Using Hidden-Markov Model in Speech-based Education System for the Visually Impaired Learner

Speech-based e-Education technology allows users to access learning content on the web by dialing a telephone number. Speech-enabled applications, particularly in the domain of education are primarily implemented to cater for the plight of the visually impaired towards addressing the shortcomings of user interface (UI) design of a mobile learner. However, with the increase in learning resources on the web, using telephone to find suitable content has become a painstaking task for speech-based online users to achieve improved performance. The problem of finding suitable content with speech e- learning applications is more difficult when the sight impaired learner is involved. It is convenient to use existing mobile speech-enabled e-learning applications, but it can be exceptionally time-consuming when the user is forced to navigate through several levels of options before finding exact content. The adoption of Hidden markov model (HMM) for interface and interaction design is required to provide easy navigation and adaptation in speech-enabled learning towards solving the problem of finding suitable content. The objective of this study is to provide a design and implementation of a HMM- based speech interactive education. The system will be useful especially for the physically challenged students such as the visually impaired. It also offers an alternative platform of learning for the able- bodied learners

Developing e-Examination Voice interface for Visually Impaired students in Open and Distance Learning Context

Voice-based systems allow users access to information on the internet over a voice interface. Prior studies on Open and Distance Learning (ODL) eexamination systems that make use of voice interface do not sufficiently exhibit intelligent form of assessment, which diminishes the rigour of examination. The objective of this paper is to improve on the achievements of previous studies by providing a framework that will guide the development of a voice-based e-examination expert system for the visually impaired students in ODL. The study employs a combination of technologies such as system design, server side scripting, voice-based system development, data management and rule-based reasoning in developing the system. The system was evaluated to determine the level of usability. The results of the usability evaluation showed that the developed application has an ‘average usability’ rating of 3.48 out of 5 scales. The findings show that the voice-based e-examination system will not only be of immense benefit to the visually impaired students in ODL in respective of distance, but will also complement the existing web-based method for online examination

A VOICE-BASED E-EXAMINATION FRAMEWORK FOR VISUALLY IMPAIRED STUDENTS IN OPEN AND DISTANCE LEARNING

Voice-based systems allow users access to information on the internet over a voice interface. Prior studies on Open and Distance Learning (ODL) e-examination systems that make use of voice interface do not sufficiently exhibit intelligent form of assessment, which diminishes the rigor of examination. The objective of this paper is to improve on the achievements of previous studies by providing a framework that will guide the development of a voice-based eexamination expert system for the visually impaired students in ODL. The study employs a combination of technologies such as system design, server side scripting, voice-based system development, data management and rule-based reasoning in developing the system. The system was evaluated to determine the level of usability. The results of the usability evaluation showed that the developed application has an ‘average usability’ rating of 3.48 out of 5 scales. The findings show that the voice-based e-examination system will not only be of immense benefit to the visually impaired students in ODL in respective of distance, but will also complement the existing web-based method for online examination

Investigating ePortfolios from Teacher Training to the Workplace

This study investigates the transfer of ePortfolio practice from teacher training to the workplace, drawing on three case studies of secondary school teachers from different disciplines (IT, science, maths and foreign languages) who built their ePortfolios during pre-service training. It examines why teachers continue or cease ePortfolio practice, their trainers’ and supervisors’ perceptions of ePortfolio transfer, and the perceived usefulness of continuing ePortfolio practice at work. It also explores the hypothesis that ePortfolio practices, as a process, may be more subject to transfer than ePortfolios themselves, and compares results to other interviews with in-service teachers made during the preparation of this study and to the latest research on ePortfolio practice in teacher training. The study adopts a practical method of enquiry, based on artefacts produced by teachers. The theoretical framework is based on Cultural-Historical Activity Theory (CHAT) and Technology Acceptance Model (TAM) to analyse external and internal causes that may impact on transfer of ePortfolio practice. The main research method was face to face and computer mediated semi-structured interviews, together with post-interview questionnaires and analysis of teachers’ ePortfolio artefacts. The findings reveal that teachers’ ePortfolio practice rapidly fades after they begin work, or in many cases is never transferred. Analysis shows that the main reason for this is the lack of perceived usefulness of the ePortfolio at the workplace, together with the absence of communities of practice within schools where participants were working: social or geographical variables such as provenance, sex or age do not appear to play a role. The conclusion suggests separating the teaching of the use of ePortfolio management systems from the teaching of ePortfolio practices and offers a model for studying the latter which pays particular attention to the impact of the tensions between different elements which CHAT identifies

