Text-To-Speech systems used "from the start" in reading programs supports reading development and stops the "fall behind" which wrecks education for so many.
Presentation for HUBS Spring Meeting, May 11th 2011: "The Future of Bioscience Teaching: Doing More With Less"
http://www.biochemistry.org/PublicAffairs/Events/HUBSSpringMeeting2011.aspx
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
Presentation for HUBS Spring Meeting, May 11th 2011: "The Future of Bioscience Teaching: Doing More With Less"
http://www.biochemistry.org/PublicAffairs/Events/HUBSSpringMeeting2011.aspx
American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
Making Better Choices: Self-regulative Tools for Flexible Learner SuccessJames Brunton
This paper describes two online readiness tools designed to help prospective students make better choices. These tools were developed to address the problem of effective flexible learner transitions into higher and continuing education. They target adult learners engaged in part-time or online/distance education during the initial stages of the study-lifecycle. Enhancing retention and completion rates of this group of life-long learners is a growing concern. After undertaking an audit of the range of institutional tools and supports available from traditional online/distance education providers, a Design-based research methodology was adopted to select, design and develop a total of eight online student readiness tools. The “Am I Ready for Study” and “Do I have Enough Time” tools outlined in this paper were based on a set of guiding principles, which seek to promote self-regulation as a core foundation for student success in the transition to higher education.
CIKM 2018 - Contrasting Search as a Learning Activity with Instructor-designe...Felipe Moraes
https://dl.acm.org/citation.cfm?id=3271676
The field of Search as Learning addresses questions surrounding human learning during the search process. Existing research has largely focused on observing how users with learning-oriented information needs behave and interact with search engines. What is not yet quantified is the extent to which search is a viable learning activity compared to instructor-designed learning. Can a search session be as effective as a lecture video - our instructor-designed learning artefact - or learning? To answer this question, we designed a user study that pits instructor-designed learning (a short high-quality video lecture as commonly found in online learning platforms) against three instances of search, specifically (i) single-user search, (ii) search as a support tool for instructor-designed learning, and, (iii) collaborative search. We measured the learning gains of 151 study participants in a vocabulary learning task and report three main results: (i) lecture video watching yields up to 24% higher learning gains than single-user search, (ii) collaborative search for learning does not lead to increased learning, and (iii) lecture video watching supported by search leads up to a 41% improvement in learning gains over instructor-designed learning without a subsequent search phase.
Communicating in the digital classroom: Comparing experiences online and face...Bindi Clements
Language classes held online in a ‘digital’ classroom provide opportunities for bringing together teachers and students from different locations and cultures, and online classes allow for language practice outside the traditional face-to-face classroom setting. However, significant pedagogical challenges arise when using videoconferencing for language teaching, particularly in terms of enabling spontaneous communication between learners. It can be difficult to ensure that all students are engaged and have opportunities for speaking practice, and for teachers to assess the progress of individual learners.
This research investigates some of these challenges in the context of classes provided to adult language learners. Wall Street English students follow a blended programme, combining self-paced online study with teacher-led classes. Some students can choose to attend these teacher-led classes either face-to-face or online, and as both modes use almost identical class content, this allows for the direct comparison of digital and face-to-face classrooms. Using questionnaire and interview data, this research compares student and teacher experience in both modes. In addition, as students are assessed during the classes, the numeric data provided by teacher assessment of students’ language, communication and interaction skills will be analysed and compared. In particular, the hypothesis that students have fewer opportunities to demonstrate their language skills, and the impact this has on assessment, will be investigated.
The results will be relevant for online teachers, teacher trainers and course designers, and will highlight the importance of awareness of the affordances for learner interactivity offered by the digital classroom. The conclusion is that teachers will need to develop specific skills in order for learners to engage with and fully participate in online classes, and class materials should be developed with a range of opportunities for online interaction in mind.
Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Crea...CITE
TAVERNIER, Monika (Woodland Harbourside preschool)
http://citers2013.cite.hku.hk/en/paper_617.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
Making Better Choices: Self-regulative Tools for Flexible Learner SuccessJames Brunton
This paper describes two online readiness tools designed to help prospective students make better choices. These tools were developed to address the problem of effective flexible learner transitions into higher and continuing education. They target adult learners engaged in part-time or online/distance education during the initial stages of the study-lifecycle. Enhancing retention and completion rates of this group of life-long learners is a growing concern. After undertaking an audit of the range of institutional tools and supports available from traditional online/distance education providers, a Design-based research methodology was adopted to select, design and develop a total of eight online student readiness tools. The “Am I Ready for Study” and “Do I have Enough Time” tools outlined in this paper were based on a set of guiding principles, which seek to promote self-regulation as a core foundation for student success in the transition to higher education.
