SpokenMedia: Automatic Lecture Transcription and Rich Media NotebooksBrandon Muramatsu
Need to find a specific segment in an hour-long web video, webcast or podcast of a lecture? Want to read a transcript of that lecture? Want to bookmark, annotate, or discuss video or audio clips from an entire lecture? The SpokenMedia project at MIT is developing a web-based service to enable automatic lecture transcription. The project is also developing a suite of tools and services to improve interaction with webcasts and podcasts enabling students and faculty to create rich media notebooks to support their learning and teaching. Presented by Brandon Muramatsu, Andrew McKinney and Peter Wilkins at the NERCOMP 2010, Providence, Rhode Island, March 9, 2010.
This document outlines the goals and responsibilities of the Wiki Development Committee, which is charged with developing and overseeing wikis to make them useful, attractive, and well organized. The committee will provide guidelines for organizing information, tagging, citations, and posting/editing on general and subject-specific wikis. Committee members are encouraged to check wiki pages often, post high-quality content citing references in APA style, and provide feedback to improve the wikis.
This document discusses integrating blogging into teaching. It begins by outlining the objectives of gaining knowledge about blogs, creating a blog, and appreciating their significance for teaching and learning. It then defines what a blog is, how they are authored and maintained. Educational benefits are discussed, including blogs being highly motivating for students and enabling collaboration, discussion, and scaffolded learning. It also touches on how to make a blog.
Technology To Build Language Development In EnAlice Mercer
The document discusses using technology to support English language development. It outlines instructional methods like using visuals and multimedia projects to build vocabulary and support writing and oral language skills. Specific technologies are suggested to record student work, share background information, and create projects to demonstrate learning. Guidelines for issues like copyright and fair use when using online content are also presented.
This document outlines a teaching method called "Citations as Explanations" to help students learn how to construct citations. It describes common citation issues students were having and the solution of framing citations as explanations to an instructor on how to find a source. Exercises are provided where students use descriptors to identify citation elements and build citations in groups from various resources. The document concludes with discussing what went well in the teaching method and potential improvements for next time.
This document provides an agenda for an EDU614 session that discusses wikis, Edmodo, copyright, storytelling with pictures, and technology integration resources for teachers. It outlines how wikis can be used for collaborative learning and lists free wiki platforms. It also discusses copyright laws and fair use guidelines, including resources on image and music copyright. VoiceThread and interactive pictures using ThingLink are introduced. Storytelling using pictures on Photopeach and Storybird is mentioned. Skype for classroom collaboration is also included.
SpokenMedia: Automatic Lecture Transcription and Rich Media NotebooksBrandon Muramatsu
Need to find a specific segment in an hour-long web video, webcast or podcast of a lecture? Want to read a transcript of that lecture? Want to bookmark, annotate, or discuss video or audio clips from an entire lecture? The SpokenMedia project at MIT is developing a web-based service to enable automatic lecture transcription. The project is also developing a suite of tools and services to improve interaction with webcasts and podcasts enabling students and faculty to create rich media notebooks to support their learning and teaching. Presented by Brandon Muramatsu, Andrew McKinney and Peter Wilkins at the NERCOMP 2010, Providence, Rhode Island, March 9, 2010.
This document outlines the goals and responsibilities of the Wiki Development Committee, which is charged with developing and overseeing wikis to make them useful, attractive, and well organized. The committee will provide guidelines for organizing information, tagging, citations, and posting/editing on general and subject-specific wikis. Committee members are encouraged to check wiki pages often, post high-quality content citing references in APA style, and provide feedback to improve the wikis.
This document discusses integrating blogging into teaching. It begins by outlining the objectives of gaining knowledge about blogs, creating a blog, and appreciating their significance for teaching and learning. It then defines what a blog is, how they are authored and maintained. Educational benefits are discussed, including blogs being highly motivating for students and enabling collaboration, discussion, and scaffolded learning. It also touches on how to make a blog.
Technology To Build Language Development In EnAlice Mercer
The document discusses using technology to support English language development. It outlines instructional methods like using visuals and multimedia projects to build vocabulary and support writing and oral language skills. Specific technologies are suggested to record student work, share background information, and create projects to demonstrate learning. Guidelines for issues like copyright and fair use when using online content are also presented.
