6,942 research outputs found

    Semantic annotation in ubiquitous healthcare skills-based learning environments

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    This paper describes initial work on developing a semantic annotation system for the augmentation of skills-based learning for Healthcare. Scenario driven skills-based learning takes place in an augmented hospital ward simulation involving a patient simulator known as SimMan. The semantic annotation software enables real-time annotations of these simulations for debriefing of the students, student self study and better analysis of the learning approaches of mentors. A description of the developed system is provided with initial findings and future directions for the work.<br/

    Leveraging video annotations in video-based e-learning

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    The e-learning community has been producing and using video content for a long time, and in the last years, the advent of MOOCs greatly relied on video recordings of teacher courses. Video annotations are information pieces that can be anchored in the temporality of the video so as to sustain various processes ranging from active reading to rich media editing. In this position paper we study how video annotations can be used in an e-learning context - especially MOOCs - from the triple point of view of pedagogical processes, current technical platforms functionalities, and current challenges. Our analysis is that there is still plenty of room for leveraging video annotations in MOOCs beyond simple active reading, namely live annotation, performance annotation and annotation for assignment; and that new developments are needed to accompany this evolution.Comment: 7th International Conference on Computer Supported Education (CSEDU), Barcelone : Spain (2014

    Ariadne: An interface to support collaborative database browsing:Technical Report CSEG/3/1995

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    This paper outlines issues in the learning of information searching skills. We report on our observations of the learning of browsing skills and the subsequent iterative development and testing of the Ariadne system – intended to investigate and support the collaborative learning of search skills. A key part of this support is a mechanism for recording an interaction history and providing students with a visualisation of that history that they can reflect and comment upon

    Response Collector: A Video Learning System for Flipped Classrooms

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    The flipped classroom has become famous as an effective educational method that flips the purpose of classroom study and homework. In this paper, we propose a video learning system for flipped classrooms, called Response Collector, which enables students to record their responses to preparation videos. Our system provides response visualization for teachers and students to understand what they have acquired and questioned. We performed a practical user study of our system in a flipped classroom setup. The results show that students preferred to use the proposed method as the inputting method, rather than naive methods. Moreover, sharing responses among students was helpful for resolving individual students' questions, and students were satisfied with the use of our system.Comment: The 2018 International Conference On Advanced Informatics: Concepts, Theory And Application (ICAICTA2018

    Linked Data based video annotation and browsing for distance learning

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    We present a pair of prototype tools that enable users to mark up video with annotations and later explore related materials using Semantic Web and Linked Data approaches. The �first tool helps academics preparing Open University course materials to mark up videos with information about the subject matter and audio-visual content. The second tool enables users, such as students or academics, to find video and other materials relevant to their study

    Collaborative Project for Documenting Minority Languages in Indonesia and Malaysia

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    Exploring the development of reflective practice with trainee teachers, using video annotation software

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    The initial teacher training programme at Middlesex University provided an opportunity to explore the development of reflective practice in initial teacher training, using video annotation software to capture reflective comments. The participants were studying for their postgraduate certificate in secondary education, at Masters level, on the science subject pathway. An action research approach was used to video microteaching and capture reflective commentary of participants after these recorded sessions. The project constituted two action research cycles each of which was followed by a focus group discussion to reflect more fully, evaluate the approach and assessment focus and inform in-project adaptations between cycles. This paper outlines the key findings relating to development of reflective practice, the use of video to capture this practice and the use of annotation software to capture reflective practice. The findings show positive perceptions of the use of video and the software used, affirming findings from existing literature. Development of reflective practice in this study notably included greater depth over time, a developing use of educational terminology, greater focus on questions within reflective comments, attention to pedagogical subject knowledge and feeding forward to future improvements, completing the reflective cycle. Another key finding was the development of a focus on student activity later in training, from a focus on teacher (participant) activity earlier in the training. A unique aspect of this study was the inclusion of both self-assessment and peer- assessment opportunities, planned to dovetail with the stage of training for the participants of the study and in response to their feedback between cycles. The second cycle of microteaching and reflection provided rich opportunities for reflection through collaborative peer-peer work, in line with recommendations from much of the existing research in this field. The use of annotation software facilitated the capture of participant’s collaborative reflections, giving rich data upon which conclusions are drawn. In addition to the existing body of literature, this study highlighted a focus on the affective aspects of reflective practice, discussion about which is sometimes overlooked in the findings of existing initial teacher training (ITT) literature, despite being an embedded factor in many theoretical models of reflection. The capture of these affective elements of developing reflective practice merits further exploration and is a recommendation of this study
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