CIKM 2018 - Contrasting Search as a Learning Activity with Instructor-designe...Felipe Moraes
https://dl.acm.org/citation.cfm?id=3271676
The field of Search as Learning addresses questions surrounding human learning during the search process. Existing research has largely focused on observing how users with learning-oriented information needs behave and interact with search engines. What is not yet quantified is the extent to which search is a viable learning activity compared to instructor-designed learning. Can a search session be as effective as a lecture video - our instructor-designed learning artefact - or learning? To answer this question, we designed a user study that pits instructor-designed learning (a short high-quality video lecture as commonly found in online learning platforms) against three instances of search, specifically (i) single-user search, (ii) search as a support tool for instructor-designed learning, and, (iii) collaborative search. We measured the learning gains of 151 study participants in a vocabulary learning task and report three main results: (i) lecture video watching yields up to 24% higher learning gains than single-user search, (ii) collaborative search for learning does not lead to increased learning, and (iii) lecture video watching supported by search leads up to a 41% improvement in learning gains over instructor-designed learning without a subsequent search phase.
Communicating in the digital classroom: Comparing experiences online and face...Bindi Clements
Language classes held online in a ‘digital’ classroom provide opportunities for bringing together teachers and students from different locations and cultures, and online classes allow for language practice outside the traditional face-to-face classroom setting. However, significant pedagogical challenges arise when using videoconferencing for language teaching, particularly in terms of enabling spontaneous communication between learners. It can be difficult to ensure that all students are engaged and have opportunities for speaking practice, and for teachers to assess the progress of individual learners.
This research investigates some of these challenges in the context of classes provided to adult language learners. Wall Street English students follow a blended programme, combining self-paced online study with teacher-led classes. Some students can choose to attend these teacher-led classes either face-to-face or online, and as both modes use almost identical class content, this allows for the direct comparison of digital and face-to-face classrooms. Using questionnaire and interview data, this research compares student and teacher experience in both modes. In addition, as students are assessed during the classes, the numeric data provided by teacher assessment of students’ language, communication and interaction skills will be analysed and compared. In particular, the hypothesis that students have fewer opportunities to demonstrate their language skills, and the impact this has on assessment, will be investigated.
The results will be relevant for online teachers, teacher trainers and course designers, and will highlight the importance of awareness of the affordances for learner interactivity offered by the digital classroom. The conclusion is that teachers will need to develop specific skills in order for learners to engage with and fully participate in online classes, and class materials should be developed with a range of opportunities for online interaction in mind.
Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Crea...CITE
TAVERNIER, Monika (Woodland Harbourside preschool)
http://citers2013.cite.hku.hk/en/paper_617.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Traditionally, it has been suggested that reading and writing in the FL should be delayed until students have mastered these skills in their mother tongue. In this workshop, however, we will discuss whether such a strategy is still commendable today, when many children are exposed to a FL at a much earlier age, thus bringing about many challenges to us teachers.
It's a new Windows based application for visually impaired person..!
This application will provides only, mail services for blinds and there's no voice duplications allowed during the user login.
This is a ppt on speech recognition system or automated speech recognition system. I hope that it would be helpful for all the people searching for a presentation on this technology
Closing the socio-economic gap in early literacy. Closing the skill maturity gap in early literacy. Closing the "way our brains work" gap in early literacy. By bringing universally available text-to-speech into early primary classrooms.
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
A presentation looking at why e-learning is important for our students and an introduction to websites and software that can be used to support the teaching of English and increase student engagement.
This presentation begins with an overview of the pedagogical advantages of CALL materials, including the use of multimedia to appeal to different learning styles and create an enriched learning environment, the development of learner autonomy through CALL resources that offer learners easier access and greater control, and the provision of materials that are more authentic and relevant to the learner’s needs and interests. Concrete examples of CALL materials are provided to link the theoretical perspectives to practical applications.
Several freely available resources for practicing each of the four skills are examined, and participants are invited to evaluate the effectiveness of these resources by questioning the underlying assumptions implied in them. We also consider some of the strategies that can be used in designing CALL resources, such as the use of context-based prompts in texts to promote the acquisition of effective reading strategies, and the use of a writing program to support the learner through the steps in the process of writing.
Participants are introduced to the materials and activities provided on websites supporting EFL coursebooks and encouraged to consider the usefulness and pedagogical validity of these resources. Finally, we consider the debate over the advantages and disadvantages of using interactive whiteboards, and suggest ways of using them appropriately.
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Text-to-Speech for Beginning Readers -ATIA Chicago 09
1. Ira David Socol Michigan State University College of Education Text-To-Speech from the Start A Primary Support for Lifespan Learning
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26. speedchange.blogspot.com Thank you for attending this session at ATIA 2009 Chicago! Watch for us in Orlando this January! Please help us improve the quality of our conference by completing your session evaluation form. Completed evaluation forms should be submitted as you exit or to staff at the registration desk.