Interactivity, the global conversation and World Service research: Digital China

This paper examines the relationship between a broadcaster’s research methods and aspects of the environment in which it operates, specifically its accountability to its funders and the growth of interactivity by its users. It is concerned with (1) how the BBC World Service’s funding by the UK government’s Foreign & Commonwealth Office (FCO) means that it has to account for its activities to some extent in terms of the global conversation which it fosters; and (2) how the recent growth of interactive and social media enhances possibilities for worldwide engagement and conversation, but also increases the complexities of measurement. This is because users are dispersed across the globe (they are no longer confined to a geographical area of radio reception) and they are interactive: instead of merely listening or viewing, they talk back to the BBC, and they talk with one another. New tools and techniques are needed to measure these new flows and forms of interaction (and they also beg new professional and organisational practices). In a case study of the BBC’s Chinese service, the paper explores what the BBC knows of its audience or users; and, in a content analysis of online forums, it explores some of the issues and possibilities that arise in researching online interaction, the sort of research data and analysis that might be seen as necessary in the context of organisational accountability and the emerging interactive media environment

Reducing cultural barriers via Internet courses

A web-based learning environment has been developed to support students from China who are studying in the UK and are confronted by many cultural barriers, which may impede their academic studies.The electronic environment incorporates a number of approaches to support learning, ranging from a simple text-based presentation to more active methods, including opportunities to use search-based learning strategies. Experimental results demonstrate a clear advantage for these active approaches.Internet support was also provided for students in the form of an E-learning course for academic writing, which featured extensive opportunities for interactions with English peers. The experimental results demonstrated that the group with access to the E-course successfully acquired skills, resulting in their academic writing being indistinguishable from native English speakers

Combining international student social and academic transition online

The social and academic acculturation of a large number of newly arrived international students challenges even the most prepared of UK higher education institutions. How best to facilitate students’ social need to form new friendships with that of formally preparing them for the often unfamiliar academic demands of a different educational system? This paper will present a pre-arrival online course delivered to over 2,000 international students each summer, which combines student-centred socialisation with institution-driven academic preparation. From the initial data, it will draw some tentative conclusions about how far this approach could help facilitate students’ transition in advance of their arrival

Becoming the Expert - Interactive Multi-Class Machine Teaching

Compared to machines, humans are extremely good at classifying images into categories, especially when they possess prior knowledge of the categories at hand. If this prior information is not available, supervision in the form of teaching images is required. To learn categories more quickly, people should see important and representative images first, followed by less important images later - or not at all. However, image-importance is individual-specific, i.e. a teaching image is important to a student if it changes their overall ability to discriminate between classes. Further, students keep learning, so while image-importance depends on their current knowledge, it also varies with time. In this work we propose an Interactive Machine Teaching algorithm that enables a computer to teach challenging visual concepts to a human. Our adaptive algorithm chooses, online, which labeled images from a teaching set should be shown to the student as they learn. We show that a teaching strategy that probabilistically models the student's ability and progress, based on their correct and incorrect answers, produces better 'experts'. We present results using real human participants across several varied and challenging real-world datasets.Comment: CVPR 201

ICT and adult literacy, numeracy and ESOL

Mellar, H., Kambouri, M., Sanderson, M., and Pavlou, V. (2004) ICT and adult literacy, numeracy and ESOL. London: NRDC. Available at: http://www.nrdc.org.uk/uploads/documents/doc_258.pdfResearch report for NRDCThis project set out to obtain a picture of present teaching practice in the use of ICT in adult literacy, numeracy and ESOL within formal provision. (http://www.nrdc.org.uk/uploads/documents/doc_258.pdf

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy

Content enrichment through dynamic annotation

This paper describes a technique for interceding between users and the information that they browse. This facility, that we term 'dynamic annotation', affords a means of editing Web page content 'on-the-fly' between the source Web server and the requesting client. Thereby, we have a generic way of modifying the content displayed to local users by addition, removal or reorganising any information sourced from the World-Wide Web, whether this derives from local or remote pages. For some time, we have been exploring the scope for this device and we believe that it affords many potential worthwhile applications. Here, we describe two varieties of use. The first variety focuses on support for individual users in two contexts (second-language support and second language learning). The second variety of use focuses on support for groups of users. These differing applications have a common goal which is content enrichment of the materials placed before the user. Dynamic annotation provides a potent and flexible means to this end

Symbiosis between the TRECVid benchmark and video libraries at the Netherlands Institute for Sound and Vision

Audiovisual archives are investing in large-scale digitisation efforts of their analogue holdings and, in parallel, ingesting an ever-increasing amount of born- digital files in their digital storage facilities. Digitisation opens up new access paradigms and boosted re-use of audiovisual content. Query-log analyses show the shortcomings of manual annotation, therefore archives are complementing these annotations by developing novel search engines that automatically extract information from both audio and the visual tracks. Over the past few years, the TRECVid benchmark has developed a novel relationship with the Netherlands Institute of Sound and Vision (NISV) which goes beyond the NISV just providing data and use cases to TRECVid. Prototype and demonstrator systems developed as part of TRECVid are set to become a key driver in improving the quality of search engines at the NISV and will ultimately help other audiovisual archives to offer more efficient and more fine-grained access to their collections. This paper reports the experiences of NISV in leveraging the activities of the TRECVid benchmark