API,
Twitter API,
Case study on social media apps programming and marketing in Google Play and App Store.
*Course Syllabus
Tamkang University
Academic Year 102, 1st Semester (Fall, 2013)
Course Title: Social Media Apps Programming
Instructor: Min-Yuh Day
Course Class: TLMXM1A (MIS MBA)
Master’s Program, Department of Information Management, 1A
Details
Selective
One Semester
2 Credits
Time & Place: Thu 9,10 (16:10-18:00) B310 (V201)
This document provides an overview and timeline of SWAD, an open source learning management system developed at the University of Granada since 1999. It discusses the history and features of SWAD, the process of releasing it as free and open source software in 2010, usage statistics from its deployment at the University of Granada, and efforts to promote its international adoption through openswad.org since 2012. The success of SWAD at the university is attributed to it being open to the entire institution, training for teachers, user support, development driven by user requests, and its functionality, usability, simplicity and reliability.
QR Codes in the Classroom discusses how QR codes can be used in the classroom to provide interactive learning experiences for students. QR codes allow students to access internet-based information like websites, videos, audio files and more using a QR code scanner on their mobile devices. Teachers can create QR codes to link to educational content, activities and resources to engage students and make learning come alive beyond the classroom. Examples are provided for how QR codes could be incorporated into lessons in various subjects.
The document discusses using web 2.0 technologies like blogging and podcasting for an English as a foreign language writing class. Specifically, it describes projects where students' blog posts were converted to audio files using text-to-speech and RSS mixing, and compiled into podcasts. This allowed students' writing to be listened to and discussed on iPods and iTunes. The author details various tools and websites used over several years to implement blogcasting and podcasting of student writing.
YASUDA, Masami (2013). eBooks and Text to Speech tools on an iPad in EFL. A paper to read on June 1, 2013, at JALTCALL 2013, Shinshu Univeristy, Matsumoto, JAPAN. May 31-June 2, 2013.
This document summarizes an action research project on using weblogs (blogs) in university English as a foreign language writing classes in Japan. It discusses using blogs for writing projects from 2006 to 2008 and reflections on tasks, class size, and providing corrective feedback to students. The research aimed to improve writing skills through task-based writing assignments using blogs and exploring challenges around class sizes of 30-50 students and online feedback.
This document lists several blog URLs related to classrooms and schools. The blogs appear to be from UK schools and classrooms documenting activities and lessons from years 1 and 2. The document also mentions Voki, which is likely referencing the web-based tool that allows users to create talking avatars.
This document provides a list of tools and services available from Google that could be useful for educators, including links to information about Google search, Google Docs, YouTube, Google Sites, Google Reader, Android, Google Maps, Google Earth, and several other lesser known Google services. Over 30 Google tools, applications, and resources are referenced for uses in education ranging from content creation and collaboration to visualization, organization, and location-based projects.
The document discusses how various technologies and activities are being re-imagined in the digital age. It lists examples of how magazines, note taking, life stories, home improvement, reading, video, music, traffic information, yellow pages, signatures, and scrapbooking have been transformed. It also briefly mentions that Pinterest has become the 4th largest traffic driver worldwide. The document suggests that while things have changed, accessing information and sharing content digitally can still be made easy through various online tools and applications.
The document appears to be a series of slides or pages from a PDF document dated May 14, 2015. Each slide/page is numbered but contains no other discernible text, content or information. Therefore, the document provides no summarizable information in 3 sentences or less.
This document contains a list of educational technology tools and websites for tasks like image searching, file sharing, advanced searching, private searching, image searching, finding PowerPoints, shortening links, checking collocations, blogging platforms, making videos, and recording audio. Websites are provided for file transfer, private search engines, image searches limited to only images, locating slides, shortening URLs, comparing search term popularity, and creating video and audio content.
Furling is not a sport in Ireland: an introduction to web 2.0 for teachersmickstout
This document discusses Web 2.0 tools that can be used for education. It introduces social bookmarking tools like Delicious and Furl that allow teachers to bookmark and organize web links. It also discusses social networking tools like Ning and EFL Classroom 2.0 for creating online communities. Finally, it mentions collaborative tools like Google Docs, Flickr, and Voicethread that allow sharing and annotating documents, photos, and audio comments online.
