Authors:Elena Luppi, Raffaella Primiani, Carla Raffaelli, Daniela Tibaldi, Ivan Traina, Anna Violi.
The Net4Voice project aims to increase the quality of learning opportunities promoting the adoption of barrier-free learning environments and the development of innovative methodologies which use speech recognition (SR) technologies.
This document discusses the integration of CALL (Computer-Assisted Language Learning) and distance learning. It describes how CALL programs incorporated into distance learning systems can provide students with a wide range of multimedia learning materials. The document also examines blended learning, which combines distance learning and online elements with traditional face-to-face learning. Some key advantages of blended learning for language courses include improved course management, delivery of up-to-date content, and opportunities for collaborative work and target language communication. The document also evaluates factors that contribute to interactivity in distance learning courses.
The European project SpeakApps was launched during the month of February. The objective of this initiative, funded by the European Lifelong Learning Programme (LLP), is to provide user access to a range of online tools whose aim is to facilitate oral practice of a language through an online platform.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
Emerging Trends in Foreign Language Teaching with ICTssorden
The document discusses emerging trends in foreign language teaching with information and communication technologies, including changing learner expectations towards more personalized and interactive learning, and the potential of mobile apps, blended learning, and crowdsourcing to transform language instruction over the near and long term. New technologies like visual-syntactic text formatting also aim to improve reading comprehension and learning outcomes.
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
Podcasting for mobile learners - exploiting opportunitiesDick Ng'ambi
Three reasons for using podcasts are provided in the summary:
1) Making learning more flexible by allowing students to access lecture materials anywhere and at any time.
2) Increasing the accessibility of learning materials by distributing audio recordings of lectures through RSS feeds and course websites.
3) Enhancing students’ learning experiences by providing additional resources for studying and referencing, as supported by findings from a case study where 69.6% of students accessed podcasts.
This document compares MOOCs and conventional EFL teaching models in colleges. It finds that while MOOCs follow some aspects of traditional teaching like registration and exams, they differ in key areas like number of students, lecture length, learning motivation, time/space, interactivity, and assessment. The document suggests optimizing the models by moving from a "push" to a "pull" approach where students take more initiative, and from independent to collaborative/interactive learning. It concludes that integrating MOOCs advantages into traditional EFL teaching could establish a hybrid model that benefits students.
This document discusses the integration of CALL (Computer-Assisted Language Learning) and distance learning. It describes how CALL programs incorporated into distance learning systems can provide students with a wide range of multimedia learning materials. The document also examines blended learning, which combines distance learning and online elements with traditional face-to-face learning. Some key advantages of blended learning for language courses include improved course management, delivery of up-to-date content, and opportunities for collaborative work and target language communication. The document also evaluates factors that contribute to interactivity in distance learning courses.
The European project SpeakApps was launched during the month of February. The objective of this initiative, funded by the European Lifelong Learning Programme (LLP), is to provide user access to a range of online tools whose aim is to facilitate oral practice of a language through an online platform.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
Emerging Trends in Foreign Language Teaching with ICTssorden
The document discusses emerging trends in foreign language teaching with information and communication technologies, including changing learner expectations towards more personalized and interactive learning, and the potential of mobile apps, blended learning, and crowdsourcing to transform language instruction over the near and long term. New technologies like visual-syntactic text formatting also aim to improve reading comprehension and learning outcomes.
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
Podcasting for mobile learners - exploiting opportunitiesDick Ng'ambi
Three reasons for using podcasts are provided in the summary:
1) Making learning more flexible by allowing students to access lecture materials anywhere and at any time.
2) Increasing the accessibility of learning materials by distributing audio recordings of lectures through RSS feeds and course websites.
3) Enhancing students’ learning experiences by providing additional resources for studying and referencing, as supported by findings from a case study where 69.6% of students accessed podcasts.
This document compares MOOCs and conventional EFL teaching models in colleges. It finds that while MOOCs follow some aspects of traditional teaching like registration and exams, they differ in key areas like number of students, lecture length, learning motivation, time/space, interactivity, and assessment. The document suggests optimizing the models by moving from a "push" to a "pull" approach where students take more initiative, and from independent to collaborative/interactive learning. It concludes that integrating MOOCs advantages into traditional EFL teaching could establish a hybrid model that benefits students.
Technology And Language Learning Dic08 Con Trainees Ugrortegam
The document discusses a collaborative project between schools in England, France, and Spain to enhance language learning through technology. Key points:
- The project involves 6 primary schools, 3 teacher training institutions using videoconferencing and a shared online platform to connect students in the 3 countries.
- Trainees from each country will be placed in schools abroad to help with videoconferencing sessions, online activities, and teach lessons incorporating the shared curriculum and CLIL (Content and Language Integrated Learning) methodology.
- The goals are for trainees to understand how to integrate language teaching across the curriculum using technology and to develop skills for intercultural teaching.
This document discusses the use of technology in foreign language education. It provides three examples of how schools have successfully incorporated technology:
1) A New Jersey school created a collaborative project with a school in India for students to learn Hindi using video chat and an online forum.
2) A French teacher enhances lessons with tools like wikis and video chat to connect with classes worldwide.
3) An elementary school in Connecticut teaches all students Japanese for 75 minutes per week using immersive techniques with technology like interactive whiteboards and language apps on iPods.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
The document is a call for papers for the 2020 ETLTC Virtual ACM Chapter International Conference on Educational Technology and Technology Assisted Language Learning. The conference will focus on the collaboration between using technology in education and language studies, and creating a global platform to discuss technology-assisted language learning. Presentations will be in a virtual format, allowing presenters to upload presentations and participate in discussions remotely. Topic areas for papers include computer-assisted language learning, task-based language learning, and using educational technology in academia and industry.
The document discusses the impact of new technologies on literature teaching and learning. It describes how hypertexts and e-books have changed reading and writing by allowing for nonlinear navigation through links. This creates opportunities for new multimedia-based teaching methods compared to traditional textbooks. Using multimedia has benefits like developing language and viewing skills through interactive activities. It encourages collaborative and student-centered learning by allowing students to experience texts through different media. While technology opens possibilities, teachers must ensure it enhances educational goals rather than replacing them.
Emerging uses of technology in language teaching and learningCanpılipha Koşar
This document discusses two main ways that technology can be used for language learning: as a source of teaching resources and to enhance learning experiences. It provides examples of how technologies like the internet, blogs, CALL software, and wikis can be used for language instruction and learning. Some key principles outlined are that technology allows for social interaction, authentic language use, individualization, and student autonomy. The role of the teacher is to plan technology-based activities and guide students, while students are actively involved in using the language. The document emphasizes reading, writing, and potentially speaking and listening skills depending on the technology used.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
Computert Assisted Language Learning and TeachingMaqsood Ahmad
Computer Assisted Language Teaching (CALT) offers various opportunities and tools to help ESL teachers. It can be used to improve motivation, critical thinking, learner autonomy, interaction in mixed-ability classes, and exposure to other cultures. CALT includes a wide range of activities from developing course materials to conducting research. It allows flexible learning and provides immediate feedback to students.