This document outlines a teaching method called "Citations as Explanations" to help students learn how to construct citations. It describes common citation issues students were having and the solution of framing citations as explanations to an instructor on how to find a source. Exercises are provided where students use descriptors to identify citation elements and build citations in groups from various resources. The document concludes with discussing what went well in the teaching method and potential improvements for next time.
This document provides an agenda for an EDU614 session that discusses wikis, Edmodo, copyright, storytelling with pictures, and technology integration resources for teachers. It outlines how wikis can be used for collaborative learning and lists free wiki platforms. It also discusses copyright laws and fair use guidelines, including resources on image and music copyright. VoiceThread and interactive pictures using ThingLink are introduced. Storytelling using pictures on Photopeach and Storybird is mentioned. Skype for classroom collaboration is also included.
The document summarizes the objectives and activities of the User Inspired Design course from October to December 2007. The course aimed to teach concept design processes using a user-centered approach. Students learned to collect and apply user information to generate concept designs through cross-disciplinary teamwork and dealing with ill-defined problems. For their project on "Presence", the multi-disciplinary student team conducted user studies such as cultural probes and interviews. They analyzed the data to develop concept designs and scenarios, which were presented and evaluated.
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
1. The document provides answers to trivia questions connecting people, works, or events through wordplay, references, or analogies.
2. It connects Queen Elizabeth to the word "rich" through the translation of her name to German and connects Richard Burton to the Kama Sutra as its first English translator.
3. It associates Dion's song "A White Sport Coat and a Pink Carnation" to Janis Joplin through the film about her life called "The Rose".
4. It links the formation of the Beatles' band name "Sgt. Pepper's Lonely Hearts Club Band" to Charlemagne being the lone king without a suit in a deck of
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document is a set of 23 clues and riddles with their answers. The clues refer to places, events and people mentioned in the lyrics of Billy Joel's song "We Didn't Start the Fire". Some of the clues involve anagrams, wordplay, dropping or rearranging letters to arrive at place names found in the song lyrics.
Este documento resume una reunión en la que se invitó a un grupo a hablar sobre propuestas de cooperación. Se menciona que participaron en discusiones, escucharon música y baile, y disfrutaron de la reunión a pesar de estar concentrados. Al final, el grupo planea publicar sus propuestas en Facebook y continuar trabajando con la oficina municipal de la mujer.
Learning's from book: The steve jobs way:
Key Aspects covered: Thoughts of steve jobs on:
Marketing
Team
Competition
Product and Design
Organization
Be your self
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
The document provides advice on writing an effective business plan by focusing on answering key questions about the customer, product, and team in a concise manner. It emphasizes identifying a specific target customer like "Jess," clearly outlining why she would pay for the product and how her life would be improved, and estimating the potential market size. The plan should convince readers that the team can succeed in solving the customer's problem where others have failed.
This document discusses how blogs, wikis, and podcasts can be used as educational tools in the classroom to promote clear expectations, accountable talk, academic rigor, and self-management of learning. It provides examples of how each tool can be used for communication, instruction, publication, assessment, presentation, and collaboration. Blogs allow students to communicate, learn instructionally, and publish work. Wikis enable communication, publication, instruction, assessment, presentation, and collaboration. Podcasts can supplement blog and wiki sites to add audio/video elements. These tools motivate student writing and engage them in social, creative processes that mirror real-world skills.
This document discusses different types of blogs and their uses in education. It describes personal blogs, microblogs, corporate/organizational blogs, genre blogs focused on topics like politics, and blogs defined by their media type like photoblogs. Moblogs written on mobile devices are also mentioned. The document then discusses how blogs can be used as learning logs for students to reflect on and externalize their thinking, allowing other learners to comment. It encourages readers to start their own WordPress blog and provides references on blogging and education.
The document summarizes the objectives and activities of the User Inspired Design course from October to December 2007. The course aimed to teach concept design processes using a user-centered approach. Students learned to collect and apply user information to generate concept designs through cross-disciplinary teamwork and dealing with ill-defined problems. For their project on "Presence", the multi-disciplinary student team conducted user studies such as cultural probes and interviews. They analyzed the data to develop concept designs and scenarios, which were presented and evaluated.
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
1. The document provides answers to trivia questions connecting people, works, or events through wordplay, references, or analogies.
2. It connects Queen Elizabeth to the word "rich" through the translation of her name to German and connects Richard Burton to the Kama Sutra as its first English translator.