How to use augmented reality technologies for communicative activities with EFL eBooks and audiobooks
JALTCALL 2019,
Aoyama Gakuin University,
Tokyo, Japan. May 31 - June 2, 2019
Masami YASUDA, ex Kwansei Gakuin University
Theme:
AI and Machine Learning in Language Education
KG Univ. 10/10/07 - "Challenges of computer and Internet use in CALL: A pilot field study of 'Groupware,' 'Weblogs,' and 'Text to Speech' tools in university EFL classes" A paper read at Foreign Language Section, School of Law & Politics, Kwansei Gakuin Univ., October 10, 2007
The document appears to be a log of changes and developments to the pdx.edu website over time. It includes dates from 1996 to present, with notes on website designs, features added like search and profiles. Statistics are provided on page views from 2009-2010, with over 6 million views. The log also references implementing a new global template project and providing previews of new giving features.
This document discusses web 2.0 projects in education. It notes that projects usually require teacher guidance, focus on producing a tangible product, and can be assessed using specifically designed rubrics. The document provides examples of projects focused on topics like personal introductions, occupations, stories, education, the environment, and spare time that utilize tools like PowerPoint, Windows Movie Maker, Creaza, Glogster, Voicethread, and Issuu. The goal of these projects is to support meaningful use of web 2.0 tools to enhance student learning.
This is the welcome lecture for IA377. Topics to be addressed:
Organization
Seminar Dynamics
Evaluation
Tentative Topics and Schedule
Round of introductions
https://ia377-feec-unicamp.github.io/classes/2023/03/02/Welcome.html
My career objective is to obtain a challenging, growth-oriented position with a dynamic company that best utilizes my education, experience, and abilities.
The document discusses the educational uses of Web 2.0 technologies in the classroom. It defines Web 2.0 as emphasizing collaboration, communication and user-generated content. It provides examples of how blogs, wikis, podcasting, bookmarking, photo sharing, Google Apps and other technologies can be used for publishing student work, building online resources, and facilitating communication and learning. It also notes some potential issues for schools in adopting these technologies.
Social Media Apps Programming (SMAP)
Min-Yuh Day, Ph.D.
Assistant Professor
Department of Information Management
Tamkang University
http://mail.tku.edu.tw/myday
*This course introduces the fundamental concepts and practices of social media and mobile apps programming.
*Topics include
Introduction to Android / iOS apps programming,
Developing Android native apps with Java (Eclipse),
Developing iPhone / iPad apps native apps with objective-C (XCode),
Mobile apps using HTML5/CSS3/JavaScript,
jQuery Mobile,
Create hybrid apps with Phonegap,
Google app engine, Google map API,
Facebook API,
Twitter API,
Case study on social media apps programming and marketing in Google Play and App Store.
*Course Syllabus
Tamkang University
Academic Year 102, 1st Semester (Fall, 2013)
Course Title: Social Media Apps Programming
Instructor: Min-Yuh Day
Course Class: TLMXM1A (MIS MBA)
Master’s Program, Department of Information Management, 1A
Details
Selective
One Semester
2 Credits
Time & Place: Thu 9,10 (16:10-18:00) B310 (V201)
This document provides an overview and timeline of SWAD, an open source learning management system developed at the University of Granada since 1999. It discusses the history and features of SWAD, the process of releasing it as free and open source software in 2010, usage statistics from its deployment at the University of Granada, and efforts to promote its international adoption through openswad.org since 2012. The success of SWAD at the university is attributed to it being open to the entire institution, training for teachers, user support, development driven by user requests, and its functionality, usability, simplicity and reliability.
QR Codes in the Classroom discusses how QR codes can be used in the classroom to provide interactive learning experiences for students. QR codes allow students to access internet-based information like websites, videos, audio files and more using a QR code scanner on their mobile devices. Teachers can create QR codes to link to educational content, activities and resources to engage students and make learning come alive beyond the classroom. Examples are provided for how QR codes could be incorporated into lessons in various subjects.
The document discusses using web 2.0 technologies like blogging and podcasting for an English as a foreign language writing class. Specifically, it describes projects where students' blog posts were converted to audio files using text-to-speech and RSS mixing, and compiled into podcasts. This allowed students' writing to be listened to and discussed on iPods and iTunes. The author details various tools and websites used over several years to implement blogcasting and podcasting of student writing.
This document provides an orientation for a course on social media and mobile apps programming. The course introduces key topics like developing apps for Android and iOS using Java, Objective-C, HTML5, CSS3, JavaScript, and frameworks like PhoneGap and jQuery Mobile. Students will learn to integrate social media APIs from Google, Facebook, and Twitter. The course aims to help students understand and apply concepts of social media and mobile apps programming through lectures, discussions, practical assignments, and a final project.