The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
This document summarizes research on developing a self-regulated micro-course learning approach for teaching English as a foreign language (EFL). It proposes providing students with different micro-course video clips on the same learning material at different difficulty levels. Students can choose videos based on their English proficiency and learn independently before class. They can then ask questions in an online learning community. In class, a flipped classroom approach is used where students apply and practice what they learned through simulated training activities. The goal is to better meet individual student needs, improve learning efficiency, and develop vocational skills in English.
Computer Assisted Language Learning as shared by Group 7a with their co-participants in PBET 2113 (TESL), Sem 2 AY 2009-2010, Faculty of Education, University of Malaya KL.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
The document discusses frameworks for integrating technology into education, including TPACK (Technological Pedagogical and Content Knowledge). TPACK emphasizes that effective technology integration requires an understanding of how technology intersects with pedagogy and content knowledge. The document also discusses different types of learning activities and how specific technologies can support knowledge building, convergent thinking, and divergent thinking.
CALL (COMPUTER ASSISTED LEARNING LANGUAGE),THE BEST SOLUTION A NEEDS OF THE M...EdiEfriyanto
This document discusses the benefits of using the Computer Assisted Language Learning (CALL) method in education. CALL is an effective and modern method that uses computers to integrate technology into the language learning process. It allows students to solve problems and find answers quickly using electronic resources. This stimulates students' intellectual development according to their abilities. The document concludes that implementing the CALL method in teaching and learning leads to satisfactory learning outcomes and improves education quality.
This special printed edition is a collection of five selected articles published during 2007/08 in the digital eLearning Papers. The editorial board has considered these articles of special interest to readers, and wishes to contribute with this initiative to the diffusion of knowledge and good practices in eLearning.
The challenge of quality in peer-produced eLearning contenteLearning Papers
The document discusses the challenge of ensuring quality in peer-produced eLearning content. It notes that peer production is becoming an important method for creating eLearning content, but the decentralized nature can undermine quality if not properly managed. The document introduces the QualityScape method developed by the European QMPP project as an important approach for assuring quality of peer-produced eLearning content. QualityScape views quality as the result of the interplay between peer production and peer validation processes, taking a holistic approach to enabling effective peer content creation while maintaining standards.
Author: Ana Isabel Ruiz López
The education of people with visual impairment in Spain hinges on the fact that students are mainstreamed in schools chosen either by the students themselves or their families. The introduction of digital technologies in schools poses a new challenge for visually impaired students.
Technology And Language Learning Dic08 Con Trainees Ugrortegam
The document discusses a collaborative project between schools in England, France, and Spain to enhance language learning through technology. Key points:
- The project involves 6 primary schools, 3 teacher training institutions using videoconferencing and a shared online platform to connect students in the 3 countries.
- Trainees from each country will be placed in schools abroad to help with videoconferencing sessions, online activities, and teach lessons incorporating the shared curriculum and CLIL (Content and Language Integrated Learning) methodology.
- The goals are for trainees to understand how to integrate language teaching across the curriculum using technology and to develop skills for intercultural teaching.
This document discusses the use of technology in foreign language education. It provides three examples of how schools have successfully incorporated technology:
1) A New Jersey school created a collaborative project with a school in India for students to learn Hindi using video chat and an online forum.
2) A French teacher enhances lessons with tools like wikis and video chat to connect with classes worldwide.
3) An elementary school in Connecticut teaches all students Japanese for 75 minutes per week using immersive techniques with technology like interactive whiteboards and language apps on iPods.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
The document is a call for papers for the 2020 ETLTC Virtual ACM Chapter International Conference on Educational Technology and Technology Assisted Language Learning. The conference will focus on the collaboration between using technology in education and language studies, and creating a global platform to discuss technology-assisted language learning. Presentations will be in a virtual format, allowing presenters to upload presentations and participate in discussions remotely. Topic areas for papers include computer-assisted language learning, task-based language learning, and using educational technology in academia and industry.
The document discusses the impact of new technologies on literature teaching and learning. It describes how hypertexts and e-books have changed reading and writing by allowing for nonlinear navigation through links. This creates opportunities for new multimedia-based teaching methods compared to traditional textbooks. Using multimedia has benefits like developing language and viewing skills through interactive activities. It encourages collaborative and student-centered learning by allowing students to experience texts through different media. While technology opens possibilities, teachers must ensure it enhances educational goals rather than replacing them.
Emerging uses of technology in language teaching and learningCanpılipha Koşar
This document discusses two main ways that technology can be used for language learning: as a source of teaching resources and to enhance learning experiences. It provides examples of how technologies like the internet, blogs, CALL software, and wikis can be used for language instruction and learning. Some key principles outlined are that technology allows for social interaction, authentic language use, individualization, and student autonomy. The role of the teacher is to plan technology-based activities and guide students, while students are actively involved in using the language. The document emphasizes reading, writing, and potentially speaking and listening skills depending on the technology used.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
Computert Assisted Language Learning and TeachingMaqsood Ahmad
Computer Assisted Language Teaching (CALT) offers various opportunities and tools to help ESL teachers. It can be used to improve motivation, critical thinking, learner autonomy, interaction in mixed-ability classes, and exposure to other cultures. CALT includes a wide range of activities from developing course materials to conducting research. It allows flexible learning and provides immediate feedback to students.
The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
This document summarizes research on developing a self-regulated micro-course learning approach for teaching English as a foreign language (EFL). It proposes providing students with different micro-course video clips on the same learning material at different difficulty levels. Students can choose videos based on their English proficiency and learn independently before class. They can then ask questions in an online learning community. In class, a flipped classroom approach is used where students apply and practice what they learned through simulated training activities. The goal is to better meet individual student needs, improve learning efficiency, and develop vocational skills in English.
Computer Assisted Language Learning as shared by Group 7a with their co-participants in PBET 2113 (TESL), Sem 2 AY 2009-2010, Faculty of Education, University of Malaya KL.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
The document discusses frameworks for integrating technology into education, including TPACK (Technological Pedagogical and Content Knowledge). TPACK emphasizes that effective technology integration requires an understanding of how technology intersects with pedagogy and content knowledge. The document also discusses different types of learning activities and how specific technologies can support knowledge building, convergent thinking, and divergent thinking.