3. It associates Dion's song "A White Sport Coat and a Pink Carnation" to Janis Joplin through the film about her life called "The Rose".
4. It links the formation of the Beatles' band name "Sgt. Pepper's Lonely Hearts Club Band" to Charlemagne being the lone king without a suit in a deck of
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document is a set of 23 clues and riddles with their answers. The clues refer to places, events and people mentioned in the lyrics of Billy Joel's song "We Didn't Start the Fire". Some of the clues involve anagrams, wordplay, dropping or rearranging letters to arrive at place names found in the song lyrics.
Este documento resume una reunión en la que se invitó a un grupo a hablar sobre propuestas de cooperación. Se menciona que participaron en discusiones, escucharon música y baile, y disfrutaron de la reunión a pesar de estar concentrados. Al final, el grupo planea publicar sus propuestas en Facebook y continuar trabajando con la oficina municipal de la mujer.
Learning's from book: The steve jobs way:
Key Aspects covered: Thoughts of steve jobs on:
Marketing
Team
Competition
Product and Design
Organization
Be your self
Material desenvolvido para o curso de Inglês para Turismo do Centro de Idiomas da Prefeitura Municipal de Búzios pelas professoras Simone Pepe, Francidéa Freitas e Luciana Viter.
The document provides advice on writing an effective business plan by focusing on answering key questions about the customer, product, and team in a concise manner. It emphasizes identifying a specific target customer like "Jess," clearly outlining why she would pay for the product and how her life would be improved, and estimating the potential market size. The plan should convince readers that the team can succeed in solving the customer's problem where others have failed.
This document discusses how blogs, wikis, and podcasts can be used as educational tools in the classroom to promote clear expectations, accountable talk, academic rigor, and self-management of learning. It provides examples of how each tool can be used for communication, instruction, publication, assessment, presentation, and collaboration. Blogs allow students to communicate, learn instructionally, and publish work. Wikis enable communication, publication, instruction, assessment, presentation, and collaboration. Podcasts can supplement blog and wiki sites to add audio/video elements. These tools motivate student writing and engage them in social, creative processes that mirror real-world skills.
This document discusses different types of blogs and their uses in education. It describes personal blogs, microblogs, corporate/organizational blogs, genre blogs focused on topics like politics, and blogs defined by their media type like photoblogs. Moblogs written on mobile devices are also mentioned. The document then discusses how blogs can be used as learning logs for students to reflect on and externalize their thinking, allowing other learners to comment. It encourages readers to start their own WordPress blog and provides references on blogging and education.
This document introduces blogs and their use in education. It defines blogs as websites that allow individuals to post regular commentary and content in reverse chronological order. Blogs are interactive as they allow comments. In education, blogs can be used by teachers, individual students, or class groups. They provide opportunities for reflection, collaboration, sharing resources, and receiving feedback. The document provides examples of how personal, cluster, and class blogs could be used in language learning and concludes with suggestions for further reading.
Blogs are frequently updated personal websites that contain diary-style commentary and links to other websites. They cover a wide range of topics from personal interests to politics. Blogs usually display posts in reverse chronological order and allow readers to leave comments. Wikis are websites that allow multiple users to collaboratively create and edit pages through a web interface. The first wiki was created in 1995 and was called the "Wiki Wiki Web." Wikipedia is the largest wiki, containing over 10 million articles in more than 250 languages created and edited by over 75,000 contributors. Wikis typically use simple markup languages and allow uploading files, tracking changes, and linking within wiki pages.
Learn what the differences are among ePortfolios, wikis, and blogs to best decide where you might use these web 2.0 tools. Get your students connected through their work and collaborating online.
Directions for Supplemental Material Forum Complete these steps.docxmeghanthrelkeld256
Directions for
Supplemental Material Forum:
Complete these steps for writing your initial post.
Step One:
Find one (1) piece of current supplemental material (i.e. website, article, book, video, etc - NOT Wikipedia) relevant to the question: "How does innovation stimulate change?"
Step Two:
Write your forum post so that it includes each of the following parts:
1) a link or attachment for the supplemental material that allows other students to access the material,
2) a brief summary of the material in your own words,
3) a discussion explaining why it is relevant to the week's assigned reading -chapters 10 and 11 -
include at least 1 sociological concept from these chapters
. Be sure that you identify, define (using our text) and apply the sociological concept.
4) Use the material and what you learned from this week's readings to answer the question:
"How does innovation stimulate change?"
