2,824 research outputs found
AXMEDIS 2007 Conference Proceedings
The AXMEDIS International Conference series has been established since 2005 and is focused on the research, developments and applications in the cross-media domain, exploring innovative technologies to meet the challenges of the sector. AXMEDIS2007 deals with all subjects and topics related to cross-media and digital-media content production, processing, management, standards, representation, sharing, interoperability, protection and rights management. It addresses the latest developments and future trends of the technologies and their applications, their impact and exploitation within academic, business and industrial communities
An automated system for chromosome analysis. Volume 1: Goals, system design, and performance
The design, construction, and testing of a complete system to produce karyotypes and chromosome measurement data from human blood samples, and a basis for statistical analysis of quantitative chromosome measurement data is described. The prototype was assembled, tested, and evaluated on clinical material and thoroughly documented
Interventions using digital tools to improve studentsâ engagement and learning outcomes in higher business education
The papers of this thesis are not available in Munin.
Paper 1: Bertheussen, B. A.: "Cultivating spreadsheet usage in a finance course
through learning and assessment innovations". Available in International Journal of Innovation in Education 2015, 3(1).
Paper 2: Bertheussen, B. A., Myrland, Ă.: "Relation between academic performance and studentsâ engagement in digital learning activities". Available in Journal of Education for Business 2016, 91(3), 1â7.
Paper 3: Bertheussen, B. A.: "Er handelshĂžyskolene innelĂ„st i historiske pedagogiske spor?". Available in Magma 2013, 16(5),40â48.
Paper 4: Bertheussen, B. A. "Ruteark eller regneark. Kognitive utfordringer med Ă„ lĂžse finansoppgaver pĂ„ papier og PC". Available in Uniped 2012, 35(3):87â101.
Paper 5: Bertheussen, B. A.: "Validating a Digital Assessment Practice". (Manuscript).
Paper 6: Bertheussen, B. A. "Power to business professors. Automatic grading of problem-solving tasks". Available in Journal of Accounting Education 2014, 32(1):76â87.
Paper 7: Bertheussen, B. A.: "Automatisk formativ feedback kan gi god motivasjon og lĂŠring". Available in Uniped 2014, 37(4):59â71.
Paper 8: Bertheussen, B. A. "Revitalizing plenary finance lectures". Available in Beta 2013, 27(1):78â92. The purpose of the present study was to develop interventions using digital tools to improve student engagement and learning outcomes. The empirical context was an undergraduate finance course wherein digital learning and assessment interventions were important features of the course design.
When designing the interventions, the development activities were underpinned by pedagogical principles based on cognitive and sociocultural learning perspectives. Special emphasis was placed on integrating spreadsheet usage into all learning and assessment activities and constructively aligning course targets, assessment tasks and learning activities with the overall goal to foster an active and engaging learning environment. In addition, rooted in a pragmatic research paradigm, the methodology utilised includes many similarities with interventionist action research, which has gained a foothold in qualitative management accounting research.
This interventionist research project includes two main contributions. The first is its impact on practice by designing and developing interventions to solve complex problems in an authentic classroom setting. Consequently, six practical educational interventions are discussed in this dissertation. The second contribution is theory building, which advances our knowledge regarding the characteristics of the interventions and the process of designing and developing them. Consequently, a total of eight refereed scientific articles have been produced during this research and development project.
As outlined in this study, the development of the digital formative feedback intervention, is in line with research stating that, in higher education, traditional paper-based feedback is being supplemented with and in some cases replaced by innovative use of ICT. Moreover, software algorithms can effectively provide detailed and helpful individual formative feedback to students regarding their learning processes and outcomes.
This study strongly supports the claim that it is problematic to use technology to enhance learning without recognition through assessments. The digital summative assessment intervention reported is regarded as a precondition for establishing a spreadsheet user-culture in the subject, especially as it served as an âicebreakerâ for other learning interventions that were integrated into the course design.
The intervention processes discussed have been through several iterations and their stepwise development and implementation have emerged through negotiating, compromising and resolving tension between the practitioner researcher, students and institution. The resulting compromises resolved tensions which sometimes resulted from limited physical resources. As the students valued the outcome from engaging in the digital learning and assessment interventions, they had a flexible attitude and deployed their private infrastructure (laptops) within the learning environment. Consequently, a vital part of the institutionâs infrastructure was transformed from a fixed asset (number of PCs available in a data lab) to a flexible asset in the theatres. This compromise that was negotiated between the institution, the practitioner researcher and the students was essential for the digital educational interventions to work and progress.
