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Voice Recognition Technology in Education

A 40-page booklet that examines the issues and strategies to consider before attempting to use speech recognition with users with physical and communication difficulties. Sample pages of this booklet are available as a 220Kb PDF download.
The purpose of this booklet is not to provide the latest information on specific voice recognition software, nor does it attempt a critical comparison with like-for-like systems. What it does endeavour to do is provide the reader with practical information based on research and experience gained through working directly with young people at the ACE Centre, as well as information resulting from involvement in the Becta (British Educational Communications and Technology Agency) Voice Recognition Project.

Table of contents: 

Foreword
Background
Issue 1: Why use voice recognition?
Issue 2: Before starting: Training the support providers
Issue 3: Which type of software is most appropriate?
Issue 4: The importance of specific educational objectives
Issue 5: Matching the software to the individual user
Issue 6: Techniques and tips for successful implementation
Issue 7: Specific techniques for introducing voice recognition
Issue 8: Additional support for specific learning difficulties
Issue 9: Additional support for speech difficulties
Issue 10: Physical difficulties and multi-modal input
Issue 11: What equipment is needed?
Issue 12: Looking after the voice
Further reading
Some useful contacts

Classrooms for Distance Teaching and Learning: a Blueprint

This handbook provides a step by step guide to setting up a classroom for telepresence learning. Its comprehensivecoverage includes chapters on testing it works, guidelines for the full range of users, together with troubleshooting and reference sections. There are also detailed case studies of the five distinctive learning scenarios developed by the handbook's pan-European authors, which include sites for teaching remote learners, remote and local learners, group presentation and interaction, a single learner, and a learning centre group. The handbook is a BLUEPRINT, to be read cover to cover, or dipped into for specific information as you strive to set up or fine tune your own version of an interactive classroom for distance teaching and learning.

Table of contents: 

Introduction
# Building an Interactive Classroom: The Steps
# Testing it Works
# How to Use the Classrooms
# Troubleshooting
# Case-Studies
Appendices
Glossary of Terms
World TV Standards
References and Further Reading
Websites
Index

Link

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Author

Editors: Michael Hegarty, Anne Phelan, Lisa Kilbride

Year

1998

ISBN

ISBN-13: 9789061868675

Length

270 pages

Tags

Media Awareness Network

Resources and support for everyone interested in media and information literacy for young people. To learn how to get the most out of the tools and resources on this site, visit the help section and the site map.

Table of contents: 

Categories
* Blog & News
* Media Issues
* Research
* Educational Games
* Special Initiatives
* Resource Catalogue

MediaEd

MediaEd is the site for media and moving image education in the UK. On this site you'll find teaching ideas, lesson plans and project reports, examples of student work, details of where you can get support and training or find workshops or education screenings for your students. MediaEd is currently still under construction so your feedback would be really useful.

Table of contents: 

Get started with…
• Teaching about film
• Teaching film-making
• Media literacy

Find…
• Teaching ideas
• Student work
• Resources
• Organisations
• Discussion
• What’s on

Reframing literacy

System requirements: 
Adobe Reader (optional)

Rethinking University Teaching A Conversational Framework for the Effective Use of Learning Technologies

Teachers in higher education are slowly accepting the fact that they have to become more professional in their approach to teaching, matching their professionalism in research. The notions of quality audit and teacher appraisal are new, and in their existing forms ill-founded, but they represent a challenge that teachers will have to face. The book aims to prepare them for this: both to contribute towards a well-founded implementation of quality audits and appraisal, and to achieve their personal aims of improving their teaching and their students' learning. There is also a growing recognition that the technological media have the potential to improve student learning, or at least teach efficiency, and university teachers are looking for ways of increasing their understanding of what can be done with the new media, and how to do it. This book will inform them about what has been done and what is already known, helping them to think constructively and critically, and building toward a practical methodology for the design, development, and implementation of educational technologies. Part one explores students' learning, and what it is that they need from educational technology; part tow looks at individual teaching methods and media, including non-interactive media (lectures, print, audio, etc.), hypermedia (CD-ROM, etc.), and interactive media (simulations, modelling programs etc.); and part three discussed the design methodology, designing learning activities, setting up the learning context and maintaining quality.