PACMAS state of media and communication report 2013

The PACMAS State of Media and Communication Report 2013 was undertaken through a partnership between RMIT University (Australia), the University of Goroka (Papua New Guinea) and UNITEC (New Zealand). The research for this report was developed and undertaken between June 2012 and April 2013 across 14 Pacific Island nations: Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Republic of the Marshall Islands, Republic of Nauru, Niue, Republic of Palau, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu. The report provides a regional overview of the PACMAS key components (Media Policy, Media Systems, Media Capacity Building and Media Content) as they emerged through 212 interviews focused upon the six PACMAS strategic areas. It also provides basic background information, an overview of the media and communications landscape and discusses in detail media and communications technicians; emergency broadcast systems, Technical and Vocational Education and Training (TVETs), media associations, climate change and non-communicable diseases (NCDs). For this reason, observations on the four PACMAS components should be understood to represent changes in the media and communication environment based upon an investigation focused on the PACMAS strategic activities. Part 1 & Part II of the report make up a Regional Overview of the State of Media and Communication in the Pacific.  The report also includes 14 separate Country Reports which provide additional information on the media and communications landscape specific to each of the Pacific Island countries included in the PACMAS program.  The country reports were written with the objectives of the PACMAS program in mind, however they may have utility for media, communication and development practitioners across the region

Complexity and duplicity in the digital age : new implications for business and labor management strategy

Les sociologues différencient souvent les époques en fonction de la manière dont le commerce est pratiqué (Ashton, 2013 ; Rose, 1991). Souvent, les progrès technologiques modifient la façon dont les parties échangent des biens, un phénomène qui a des conséquences sur le changement d'époque (Wright, 2004). À cet égard, les historiens économiques distinguent généralement l'ère féodale de l'ère industrielle en raison de l'invention de la technologie de la vapeur à la fin du 17e siècle et de son application généralisée au milieu du 18e siècle (Ashton, 2013). La disponibilité du World Wide Web a créé l'ère numérique. Alors que l'ancienne époque de l'ère industrielle limite principalement l'échange de travail dans une période définie, Internet permet l'expansion des paramètres commerciaux. Alors que les universitaires considèrent que l'ère numérique a entraîné des changements substantiels dans le domaine du commerce et des échanges, la plupart des théories sur la gestion (en particulier celles concernant la planification et la stratégie) trouvent leur origine dans l'ère industrielle, c'est-à-dire l'ère précédant l'existence de l'Internet. Malgré les efforts de chercheurs tels qu'Allen et al, (2007), l'éventail complet des options de stratégie compétitive disponibles pour les entreprises modernes n'a peut-être pas été suffisamment délimité. Le présent ouvrage soutient que les technologies basées sur Internet ont influencé l'émergence d'industries distinctement numérique et que, par conséquent, la théorie concernant l'avantage concurrentiel comme celle de Michael Porter doit être réexaminée. Le but de ce travail est de fournir un aperçu conceptuel de l’émergence de la complexité à l’ère numérique et de montrer en quoi ce phénomène émergeant a des implications pour la stratégie en général, mais aussi pour les relations de travail. Le projet a produit des articles scientifiques revus par des pairs dans des revues universitaires classiques. Ces articles traitent des conséquences de la duplicité pour trois types d’acteurs : ceux qui élaborent et mettent en œuvre la stratégie commerciale; les consommateurs; et ceux qui opère dans le marché du travail.Sociologists frequently differentiate eras based on the way commerce is undertaken (Ashton, 2013; Rose, 1991). Often, technological advance changes the way parties exchange goods, a phenomenon that has consequences for epochal change (Wright, 2004). In this regard, economic historians typically differentiate the feudal era from the industrial age because of the invention of the steam technology in the late 17th century and its widespread application in the mid 18th century (Ashton, 2013). The availability of the World Wide Web created the digital era. Whereas the old industrial-age epoch mostly limits work exchange within a defined era, the Internet permits expansion of trading parameters. While scholars mostly consider that in the era of the Internet substantial changes have occurred in relation to commerce and trading, most theories about management (particular those concerning planning and strategy) have their origins in the industrial age, the era before the Internet existed. Despite the efforts of scholars such as Allen et al, (2007) the full range of competitive strategy options available to modern firms may not have been adequately delineated. The present body of work argues that Internet-based technologies have influenced the emergence of distinctively post-modern or digital age industries and that, therefore, theory regarding competitive advantage such as those of Michael Porter must be revisited. The aim of this work is to provide a conceptual overview of the emergence of complexity in the digital era and indicate how this emergent phenomenon has implications for strategy generally and the employment relationship in particular, insofar as technological complexity concerns labor control. The project has produced peer-reviewed scholarly articles in mainstream academic journals. These articles address the consequences of duplicity for three kinds of actors : those who craft and implement business strategy; consumers; and, those in (what is conventional though of as) the labor market