CALL (COMPUTER ASSISTED LEARNING LANGUAGE),THE BEST SOLUTION A NEEDS OF THE M...EdiEfriyanto
This document discusses the benefits of using the Computer Assisted Language Learning (CALL) method in education. CALL is an effective and modern method that uses computers to integrate technology into the language learning process. It allows students to solve problems and find answers quickly using electronic resources. This stimulates students' intellectual development according to their abilities. The document concludes that implementing the CALL method in teaching and learning leads to satisfactory learning outcomes and improves education quality.
This special printed edition is a collection of five selected articles published during 2007/08 in the digital eLearning Papers. The editorial board has considered these articles of special interest to readers, and wishes to contribute with this initiative to the diffusion of knowledge and good practices in eLearning.
The challenge of quality in peer-produced eLearning contenteLearning Papers
The document discusses the challenge of ensuring quality in peer-produced eLearning content. It notes that peer production is becoming an important method for creating eLearning content, but the decentralized nature can undermine quality if not properly managed. The document introduces the QualityScape method developed by the European QMPP project as an important approach for assuring quality of peer-produced eLearning content. QualityScape views quality as the result of the interplay between peer production and peer validation processes, taking a holistic approach to enabling effective peer content creation while maintaining standards.
Author: Ana Isabel Ruiz López
The education of people with visual impairment in Spain hinges on the fact that students are mainstreamed in schools chosen either by the students themselves or their families. The introduction of digital technologies in schools poses a new challenge for visually impaired students.
From Open Educational Resources to Open Educational PracticeseLearning Papers
Author: Ulf-Daniel Ehlers
Although open educational resources (OER) are high on the agenda of social and inclusion policies and supported by many stakeholders, their use in higher education (HE) and adult education (AE) has not yet reached the critical threshold.
The Geoscience Concept Inventory WebCenter provides new means for student ass...eLearning Papers
Authors: Emily M. Geraghty Ward, Julie C. Libarkin, Director, Stuart Raeburn, Gerd Kortemeyer.
Faculty adopt information and communication technologies (ICT) with the assumption that they enhance student learning. In the geosciences, new curricula employ tools such as Google Earth to aid in the interpretation of three-dimensional landscapes and the processes that create them.
From analog to digital: new ways of teaching and learning. A quick view of IC...eLearning Papers
Author: Miquel Àngel Prats i Fernández
Education and new technologies are always controversial. Beyond the mere introduction of Information Technology in schools, the fundamental debate is to find a way to innovate our methodology and transform our education in a way in which it reflects the world around us.
Innovation, informational literacy and lifelong learning: creating a new cultureeLearning Papers
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
From cheating to teaching: a path for conversion of illegal gambling machineseLearning Papers
Authors: Juarez Bento da Silva, Gustavo Ribeiro Alves, João Bosco da Mota Alves
Video poker machines, a former symbol of fraud and gambling in Brazil, are now being converted into computer-based educational tools for Brazilian public primary schools and also for governmental and non-governmental institutions dealing with communities of poverty and social exclusion, in an attempt to reduce poverty risks (decrease money spent on gambling) and promote social inclusion (increase access and motivation to education).
Passey & Zozimo MLEARN Research Report 1 WP4-finalJoana Zozimo
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
This document discusses issues in integrating technology into language education. It begins by introducing how technology is changing education and debates around its impact. It then outlines key issues like how to infuse technology considering cognitive and sociocognitive approaches. It also discusses advantages like preparing students for communication, and disadvantages like costs and uncertainty. Factors hindering integration include financial barriers, availability of hardware/software, and acceptance of change. Essential conditions for implementation are also presented, such as shared vision, access, skilled educators, and assessment.
IT PROJECT 2015 Distance learning system 373684Pranveet Kaur
The document discusses the development of a distance learning system that utilizes both synchronous and asynchronous technologies like print, audio, video and computer-based tools to provide education to students who are separated geographically from instructors. It outlines the objectives of designing an affordable and interactive web-based system with tools for communication, instruction and assessment between students and instructors. The system is intended to help address issues with traditional education delivery and expand access to basic education.
1. The document discusses the evolution of distance learning and e-learning in Hungary from the 1990s to present day. It traces how distance learning progressed from correspondence-based methods to utilizing various media like radio, television, and early internet technologies.
2. It describes how e-learning began as a supplement to traditional education but has increasingly become a popular approach on its own. Blended learning models now combine online and offline elements.
3. The emergence of Web 2.0 allowed for more interactive, user-centered e-learning environments where learners can both consume and produce content. Connectivism is discussed as the learning theory underlying these new digital approaches.
OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
development of deeper knowledge and competences. The structure of Lilac OERs will be presented as a
practical example of how the potential of technologies to support learning can be embedded in online
contexts.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
The document discusses the use of technology in English language teaching and learning. It outlines how technology can be used as a teaching and learning tool in the classroom, such as through digital learning tools and online learning opportunities. Some innovations in language learning technology that are discussed include digital platforms, online corpora, mobile learning, virtual learning environments, and video conferencing. The benefits of learning English are also listed, such as improved memory and listening skills, better employment opportunities, and increased travel opportunities.
1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
English Languange Teaching and Technology.pptxMayka R. Firlas
This document summarizes a study on using student-created digital videos (SCDV) to foster language development in EFL students. The study employed an SCDV project with 25 undergraduate engineering students. Data was collected through qualitative methods like focus groups, journals, and observations, and quantitative methods like questionnaires. The results showed that SCDV allowed students to engage with English outside of class, improved their writing through scripts and reports, and increased speaking through team discussions and presentations. Observers provided feedback that supported SCDV as an effective language learning tool.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
This document discusses research being conducted as part of the MLEARN project, which is exploring mobile learning practices and teacher training in four European countries. The research aims to inform the development of a teacher training program on using mobile technologies in pedagogically appropriate ways. Initial research included analyzing the contextual backgrounds and training needs of teachers involved in the pilot. The training program will focus on developing teachers' technological, content, and pedagogical knowledge for using mobile devices. Research will continue to gather outcomes from teachers and students using mobile devices in classrooms after receiving training.
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
Up2U Ecosystem to Engage Secondary Schools, Teachers and StudentsUp2Universe
The Up2U project aims to connect secondary schools in select European countries using existing networks, with the goal of improving the transition from secondary to higher education. It plans to develop an ecosystem that interconnects formal and informal education through virtual tools and classes. This will provide support for teachers and personalized education for students. The initial phase will engage schools in pilot countries, with the intent to expand across Europe over time. Key aspects of the project include developing a modular learning platform, integrating educational applications and open resources, and gathering feedback from teachers and students to iteratively improve the tools and services provided by the Up2U ecosystem.