5) Include appropriate APA in-text citations and references for your supplemental material AND our text.
.
This document provides instructions for creating a blog on Google Blogger for a homework assignment due on September 7th, 2011. Students are asked to [1] create a Blogger account using their university email, [2] name their blog with a meaningful title and use their university ID for the blog address, [3] choose a template, [4] write a blog post on any topic including at least one image and one hyperlink, and [5] encourage a family member or friend to comment and submit the blog URL to Blackboard.
This document discusses the use of weblogs or blogs in educational settings. It defines blogs as websites organized with dated entries in reverse chronological order that allow readers to comment. The document outlines several potential uses of blogs in instruction, including for reflective journals, networking, sharing resources, and submitting assignments. It provides examples of free blogging software and references several articles and books about using blogs in and around the classroom.
Blogs have become popular for several reasons. They allow people to share thoughts, ideas, and opinions with a worldwide audience. Blogs can also be used for educational purposes, both by students and teachers. Students can post reactions to class discussions and collaborate on projects with other students globally. Teachers can reflect on their teaching experiences, share lesson plans and activities, and explore educational issues with other teachers through blogs. There are several major blog hosting platforms where people can create and host their blogs.
Blogs have become popular for several reasons. They allow people to share thoughts, ideas, and opinions with a worldwide audience. Blogs can also be used for educational purposes, both by students and teachers. Students can post reactions to class discussions and collaborate on projects with other students globally. Teachers can reflect on their teaching experiences, share lesson plans and activities, and explore educational issues with other teachers through blogs. There are several major blog hosting platforms where people can create and host their blogs.
This document discusses different types of educational blogs (edublogs). It explains that blogs can be used to place lessons online, expand student access to materials, and enhance classroom interaction. Some key types of edublogs mentioned are tutor blogs, which provide class information, class blogs for discussion, learner blogs as a writing portfolio, and reflective teacher blogs. Blogs offer advantages over discussion boards like easier linking and potential for public involvement outside the classroom.
This document discusses educational blogging and its pedagogical uses. It describes what blogs are, how they differ from webpages and discussion forums, and best practices for blog design and content. The document also explores how blogs can be used within courses to enhance writing, collaboration, and knowledge sharing among students. Specific strategies are proposed, such as having students build their own blogs or use blogs to complement classroom learning.
The document provides an overview of how to use WebCT, an online learning management system, and engage in critical thinking. It describes the main features of WebCT including accessing course materials, lectures, discussion boards, and assessments. It then gives tips for critically engaging with course materials by accounting for the selection and framing questions, actively listening to lectures and linking notes across topics, and contributing to discussions by identifying trends and links between ideas.
This document provides an introduction to blogs, including what they are, who creates them, how many exist, and different types. It explains that blogs are websites consisting of discrete blog posts, which were originally by individuals but now include large multi-author blogs from organizations. There are over 156 million public blogs in existence. Blogs allow for interaction through comments and messaging between visitors. They cover a wide variety of topics and can include text, images, and links. The class will be following their assigned blog for tasks and assignments.
Blogs, Wikis, and ePortfolios: Benefits, Challenges, and Practical Applicatio...Amber D. Marcu, Ph.D.
This session offers an overview of three e-learning tools: blogs, wikis, and ePortfolios. Each presenter will discuss one tool, providing pedagogical theory, along with practical benefits and challenges to using the technology. Finally, the panelists will present examples of how these technologies can be put into practices in the classroom.
Web 2.0 is defined as both a marketing term and set of principles that allow users to have more control over online content and collaborate through technologies like wikis, blogs, social networking sites, tagging, and RSS feeds. It represents a shift from static, top-down websites to more dynamic and customizable user-generated content. The document discusses examples of how libraries can use blogs and wikis to communicate with patrons, facilitate staff communication, and stay up to date on professional developments.
This document discusses using blogs in the classroom for publishing class activities and student work. It provides examples of teacher blogs that share syllabus information and resources, and learner blogs that can be used as journals or e-portfolios. Sample blog activities are described that incorporate text, pictures, links and videos. Other online tools mentioned include wikis, social networks and cell phones for mobile informal learning.
The document discusses blogs, including what they are, how the author started blogging and how their blog evolved, platforms for blogging, advantages of different platforms, components of blogs like categories and tags, best practices for blog posts, and ways to get students involved with blogs.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.