“So, it’s quite a big part that goes missing if it, like, wouldn’t exist”:English teachers’ thoughts and experiences on technology in language teaching

Abstract. Technology has become a crucial part of many aspects of our daily life, and a similar effect is seen with technology in teaching. The aim of this study is to find out what English teachers’ thoughts and experiences are on technology in teaching English to middle schoolers. This is achieved with a qualitative method: interviewing two recently graduated English teachers and conducting an inductive thematic analysis on the obtained data. The findings are then discussed in the view of the theoretical background and previous research, which include the socio-cultural learning theory, action-based teaching, the Finnish national core curriculum, and various studies related to technology in teaching. The different ways to use technology in teaching, the benefits and challenges of it, and how and why technology should be used are covered in the review of previous research. The findings indicate that technology is a crucial part of language teaching in Finnish middle schools. Technological tools (e.g., the Internet and laptops) are used by teachers whilst planning the lessons and during them. Much of the teaching material is nowadays in electronic format (e.g., electronic books, videos, and interactive activities), and technology is used in ways that brings authenticity, meaningfulness, and joy to learning English. Especially the activation and motivation of learners is highlighted in the use of technology (e.g., in games and information retrieval exercises). However, the teachers recognise challenges too (e.g., practical aspects and the effects of technology on learners). Even though the learners’ exposure to English can have some benefits (e.g., to their vocabulary), the generous use of technology in free time has negative effects too (e.g., challenges related to learning and behaviour). Collegiality is a key part of searching, sharing, and storing ideas and materials, and the teachers have found technology and its different platforms (e.g., Instagram accounts, Facebook groups, and OneDrive) to be helpful in doing so. The teachers have a will to improve their technology use in their teaching and be responsible of that learning. The findings demonstrate the importance of technology in English teaching today. Technology is viewed as something that adds to the teaching and is a crucial tool in the teacher’s job. Teachers understand the benefits and challenges related to the use of technology. In conclusion, the implications of technology are diverse and affect greatly the language teaching and learning experience from the point of view of both the teacher and the learner.”Että se niinku on aika iso pala siitä pois, jos sitä ei niinku olis” : englanninopettajien ajatukset ja kokemukset liittyen teknologiaan kielen opetuksessa. Tiivistelmä. Teknologiasta on tullut keskeinen osa meidän päivittäistä elämäämme ja samanlainen vaikutus näkyy teknologian opetuskäytössä. Tämän tutkielman tarkoitus on selvittää, millaisia ajatuksia ja kokemuksia englanninopettajilla on liittyen teknologiaan englannin opetuksessa yläkoulussa. Tähän kysymykseen vastataan laadullisen tutkimuksen keinoin: haastattelemalla kahta hiljattain valmistunutta englanninopettajaa ja suorittamalla induktiivinen temaattinen analyysi kerätylle aineistolle. Tuloksia käsitellään peilaten teoreettiseen taustaan ja aiempiin tutkimuksiin, jotka sisältävät sosiokulttuurisen oppimisteorian, toiminnallisen opettamisen, perusopetuksen opetussuunnitelman sekä useita tutkimuksia liittyen teknologian hyödyntämiseen opetuksessa. Aiempien tutkimusten katsauksessa käydään läpi erilaisia tapoja käyttää teknologiaa opetuksessa, sen hyötyjä ja haasteita sekä miten ja miksi teknologiaa tulisi hyödyntää. Tulokset osoittavat, että teknologia on keskeinen osa kielenopettamista suomalaisessa yläkoulussa. Opettajat käyttävät teknologisia välineitä (esim. internetiä ja kannettavia) niin oppituntien aikana kuin niitä suunnitellessaan. Suuri osa opetusmateriaalista on nykyään elektronisessa muodossa (esim. sähköiset kirjat, videot ja interaktiiviset aktiviteetit), ja teknologiaa käytetään siten, että se tuo autenttisuutta, merkityksellisyyttä ja iloa englannin oppimiseen. Erityisesti oppijoiden aktivointia ja motivointia korostetaan teknologian hyödyntämisessä (esim. pelit ja tiedonhakutehtävät). Opettajat kuitenkin tunnistavat myös haasteita (esim. käytännön tekijöitä ja teknologian vaikutukset oppijoihin). Vaikka oppijoiden altistuksessa englannille on joitakin hyötyjä (esim. sanavarastoon), teknologian runsas käyttö vapaa-ajalla vaikuttaa myös negatiivisesti (esim. haasteita oppimisessa ja käytöksessä). Yhteisöllisyys on avainasemassa ideoiden ja materiaalien etsimisessä, jakamisessa ja säilömisessä, ja opettajat ovatkin todenneet teknologian ja sen eri alustojen (esim. Instagram-tilit, Facebook-ryhmät ja OneDrive) olevan siinä hyödyksi. Opettajilla löytyy tahtoa ja kiinnostusta kehittyä teknologian hyödyntämisessä opetuksessaan ja olla vastuussa tästä oppimisesta. Nämä tulokset osoittavat teknologian tärkeyden englannin opetuksessa tänä päivänä. Teknologia koetaan asiana, joka tuo lisää opetukseen ja on välttämätön työkalu opettajan työssä. Opettajat ymmärtävät teknologian käytön hyödyt ja haitat. Tutkimuksen johtopäätöksenä on, että teknologian vaikutukset ovat moninaiset ja ne vaikuttavat suuresti kielen opettamisen ja oppimisen kokemukseen sekä opettajan että oppijan näkökulmasta