The document discusses creating and delivering digital audio courses in a flexible learning environment. It emphasizes enhancing learning through varied audio content and activities. Flexible design considerations include allowing flexibility in timing, content, and delivery methods to improve accessibility and cater to diverse learners. The document also addresses using open educational resources and collaborative projects to foster learning communities.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
The document discusses telecollaboration in university education and some of the barriers to its adoption. It summarizes surveys of practitioners that found the top barriers are the time needed to set up exchanges, difficulties integrating them due to institutional requirements, and lack of pedagogical knowledge. Case studies show practitioners are overcoming barriers by finding appropriate partners, signing written agreements, ensuring relevance for students, maintaining momentum through steady partners, and gaining prestige and awareness. Loose networks of partners are also gaining popularity.
PALMA: Usability Testing of an Application for Adult Literacy in Brazil by F...Fran Maciel
1. The document describes a usability test of the PALMA mobile application for adult literacy in Brazil. 10 adult literacy students participated in the one-month test of the application's level 1 content on Nokia X5 devices.
2. The test occurred over 3 phases: an initial training, individual interviews after 8 days of use, and a final group interview. Participants struggled initially with unfamiliar icons but were able to complete tasks within 15 days. Issues with navigation keys, voice instructions, and app access steps were identified.
3. Overall, participants reported liking the voice guidance and interest in continuing to use the app. The study provided insights into design improvements and the need for support networks and teacher training to advance mobile
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
Similar to Net4voice: new technologies for voice-converting in barrier-free learning environments (20)
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
The document discusses two cases of challenges faced by international lifelong learners.
1. Khan, an older student from India, struggled with the younger online group due to age differences and lack of computer/academic skills. A peer pairing with Mohammad helped Khan improve his skills and understanding of women's roles.
2. Hilary, an older female student from Africa, lacked confidence and felt disrespected by younger students. A Canadian student befriended Hilary and encouraged her to challenge herself, leading Hilary to change careers after graduation.
Both cases show how technology-enhanced learning can improve older international students' learning experiences and transform their lives by exposing them to new perspectives.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
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
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Net4voice: new technologies for voice-converting in barrier-free learning environments
1. Net4voice: new technologies for voice-converting in barrier-free
learning environments
Elena Luppi, Raffaella Primiani, Carla Raffaelli, Daniela Tibaldi, Ivan Traina, Anna Violi
Alma Mater Studiorum, University of Bologna
Summary
The Net4Voice project aims to increase the quality of learning opportunities promoting the
adoption of barrier-free learning environments and the development of innovative
methodologies which use speech recognition (SR) technologies. SR technologies can
automatically transform a lecturer’s speech into digital text in real-time, generating an electronic
transcription of the lesson or conference ready to be printed or delivered through different
devices and channels.
This paper intends to disseminate information and results obtained so far through the
Net4Voice project, financed by the European Commission under the Lifelong Learning
Programme through the sub-programme Leonardo Da Vinci. In particular the objectives of this
article are to present the project's objectives and the activities implemented to achieve them;
describe the learning methodology developed and show the first outcomes of ongoing tests.
Net4Voice started in December 2007 and ends in November 2009. The project involves three
universities and two high schools, where students with different kinds of auditory or motor
disabilities can particularly benefit from the use of speech recognition technologies to follow
lessons in an accessible learning environment without additional intermediary support. Second
language learners also benefit from these technologies, as once the class has finished they are
able to access the multimedia transcriptions available and read or listen the lessons again.
Net4Voice aims at defining a clear scheme to assess the impact of speech recognition
technologies in education, by experimenting it in at least three different learning contexts:
university, school and adult education classrooms. Moreover, the project monitors the
effectiveness of a new learning methodology, a pedagogical support system, in order to use
technology at its best, exploiting its potential, adapting it to students’ conditions and needs and
combining software with personal teaching experience and methods.
Keywords: Net4Voice, learning methodology, education, innovation, technology, speech
recognition, accessibility, eInclusion, e-inclusion, voice recognition, multimedia, barrier-free
learning
1 Introduction
This article intends to disseminate information and results obtained so far through the
experimentation carried out under the Net4Voice project. In particular the objectives of the
article are:
− to present the project objectives and activities implemented to achieved them;
− to describe the learning methodology developed;
− to show the first outcomes in response to ongoing testing.
The paper is organized as follows: introduction presents the context of project, in section 2 the
project is described in detail, along with its main software characteristics and requirements; in
1
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
2. section 3 the learning methodology is presented and discussed; in section 4 experiments are
described; finally, in section 5 the evaluation and results obtained so far.
Speech-recognition (SR) technology converts speech automatically, such as a school lecture or
a talk, into a digital text in real time. It generates an electronic transcription of the speech which
can be printed or transferred to the user by means of specific devices. In this way, the lecture
can be read or listened to once again to make sure that the content has been fully understood.
This is possible because once the lecture is over the software saves the speech-recognition-
generated transcript, audio, and PowerPoint slides as a streaming media file. This allows
students to select the information from the lecture that best suits their individual needs or
preferences.
In particular, Net4Voice aims at defining a scheme to assess the impact of speech-recognition
technologies in education by experimenting it in at least three different learning contexts:
university, school and adult education. Secondly, it also evaluates the impact on the key actors
involved, students and teachers, by especially focusing on learning settings created for people
with specific needs. Net4Voice assumes that education in traditional classrooms is still the most
pervasive way to support learning, although it does not always properly satisfy certain needs
related to accessibility and effectiveness of learning. The experiment is therefore aimed at
evaluating: software accuracy in speech recognition in relation to the environment and the
duration; the student’s viewpoint; the usability of side-products such as transcriptions of the
speech; open issues. At the same time, describing and comparing the different learning
situations, the teachers and lecturers involved are stimulated to develop a learning
methodology such as a guideline supported by pedagogical assumptions. This learning
methodology should offer a pedagogical support system in order to use technology at its best,
exploiting all its potential, adapting it to students’ conditions and needs, and combining software
with personal teaching experience and methods.
2 Description of the project: aims and requirements
2.1 Summary of the project
Three European universities (University of Bologna, Italy; University of Southampton, Great
Britain; University of Ulm, Germany) and two high schools (Iris Versari High School, Italy;
Totton College, Great Britain) are partners in the Net4Voice project, which consists of testing
voice recognition techniques and methods within a variety of learning contexts. Speech-
recognition technology transform lecturer’s speech into digital text in real-time, by generating an
electronic transcription of the lesson, or conference material, to be printed or delivered through
different devices and channels. The need to support the learning process with non-traditional
technologies derives from the fact that teaching material is not easily accessible to users with
disabilities in different learning contexts. The exploitation of interactive technologies helps
students to learn by doing, receiving feedback, and continually refining their understanding.