Md Khabbab Hossain Tusher is a senior software engineer with experience developing mobile applications in Swift, Java, and C#. He has worked for Hal Technology Limited and Multimedia Content & Communications Limited. He has a B.Sc. in Computer Science and Engineering from East West University. His skills include Swift, Xcode, Java, C#, PHP, and he has completed training programs in web development, iOS app development, and being a national mobile application trainer.
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
Open Badges – Open Credentials for All SkillsIlona Buchem
Presentation from the Webinar on "Open Badges" at the FUSCIA Group. The FUSCIA group members are involved in e-learning for engineering universities (French Grandes Ecoles), URL:
of universities2016 https://fuscia.info/comite-fuscia/
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Kg20160217 2013-1
1. http://k
1
.fc
2
.com/cgi-bin/hp.cgi/myasuda/http://k
1
.fc
2
.com/cgi-bin/hp.cgi/myasuda/
Action research on
CALL and Web 2.0 technologies:
in WELL (Web Enhanced Language Learning),
and CMT (Computer Managed Testing)
in university EFL classes
YASUDA, Masami,
Kwansei Gakuin Univ.,
myasuda@kwansei.ac.jp
Foreign Language Section,
School of Law & Politics,
Kwansei Gakuin Univ., Feb. 17, 2016.
関西学院大学 法学部 外国語研究室 研究会 「CALL実践報告」
Foreign Language Section Study
Kwansei Gakuin Univ., Nishinomiya, JAPANE-Learning at KG
Univ.
7. http://k
1
.fc
2
.com/cgi-bin/hp.cgi/myasuda/
7. Introduction - L2 writing
Dichotomies/Dilemmas
Fluency and accuracy
Contrastive rhetoric debate
Process vs. Product debate
Assessment
Feedback and error correction
Casanave, Christine Pearson. (2004). Controversies in second language writing.
Ann Arbor, Michigan: Univ. of Michigan.
Cornor, Ulla (2002). New directions in contrastive rhetoric, TESOL Quarterly,
36(4), pp. 494-510.
Hyland, Ken, & Hyland, Fiona. (Eds., 2006). Feedback in second language writing:
Contexts and issues. Cambridge: Cambridge University Press.
Sachs, Rebecca, & Polio, Charlene. (2007). Learners' uses of two types of written
feedback on a L2 writing revision task, Studies in Second Language
Acquisition, 29(1), pp 67-100.
Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-101.
7
8. http://k
1
.fc
2
.com/cgi-bin/hp.cgi/myasuda/
8. BlogCasting**:
Weblog☆ Projects – 2006 ~ 2008
2006 - ▼ ◎ ○ ◎ ×
2007 - ▼ ○ ○ ○ △
2008 - ▼ △ ○ ○ ◎
Years
/Spec’s
A. B. C. D. E.
- 2005 ○ △ ◎ × ×
Paper
Pencil
Email
/ML
Blog
/RSS
Text to
Speech*
*Text to Speech (Assistive Technology) + ☆Weblog**BlogCasting =
Word-
Processor
★Word Processing ★ Local Thin Client Web editor Cloud Computing
★
8
10. http://k
1
.fc
2
.com/cgi-bin/hp.cgi/myasuda/
10 Text to Speech
Text to Speech
One of Assistive Technologies
Stephen Hawking asks big questions
about the universe, at TED Conference
Ted Conference site
YouTube
Filmed Feb., 2008.
10
12. http://k
1
.fc
2
.com/cgi-bin/hp.cgi/myasuda/
12. Feasibility: tasks & class size:
Reflections from BlogCasting**:
Weblog☆ Projects – 2006 ~ 2008
Techno-
logies
A.
Paper
Pencil
B.
Word-
Processor
C.
Email
/ML
D.
Blog /RSS
E.
Text to
Speech*
2006 ~
2008 ▼ △★
○ ○ ◎
Class
size
< 20人 > 50人 < 150人 < 30人 > 200人
Feasibil-
ities ▼ ◎ ○ ○ ◎
Tasks/
Skills
Writing
Writing
and
Presentation
Writing
for
large classes
Writing
for
Small classes
Writing
for Small classes
and
Presentation
for large classes
*Text to Speech (Assistive Technology) + ☆Weblog**BlogCasting =
★Word Processing ★ Local Thin Client Web editor Cloud Computing 12