The overall theoretical research findings from this study are presented in the form of a tentative framework, which can help bridge the gap between the intervention practice and theory. A central conjecture in the framework is that tool usage that is integrated into interventions can be influential on learning activity and engagement and consequently on studentsâ learning outcomes. Moreover, the framework supports the notion of ICT as a mediating cultural tool that provides a new type of affordance that can extend the mind and promote an active and engaging learning environment. In particular, integrating a spreadsheet tool in learning of management accounting subjects can offer opportunities for learners to rapidly construct financial models, enable simulations using the completed models and stimulate subject reflections based on the functions of the models and their results.
The practical outcome of this study has been emphasised through the development of artefacts that aim to support practitioners intending to integrate spreadsheet usage within their subject teaching and learning. By publishing and sharing the artefacts, the current research project is capable of informing future development and implementation decisions by guiding practitioners in similar pedagogical contexts
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The Care Work of Access
Current approaches to AI and Assistive Technology (AT) often foreground task completion over other encounters such as expressions of care. Our paper challenges and complements such task-completion approaches by attending to the care work of accessâthe continual affective and emotional adjustments that people make by noticing and attending to one another. We explore how this work impacts encounters among people with and without vision impairments who complete tasks together. We find that bound up in attempts to get things done are concerns for one another and how well people are doing together. Reading this work through emerging disability studies and feminist STS scholarship, we account for two important forms of work that give rise to access: (1) mundane attunements and (2) noninnocent authorizations. Together these processes work as sensitizing concepts to help HCI scholars account for the ways that intelligent ATs both produce access while sometimes subverting people with disabilities
Automatic generation of audio content for open learning resources
This paper describes how digital talking books (DTBs) with embedded functionality for learners can be generated from content structured according to the OU OpenLearn schema. It includes examples showing how a software transformation developed from open source components can be used to remix OpenLearn content, and discusses issues concerning the generation of synthesised speech for educational purposes. Factors which may affect the quality of a learner's experience with open educational audio resources are identified, and in conclusion plans for testing the effect of these factors are outlined
An Automated System for Chromosome Analysis
The design, construction, and testing of a complete system to produce karyotypes and chromosome measurement data from human blood samples, and to provide a basis for statistical analysis of quantitative chromosome measurement data are described
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Experts on e-learning: insights gained from listening to the student voice!
The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learnersâ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 âcameosâ, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the
totality of each personâs responses to the questionnaire. Finally, extracts from follow-up case studies, based
on interviews with a small number of students, allow us to âhearâ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the âsmartnessâ of their tutorsâ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This âpersonalisationâ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach
learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits
of building on what students already use in their everyday lives. Given the widespread perception that students tend to be âdigital nativesâ and academic staff âdigital immigrantsâ (Prensky, 2001), this could represent a considerable cultural challenge
CHORUS Deliverable 2.1: State of the Art on Multimedia Search Engines
Based on the information provided by European projects and national initiatives related to multimedia search as well as domains experts that participated in the CHORUS Think-thanks and workshops, this document reports on the state of the art related to multimedia content search from, a technical, and socio-economic perspective.
The technical perspective includes an up to date view on content based indexing and retrieval technologies, multimedia search in the context of mobile devices and peer-to-peer networks, and an overview of current evaluation and benchmark inititiatives to measure the performance of multimedia search engines.
From a socio-economic perspective we inventorize the impact and legal consequences of these technical advances and point out future directions of research
An Orientation & Mobility Aid for People with Visual Impairments
Orientierung&MobilitaÌt (O&M) umfasst eine Reihe von Techniken fuÌr Menschen mit SehschaÌdigungen, die ihnen helfen, sich im Alltag zurechtzufinden. Dennoch benoÌtigen sie einen umfangreichen und sehr aufwendigen Einzelunterricht mit O&M Lehrern, um diese Techniken in ihre taÌglichen AblaÌufe zu integrieren. WaÌhrend einige dieser Techniken assistive Technologien benutzen, wie zum Beispiel den Blinden-Langstock, Points of Interest Datenbanken oder ein Kompass gestuÌtztes Orientierungssystem, existiert eine unscheinbare KommunikationsluÌcke zwischen verfuÌgbaren Hilfsmitteln und Navigationssystemen.
In den letzten Jahren sind mobile Rechensysteme, insbesondere Smartphones, allgegenwaÌrtig geworden. Dies eroÌffnet modernen Techniken des maschinellen Sehens die MoÌglichkeit, den menschlichen Sehsinn bei Problemen im Alltag zu unterstuÌtzen, die durch ein nicht barrierefreies Design entstanden sind. Dennoch muss mit besonderer Sorgfalt vorgegangen werden, um dabei nicht mit den speziellen persoÌnlichen Kompetenzen und antrainierten Verhaltensweisen zu kollidieren, oder schlimmstenfalls O&M Techniken sogar zu widersprechen.