This facilitates participation in lifelong learning by people with various needs.
2.2 Objectives
The project main goal is to create empirically an optimal barrier-free model enabling access to
information for people with disabilities in a variety of real world educational environments. Other
objective consists in build centres of excellence for the development and delivery of innovative
learning and teaching process and methods within the European Community. The project
strengthens the worldwide competitiveness of the European Community by incorporating
principles of universal design and inclusive education.
The project also aims to test various speech-recognition techniques and methods within various
traditional and non-traditional learning contexts. Utilizing a collaborative action research
framework, researchers investigate how the impact of speech-recognition technologies differs
across categories of disability, languages, and across educational contexts. The final aim of the
2
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
3. project is to increase the quality of learning opportunities for the whole of society, promoting the
adoption of barrier-free learning environments and the development of innovative learning
methodologies which utilise speech-recognition technologies.
Concrete aims of the projects are:
− develop a new learning methodology that experiments and evaluates the impact of
speech-recognition technologies in at least three educational settings: school, higher
and adult education;
− focus on different target user needs: people with disabilities, second languages
learners, etc.;
− evaluate the scalability of the speech-recognition based learning methodology and to
define a strategy for transferring to other EU countries;
− raise awareness and further in-depth knowledge about the impact of speech-recognition
technologies in different educational settings.
In the medium/long term, the project aims at supporting the development and dissemination of
innovative and well-balanced ICT educational tools and the design of new standardised
pedagogical documentation for the lifelong learning in a European educational setting.
2.3 Main activities
During the first year, the project has aimed at developing a new joint speech recognition
technology, based on new learning methodology in order to increase the accessibility and
effectiveness of learning at all of its stages.
The main activities carried out have been:
− define a new learning methodology shared among partners;
− training of the professors identified by partners on the developed methodology.
Activities that are still playing:
− testing the speech-recognition technology;
− collect feedback from partners for the implementation and verification of the
methodology developed.
Other important activities carried on during the project are:
− sharing and validation of the results of the experimentation;
− evaluation of the scalability of the testing results and planning of dissemination and
exploitation activities;
− dissemination of project results.
2.4 Beneficiaries
The main beneficiaries of the project results consist in individuals that are clearly
disadvantaged in traditional and non-traditional learning environments, as deaf or hearing-
impaired that cannot access spoken content without intermediary support. People with physical
disabilities, that cannot take their own notes and some with various learning disabilities,
struggle with auditory, visual and tactile challenges. People without disabilities besides can also
experience difficulties in accessing information under certain conditions; for example, second
language learners, and all students in general, can take advantage of these technologies which
enable them to exploit the available multimedia transcriptions a second time, after the lesson,
by reading and listening to the lesson content again – anywhere and whenever they wish. This
happens because, after the lesson, the software saves the speech recognition generated
transcript, audio, and PowerPoint slides as streaming media file. This allows students to select
lecture information that suits their individual learning preferences. In addition to text transcripts,
the software creates a series of files (SMIL, XML, WAV, RT, RTF) that can easily be published
on the web, creating a rich set of teaching resources for all the students (Wald M. 2006).
3
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
4. Moreover, Net4Voice supports teachers, professors and academic staff in taking a proactive,
rather than a reactive, approach to teaching students with different learning styles. It provides
educators with a practical means of making their teaching accessible, and improves the quality
of teaching in the process.
2.5 ICT, accessibility and learning methodology
Net4Voice recognises that education in traditional classrooms is still the most pervasive way to
support learning. Nevertheless, there are needs related to accessibility and effectiveness of
learning that are not properly satisfied in the traditional classroom. In this regard, while
extremely important and unique, traditional face-to-face (F2F) education presents constraints
due to physical, temporal and cultural barriers that could hinder access to - and the
effectiveness of - learning.
ICT can be an effective means to improve the quality of educational processes in term of
accessibility and effectiveness. In this way the adoption of a universally accessible learning
helps to promote a better quality of education for the whole community.
3 Learning methodology
3.1 Defining a new learning methodology
The learning methodology, carried out step by step as a shared document and developed
through contributions coming from all the partners, defines a common methodology adopted
within different educational levels and settings with various needs and constraints when using
SR technology.
Its aim consists in making the professors involved in the project able to share and transfer all
the information about their own methodological choices or tools to other local institution
professors. In order to define the methodology, the following stages and goals have been
planned:
− analyse and compare learning contexts of speech-recognition technology application;
− describe each educational setting where the speech-recognition technology is used;
− describe the speech-recognition technology experimentation in the different educational
activities;
− analyse each learning approach to speech-recognition technology;
− define the learning methodology;
− testing the speech-recognition technology based on the learning methodology
developed;
− sharing of the experimentation results.
3.2 Describing and comparing different learning situations (methods and tools)
The first activity of the Learning Methodology Work Package has focused on the comparative
analysis of the educational settings features. This is fundamental in order to achieve a common
knowledge of the similarities and differences that characterize the partners, and makes the
further exchanges significant and effective.
The professors involved have been guided through an analysis of their educational setting
features. The model for comparison that has been proposed takes into account some of the
main variables occurring in educational processes in order to make each description easier and
more sharable.
4
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
5. The first variable taken into account is the educational context: school education, higher
education or adult education. Each partner has been asked to describe the main characteristics
of his own situation.
The second very important variable is the learning setting: we had to distinguish between three
possible situations: distance learning, presence learning or a blended learning perspective. It
was also fundamental to be clear about the characteristics of students and teachers: are they
disabled or not? Are they foreign or not? This is something that can have a certain impact on
the teaching and learning methodology when using SR technology. Furthermore, teachers and
lecturers were asked to reflect on their own educational approach in order to distinguish and
compare it to that of the others. We have proposed three kinds of educational perspective for
comparison and asked if they feel closer to.
Educational approach:
- Reproduction learning perspective, based on comprehension, memorisation, focused on
elementary learning objectives and using traditional teaching methods;
- Construction learning perspective, based on construction-conceptualization, focused on
intermediate learning objectives and using teaching methods based on problem solving,
research methods, the use of tools, group work;
- Creativity learning perspective, found on learning processes based on discovery and
learner autonomy, focused on higher learning objectives and preferring creative learning
activities (Guerra L. 2006).
Each partner was asked to fill in a questionnaire with both closed and open questions, and to
give a qualitative description of its own educational setting. The quantitative and qualitative data
collected made it possible to describe the different learning contexts involved in the project.
The following table presents a summary of this first comparative analysis, highlighting the main
characteristics of each learning situation. It was also used as a training tool in the first meeting
of the project, to introduce the partners to the characteristics of each learning context and to
reflect on the differences or common aspects as elements for comparison and starting points
for sharing activities.