Link

Format

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Author

Prof. Diana Laurillard, Open University, UK

Year

2002 (2nd edition)

ISBN

ISBN-10: 0415256798, ISBN-13: 978-0415256797

Length

288 pages

Tags

Looking through Three ‘I’s: the Pedagogic Use of Streaming Video

"In this paper we introduce a way to analyse video use through what we have named the Three ‘I’s Framework – image, interactivity and integration. This conceptual framework seeks to provide a practical decision tool to help teaching staff and practitioners with the pedagogic design and development of video streaming resources for online learning. Our aim is to provide a way of understanding the role of video as it changes from a presentation tool to a focus for networked learning."

Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. In recent years costs of production have fallen and the web has emerged as a mainstream educational distribution medium. Video itself can be used in many ways: ‘talking head’, interviews, video diaries, video labs, simulations, instructional sequences, ‘fly on the wall’, video help etc. Through the browser, ‘streaming’ video sequences can be linked to slides, text conferencing, whiteboards, video conferencing, shared applications, online assessment and third party web sites. A major element of the JISC/DNER Click and Go Video project is to move beyond the current understanding of video as a purely presentational tool. The seamless combination of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning. However there is an acute lack of pedagogic resources, research and evaluation on the use of video streaming for teaching and learning. The pedagogical challenge faced by teaching staff and practitioners is not only to choose the appropriate streaming technology but also to design meaningful learning events.

Table of contents: 

Abstract
Introduction
The Value of Video Streaming and the Three ‘I’s Framework
Towards a Decision Tool
Acknowledgments
References

Link

Format

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Author

Clive Young, University of Manchester, UK Maria Asensio, Lancaster University, UK

Year

2002

Length

11 pages

Tags

Virtual E-Race-ing Through Digital Discoveries: Rediscovering History Through Media Education

This study showcases best practice in the social studies curriculum, focuses on unmasking the media education in teacher education programs through the process of producing video documentaries with minimal resources and equipment.

This study focuses the participatory research based on an online course called, “Rediscovering History through Media Education.” Teachers redesigned their curriculum integrating new media and technologies. This study provides a model for teaching and learning through media education. It involves researching online resources, deconstructing curriculum, and creating documentaries and oral history projects. It especially provides research based examples, resources and tools for integrating media production into social studies curriculum. This paper offers creative strategies for producing new media and technologies in social studies curriculum with limited resources and equipment; and showcase participants' multimedia projects. This research promotes literacy through media production in teacher education, describes teacher candidates' reactions, discoveries, and experiences with media, and showcases their multimedia projects. It is based on the participatory research conducted on teaching media
production classes and investigated over one hundred educators in seven different states. "

A blog also exists: http://e-race-ing.blogspot.com.

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American Association of Colleges for Teacher Education (AACTE) URL: http://www.aacte.org

Length

4 pages

Tags

Webcast Portal on Energy

This streaming portal collects videos and reports related to Energy and Transport, divided into thematic pages or subsites such as coal, oil, gas, electricity, energy efficiency, state aid, infringements, …

Mathematical motivation

MOTIVATE was a real-time videoconferencing project for schools, providing maths, science and cross-curricular videoconferences and linked projects for students of all ages (5-19) both in the UK and internationally. Although the live VC programme ceased in 2010, they are developping multimedia packs, providing collaborative investigative resources that contain a range of resources - short video clips, classroom activities and games, topical issues for discussion, student worksheets, and teacher notes.

Younger children take part in interactive videoconferences, with activities based across the curriculum.
Related: Paper “Can videoconferencing contribute to teaching and learning? The experience of the Motivate Project” by Jenny Gage, Marilyn Nickson, Toni Beardon, University of Cambridge, 2002. http://www.leeds.ac.uk/educol/documents/00002264.htm

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Motivate Project - mathematical videoconferencing for schools

Year

up-to-date

Tags

Media Literacy for Prevention, Critical Thinking, Self-Esteem

Dr. Peter DeBenedittis is dedicated to creating a cultural revolution around media.This website contains research, information and educational materials about how media literacy is used for science-based prevention and internet safety.

Table of contents: 

Research
• Special reports
• Alcohol Toys
• PeterD’s Papers
• Links & Resources

Client Services
• Book a Speaker
• Meeting Planners’ Page
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• Internet Safety & Cyberbullying
• Tobacco Prevention
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• Parenting
• Violence Prevention
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• Self Esteem & Sexuality
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