In dieser Dissertation identifizieren wir eine raÌumliche und systembedingte LuÌcke zwischen Orientierungshilfen und Navigationssystemen fuÌr Menschen mit SehschaÌdigung. Die raÌumliche LuÌcke existiert hauptsaÌchlich, da assistive Orientierungshilfen, wie zum Beispiel der Blinden-Langstock, nur dabei helfen koÌnnen, die Umgebung in einem limitierten Bereich wahrzunehmen, waÌhrend Navigationsinformationen nur sehr weitlaÌufig gehalten sind. ZusaÌtzlich entsteht diese LuÌcke auch systembedingt zwischen diesen beiden Komponenten â der Blinden-Langstock kennt die Route nicht, waÌhrend ein Navigationssystem nahegelegene Hindernisse oder O&M Techniken nicht weiter betrachtet. Daher schlagen wir verschiedene AnsaÌtze zum SchlieĂen dieser LuÌcke vor, um die Verbindung und Kommunikation zwischen Orientierungshilfen und Navigationsinformationen zu verbessern und betrachten das Problem dabei aus beiden Richtungen. Um nuÌtzliche relevante Informationen bereitzustellen, identifizieren wir zuerst die bedeutendsten Anforderungen an assistive Systeme und erstellen einige SchluÌsselkonzepte, die wir bei unseren Algorithmen und Prototypen beachten.
Existierende assistive Systeme zur Orientierung basieren hauptsaÌchlich auf globalen Navigationssatellitensystemen. Wir versuchen, diese zu verbessern, indem wir einen auf Leitlinien basierenden Routing Algorithmus erstellen, der auf individuelle BeduÌrfnisse anpassbar ist und diese beruÌcksichtigt. Generierte Routen sind zwar unmerklich laÌnger, aber auch viel sicherer, gemaÌĂ den in Zusammenarbeit mit O&M Lehrern erstellten objektiven Kriterien. AuĂerdem verbessern wir die VerfuÌgbarkeit von relevanten georeferenzierten Datenbanken, die fuÌr ein derartiges bedarfsgerechtes Routing benoÌtigt werden. Zu diesem Zweck erstellen wir einen maschinellen Lernansatz, mit dem wir Zebrastreifen in Luftbildern erkennen, was auch uÌber LaÌndergrenzen hinweg funktioniert, und verbessern dabei den Stand der Technik.
Um den Nutzen von MobilitaÌtsassistenz durch maschinelles Sehen zu optimieren, erstellen wir O&M Techniken nachempfundene AnsaÌtze, um die raÌumliche Wahrnehmung der unmittelbaren Umgebung zu erhoÌhen. Zuerst betrachten wir dazu die verfuÌgbare FreiflaÌche und informieren auch uÌber moÌgliche Hindernisse. Weiterhin erstellen wir einen neuartigen Ansatz, um die verfuÌgbaren Leitlinien zu erkennen und genau zu lokalisieren, und erzeugen virtuelle Leitlinien, welche Unterbrechungen uÌberbruÌcken und bereits fruÌhzeitig Informationen uÌber die naÌchste Leitlinie bereitstellen. AbschlieĂend verbessern wir die ZugaÌnglichkeit von FuĂgaÌngeruÌbergaÌngen, insbesondere Zebrastreifen und FuĂgaÌngerampeln, mit einem Deep Learning Ansatz.
Um zu analysieren, ob unsere erstellten AnsaÌtze und Algorithmen einen tatsaÌchlichen Mehrwert fuÌr Menschen mit SehschaÌdigung erzeugen, vollziehen wir ein kleines Wizard-of-Oz-Experiment zu unserem bedarfsgerechten Routing â mit einem sehr ermutigendem Ergebnis. Weiterhin fuÌhren wir eine umfangreichere Studie mit verschiedenen Komponenten und dem Fokus auf FuĂgaÌngeruÌbergaÌnge durch. Obwohl unsere statistischen Auswertungen nur eine geringfuÌgige Verbesserung aufzeigen, beeinfluĂt durch technische Probleme mit dem ersten Prototypen und einer zu geringen EingewoÌhnungszeit der Probanden an das System, bekommen wir viel versprechende Kommentare von fast allen Studienteilnehmern. Dies zeigt, daĂ wir bereits einen wichtigen ersten Schritt zum SchlieĂen der identifizierten LuÌcke geleistet haben und Orientierung&MobilitaÌt fuÌr Menschen mit SehschaÌdigung damit verbessern konnten
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