Table 1. Comparative analysis tool
Educational context Learning setting Students’ Teachers’ Educational approach
School Education Distance learning characteristics characteristics Reproduction
(SE) (DL) Disabled (D) Disabled (D) perspective (REP)
Higher Education Presence learning Not disabled Not disabled (ND) Construction
(HI) (PL) (ND) perspective (CON)
Adult Education Blended Foreign (F) Creativity perspective
(AE) perspective (BP) Not foreign (NF) (CRE)
learning
D – ND –
situation SE PL ND REP - CON
F- NF
no. 1
learning
D – ND –
situation HI BP ND CON - CRE
F- NF
no. 2
learning
D – ND –
situation AE BP ? REP – CON - CRE
F- NF
no. 3
……
Other data was collected in order to have a clear view of the sample features: the course
subject, the number of hours, the setting (classroom, laboratory…), the social learning
organization (individual or group learning), the use of tools (blackboard, slides, PowerPoint,
etc…), the assessment methods/ tools, etc.
5
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
6. 3.3 Sample general features
According to the data collected from each partner, we can give a description of the main
features of the learning contexts where the SR technology is tested. The three schools,
university and adult education learning situations are represented in the sample. The classes
where the SR technology is tested are mixed classes with both disabled and not-disabled
students as well as foreign and not-foreign students. All the teachers and lecturers involved
tend to use the three educational approaches hypothesised (reproduction, construction,
creativity) according to the educational goals and the different teaching and learning stages.
They tend to use a blended educational perspective and many teaching methods based on
face-to-face, as well as interaction, communication and cooperation. Several tools are used in
the experimental classes: PowerPoint slides, videos, blackboard, internet.
Considering the differences between the partners, we have to underline firstly the students’
age: the learner sample goes from adolescence to adulthood. This means a group of people
with very different characteristics and learning needs. This data is very important to avoid
superficial comparison or the simple transfer of methods and tools from one class to another
without considering the age variable. Another difference between the learning situations is
course duration: it varies from 10 to 60 hours or more. This means very different timetables and
time management for each one when organising teaching methods and tools, and needs to be
taken into account when defining the common learning methodology. The last significant
difference between the partners’ learning situations is represented by assessment strategies,
tools and methods. This differs greatly from one context to another, and needs to be analysed
and compared very carefully. The comparative analysis should distinguish many aspects of the
evaluation process: the assessment indicators, the assessment tools, the measurement
process, the assessment scale, the evaluation. We also need to compare some important
evaluation moments and aims: initial, formative and summative (Calvani A. 2000). This
analytical approach to evaluation goals, moments, strategies and tools make the comparison
between very different learning contexts feasible.
3.4 Possible problems or risks in the educational setting
The general data collected from each partner gives us a description of the main educational
features of our sample. Analysing this information in relation to previous SR experimentations
and to the scientific literature on this subject, we have made some hypotheses about the
possible common problems or risks that can occur in the different educational settings (Leitch
D., MacMillan T. 2003). In the methodological approach that has been proposed to the partners,
these problems are not considered as constraints but rather as challenges for our educational
strategies. This view tries to improve the learning methodology through problem solving.
Teachers and lecturers need to be aware of the possible risks of SR technology in order to try
also to identify some solutions.
The hypothetical difficulties that have been highlighted can be divided in four groups:
1. Technological performance problems: The first and most restricting problem in the use of
SR technology in a classroom is the lack of accuracy that interferes with digitized lectures
and produces errors that have been seen to be very distracting elements during speech.
2. Environmental factors issues: Previous studies (Kalyuga S. 2000) carried out into SR
technology shows that the use of it provokes a redundancy of information: the same
information is, in fact, given in an oral and in a written form at the same time. This means
that students are required to manage more than one cognitive process at the same time.
The possible consequences of this, in particular when students are not used to attending
lessons with SR technology, are an overload of short-term or working memory, as an
individual problem, and distraction in the classroom as a group difficulty.
3. Problems related to students’ characteristics: When using a very particular tool such as
SR in a classroom, it’s necessary to be aware that it cannot always be compatible with
individual learning styles. Each student is different from the others when learning, and it
6
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
7. has been shown in testing this technology that not all students might benefit from digitized
lectures (Leitch D., MacMillan T. 2002).
4. Interaction and communication problems: The use of this tool, very much centred on
teacher speech, risks the limitation of dialogue in the classroom. In fact, it is very difficult
for the SR technology to involve any interaction between teacher and students.
This list of possible problems or risks has been presented to the partners as a starting point for
discussing what can be done for getting through, and to start working on the better educational
strategies for SR technology.
3.5 Pedagogical assumptions and support system
The problem analysis in the use of SR technology highlights the necessity to give an
educational intentionality to this particular tool. Students with disabilities in particular and also
students in general need to be accompanied through a learning process using SR technology.
For this reason is important to create and implement a pedagogical support system, or teaching
and learning methodology. This is fundamental in order to use technology at its best, exploiting
its potentials.
According to SR technology characteristics and to the learning contexts were it can be applied
we have settled some educational assumptions though which define a common learning
methodology:
Beyond the traditional metaphor of Communication: The first important educational point to take
into account when using SR technology in a classroom is the idea of communication behind.
Traditionally, communication is considered as a channel which links the transmitter to the
receiver. This idea considers the receiver as passive and doesn’t attribute students with an
active role in learning. On the contrary, learning is significant when the students don’t simply
receive the message but elaborate, manipulate and gain it. We cannot consider educational
communication as a one-way channel but rather as an action of giving–delivering and receiving–
taking. Teacher and students are both active subjects in communication (Baldacci M. 2004).
Individualisation – personalisation: It is very important to plan and organize teaching and
learning activities in order to find a good balance between the students’ needs for
individualisation and personalisation. We need to enable each student to achieve the necessary
skills that guarantee his/her right to equal treatment as well as his/her right to meet and develop
his/her personal needs and attitudes. When we focus on individualisation or personalisation, we
make very different educational choices in terms of goals, methods, learning strategies and
evaluation tools. It is very important to be very clear on this when planning educational
activities, in order to give to students both the opportunity, for every topic, to reach the
fundamentals and to deepen personal interests and views thereabout.
Improve students’ empowerment and participation: When introducing new technologies and
methodologies in a classroom, we often risk encountering resistance from students. This is why
it is very important to improve students’ participation in the educational processes and choices
and to work on student empowerment as a strategy for making students more and more active
in learning activities. We need to stimulate both self and social empowerment in order to involve
students and to make them as aware and active as possible when using SR technology.