Between exclusion and inclusion: The information experience of people going through the UK asylum system

This thesis investigates the everyday life information experience of people who have been through the asylum system in the North East of England. For people who have been uprooted from their homes by conflict and persecution, asylum involves a difficult process of identity reconstruction, that is further complicated by having to navigate complex administrative procedures, a new language, and different cultural codes, while facing the antagonistic behaviours of the different actors of the host society. To better understand how people seeking asylum experience this process and how host societies can improve it, this study uses a constructivist grounded theory and ethnographic approach. This multi-method framework facilitates the exploration of explicit and implicit elements of the participants’ information experience, including information framed by the host society and heritage information, defined as the expression of meaningful ways of knowing related to the home culture. Findings reveal that participants in this research are confronted with two main information environments: the asylum system and the local third sector. The grounded theory of information exclusion and inclusion is put forward to characterise how their respective practices influence the participants’ sense of agency, belonging and identity. Within the asylum system, information exclusion is experienced as feeling deprived from important information, having limited information sharing agency, and a fractured information literacy. In contrast, within the local third sector, information inclusion is experienced as access to multiple information affordances, information sharing agency, and the enactment of both local and heritage information literacies. This study advances the field of forced migration in Library and Information Science by providing new conceptual tools to investigate the complexity of asylum, namely the dual experience of a specific politico-legal system and of making home in a new environment. It also provides new evidence towards the debate over the hostility of the UK asylum system and the role of the third sector in the inclusion of people seeking asylum