Disabled students as differently able learners: SR technology is first of all a barrier-free
technology focused on the needs of disabled students. In this view, it is not enough to simply
apply the technology, it is fundamental to work towards the integration of disabled students. It is
possible to involve the group as a tutorial tool, promoting mutual support and preferring
cooperative learning strategies.
7
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
8. 3.6 Educational strategies proposal
According to the pedagogical assumptions listed above, the learning methodology provides
each partner with practical strategies and tools for using SR technology at their best, solving
problems and exploiting all the educational potentials. We know, for instance, that introducing
SR technology in a classroom, students might initially be intimidated, sceptical or unwilling to
use the technology itself. Our educational experience and assumptions allow to avoiding this
risk, for example by trying to promote student empowerment, involving them in the project by
making aims and steps clear and shared.
Concerning planning, it is important to underline that the use of SR technology requires that
teachers do it very much in detail, focusing on how they are communicating. It is also a very
good opportunity to reflect on their teaching style and self-assess it. At the same time it is also
very important, even when we follow an accurate programme, to be open to “unexpected”
events. This is called serendipity: the ability to find what we wasn’t looking for.
Setting is another very important point to find the best strategies to overcome SR difficulties
because of not all students may benefit from digitized lectures; in this case the classroom
setting should be adjusted so that the screen can be placed more or less centrally for different
learners, according to their needs and preferences.
Considering communication, it is clear that students interaction risks being constrained by SR
technology. It is not always possible to repeat every student’s intervention, nor is it always
effective. In order to solve this problem, teaching methods can be organized with the planning
of specific activities for interaction, mediated by written texts that can be read by the teacher
(e.g. discussion in small groups, each of which will produce a final written report or written
brainstorming).
In the choice of teaching tools, is useful to use pictures rather than written texts while speaking,
as a possible way of reducing the risk of making information redundant. Furthermore, this would
involve different cognitive channels.
Concerning assessment, it is very important to apply both formative and final assessment in
order to evaluate learning processes and products in order to adjust teaching strategies to
students’ characteristics (Genovese L. 2006). Many tools and assessment methods can be
used to assess the effectiveness of SR technology (observation check lists, interviews,
satisfaction questionnaires, tests, etc.).
Thinking about SR technology from the educational point of view, we can consider its utility in
learning processes; for example digitized lectures should be transformed in educational tools
and be used as:
− recovery tools of previous lectures or classes;
− reading comprehension exercises (compensating for information that has been missed,
giving the text to students and asking them to correct it);
− note-taking exercises: comparing students’ notes with the text of the whole lecture,
improving notes, learning note-taking strategies;
− material for producing conceptual maps or reorganising the lecture.
The educational strategies that have been presented represent some possibilities for exploiting
SR technology, and make it as effective as possible for every learning context. Many other
solutions, and techniques can be found, and it is very important for teachers to look
continuously for them. When using technology for educational purposes, we need to consider
technology itself as an educational tool, an active approach to SR technology is needed in order
to adapt it to students’ conditions and needs and combine it with personal teaching experience
and methods.
8
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
9. 4 Experiment description
Recognising that education in traditional classrooms is still the most pervasive way to support
learning, there are needs related to accessibility and effectiveness of learning that are not
properly satisfied in the traditional classroom. In this regard traditional face-to-face (F2F)
education presents constraints due to physical, temporal and cultural barriers that could hinder
access to - and the effectiveness of - learning.
Therefore, we try to demonstrate that ICT represents an effective means to improve the quality
of educational processes in term of accessibility and effectiveness and that the adoption of a
speech recognition technology based on an accurate and accessible learning methodology
helps to promote a better quality of education for the whole community.
The experiment was planned as a cycle with three main phases:
1) registration during lectures based on power point slides;
2) off -line correction of transcription and generation of the updated voice profile;
3) upload of the new profile.
The equipment used during lectures consists of a lap top PC and a wireless microphone; it can
be set up at the beginning of each lecture module with very little interference with the lecture
itself.
For collecting feedback on the test (still in progress) and evaluation of results achieved were
prepared questionnaires and interviews, which have already revealed some important results
and considerations (reported in the next chapter).
The short-term expected outcomes of the experimentation are:
− experiment speech-recognition technology in a wide range of subjects, testing all the
opportunities offered by this technology and the adoption of multi-channel learning
methodologies;
− test and validate learning methodology that can be shared with other educational
institutions in order to create a stable and broader network;
− provide educators with a practical means of making their teaching accessible, and
improves the quality of teaching in the process.
4.1 Aims of the experiment
The experimentation starts from the assumption described above and its aims consist in
evaluate:
− the learning methodology applied to the speech recognition technology;
− software accuracy in speech recognition in relation to the environment and the trial
duration;
− the viewpoint of teachers and students;
− usability of by-products like transcription of the speech;
− open points/ issues to be addressed.
4.2 Accuracy results
Speech transcription was edited after each lecture to update the speech profile of the speaker.
The accuracy was shown to be strongly dependent on the kind of speaker. It was noticed how
slow speaking and well-articulated words can significantly influence the quality of the results. In
any case, we suggest that, especially in the presence of disable or foreign students, the teacher
should pay attention to this issue.
The accuracy results achieved so far are showed in attachment file, in which are reported
number of recorded lessons, number of recorded lesson hours, number of corrected hours,
9
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
10. percentage of corrected hours over the total, initial accuracy, final accuracy (percentage of
correct words) and the improvement of accuracy.
Table 2. Teacher 1 experiment results
Number of recorded lessons 6
Number of recorded lesson hours 11.92
Number of corrected hours 3.35
% corrected hours over the total 28%
Initial accuracy (% correct words) 40.91%
Final accuracy (% correct words) 80.05%
Improvement of accuracy 95.67%
Table 3. Teacher 2 experiment results
Number of recorded lessons 2
Number of recorded lesson hours 2.2
Number of corrected hours 0.81
% corrected hours over the total 37%
Initial accuracy (% correct words) 26.13%
Final accuracy (% correct words) 34.99%
Improvement of accuracy 33.91%
4.3 Influence of the environment
One of the main external factors which is expected to influence the accuracy of the process is
represented by the situation offered by the room where the lesson takes place. In practice, the
room can change from lesson to lesson and the environmental background noise is expected to
play a role in the speech recognition process. The experiment was set up to assess the
influence of background noise, by obtaining some registrations in a small room without people
with minimal environmental noise. The preliminary results show that the improvement in speech
recognition by the software can be significantly improved.
4.4 Students’ viewpoints
Students are not really users during this trial but the reaction was however extremely positive
and they showed interest also in the possibility to use the speech transcription as lecture notes
(Hede A. 2002). In fact, the transcriptions contain both the recognized speech and the image of
the slide to which the speech refers. This product can be useful also in the case, such as this, in
which speech recognition is around 80%. It can help as a quite complete complement to
student’s notes.
4.5 Teachers’ viewpoints
Teachers’ feedback was extremely positive about the use of speech recognition technology in
their classroom. In spite of this positive opinions and the great interest, it’s important to
underline some aspects that need particular attention during the use of this tool; in fact when
using speech recognition, it’s necessary to be aware that it’s not always compatible with
individual learning styles used by teacher. Moreover in presence of disable or foreign students,
the teachers should pay attention to their explanation style because of this influence the quality
of the transcription. Another aspect that can create resistances in teacher is connected to their
information technology skills and to the performance of the technical instruments used.
4.6 Open points
This trial has outlined the ease of the methodology and its potential in supporting real-time text
display of the speech. At the same time, it has been very useful for highlighting some open
points to improve the effectiveness of the applied software:
10
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
11. − The achievable accuracy greatly depends on the speaker. Should the speaker change,
the lecture cannot be given with the same methodology.
− In relation to low accuracy, words are proposed out of the lecture context. It could be
useful if the original set of words could be changed in order to avoid words that the
speaker does not use in the lecture context.
− The maximum accuracy of recognition seems to be only slightly affected by the
environment, if the microphone is correctly used.
− The software training consists of the correction of transcription mistakes, and this
activity requires a lot of time (an average of 8 hours for 1 hour’s registration), especially
at the beginning of the training when the accuracy is still very low.
− It is necessary to improve the accessibility of files created after the lesson by the speech
recognition technology in order to make them useful also for students who use particular
instruments while surfing the web.
5 Results
5.1 Expected results
The main expected results consist in to ascertain and verify the starting assumption according
to which information and communication technology are effective means to improve the quality
of educational processes, especially in terms of accessibility and effectiveness, and that the
adoption of a universally accessible learning methodology helps to promote a better quality of
education for the whole community.
5.2 Achievement of first results
The first results achieved through experimentation, currently in process, allowing some relevant
considerations to the use of speech-recognition technology in different educational contexts.
These considerations, which at the end of experiment will be integrated with other results and
used to define precise guidelines, have been outlined by the matching between quantitative
results (time record, level of accuracy, percentage of choice, etc.) and qualitative results
(opinions, suggestions, evaluations, etc.). These considerations are:
− the improvement of accuracy in speech recognition can be significantly improved if
accompanied by appropriate training of teachers;
− the value and utility of the material produced by the transcription has been
demonstrated not only by their use to supplement the notes of the students. In fact, this
material when used to review, integrate and diversify the content of the lesson, improves
the quality and support learning, especially in student with particular needs;
− for effective utilization of the instrument is important to take into account multiple
variables such as the students' characteristics, the course subject, the number of hours,
the setting, the social learning organization (individual or group learning), the use of
tools (blackboard, slides, PowerPoint, etc.), teaching approaches and didactical
strategies. Once analyzed all these aspects is necessary that become part of the
construction process of the lesson to make effective use of technology;
− the use of technology is more effective in educational contexts who prefer methods
based on face-to-face teaching;
− the use of SR technology and the adoption of multi-channel learning methodologies
need to take into account the possible repetitions and redundancy in the presentation of
content, so the choice of channels to be used (written, spoken, slide, transcription in real
time) needs the awareness of this possible risk.
5.3 Issues to be addressed
The current experimentation is still ongoing (in April 2009), therefore some issues remain to be
addressed, including:
11
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
12. − the accuracy depends by the kind of speaker, speaking in particular clear and well-
articulated words can significantly influence the quality of the results. Therefore further
experiments are carrying out on this issue, particularly in relation to style of exposure
used in lessons;
− the speech recognition technology seems to have some limit in lectures with group
work, discussions and laboratory activities. Are therefore ongoing in-depth studies on
this issue;
− to achieve a high degree of accuracy is required a number of fixes and updates to the
voice profile, activities that in some cases requires the presence of tutors for not
burdening teachers of excessive work.
References
Baldacci M. (2004). I modelli della didattica, Carocci, Rome.
Calvani A. (2000). Elementi di didattica, Carocci, Rome.
Genovese L. (2006) Insegnare e apprendere. Temi e problemi della didattica, Rome, Monolite.
Guerra L. (2006). Elaborazione didattica di Learning Objects, Ricerche di Pedagogia e Didattica (RPD)
rivista dell’Alma Mater Studiorum Università di Bologna n° 1.
Hede A. (2002). Student reaction to speech recognition technology in lectures, in S. McNamara and E.
Stacey (Eds), Untangling the Web: Establishing Learning Links. Proceedings ASET Conference.
Melbourne, July 2002.
Kalyuga S. (2000).When using sound with a text or picture is not beneficial for learning Australian Journal
of Educational Technology, 16(2), 161-172.
Leitch D., MacMillan T. (2002). Year III Final Research Report on the Liberated Learning Project “How
Students With Disabilities Respond to Speech Recognition Technology in the University Classroom”
http://www.liberatedlearning.com/resources/pdf/RC_2002_Year_III_Research_Report.pdf
Leitch D., MacMillan T. (2003). Year IV Research Report on the Liberated Learning Initiative, “Innovative
Technology and Inclusion: Current Issues and Future Directions for Liberated Learning Researchquot;.
Wald M. (2006).quot;Creating Accessible Educational Multimedia through Editing Automatic Speech
Recognition Captioning in Real Timequot;. International Journal of Interactive Technology and Smart
Education: Smarter Use of Technology in Education 3(2) pp. 131-142.
Authors
Elena Luppi
Daniela Tibaldi
Raffaella Primiani
Ivan Traina
Anna Violi
Carla Raffaelli
Alma Mater Studiorum – University of Bologna, Italy
12
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542
13. Copyrights
The texts published in this journal, unless otherwise indicated, are subject to a
Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0
Unported licence. They may be copied, distributed and broadcast provided that the author and
the e-journal that publishes them, eLearning Papers, are cited. Commercial use and derivative
works are not permitted. The full licence can be consulted on
http://creativecommons.org/licenses/by-nc-nd/3.0/
Edition and production
Name of the publication: eLearning Papers
ISSN: 1887-1542
Publisher: elearningeuropa.info
Edited by: P.A.U. Education, S.L.
Postal address: C/ Muntaner 262, 3º, 08021 Barcelona, Spain
Telephone: +34 933 670 400
Email: editorial@elearningeuropa.info
Internet: www.elearningpapers.eu
13
eLearning Papers • www.elearningpapers.eu •
Nº 13 • April 2009 • ISSN 1887-1542