Structured Audio Podcasts via Web Text-to-Speech System

Audio podcasting is increasingly present in the educational field and is especially appreciated as an ubiquitous/pervasive tool (?anywhere, anytime, at any pace?) for acquiring or expanding knowledge. We designed and implemented a Web-based Text To Speech (TTS) system for automatic generation of a set of structured audio podcasts from a single text document. The system receives a document in input (doc, rtf, or txt), and in output provides a set of audio files that reflect the document?s internal structure (one mp3 file for each document section), ready to be downloaded on portable mp3 players. Structured audio files are useful for everyone but are especially appreciated by blind users, who must explore content audially. Fully accessible for the blind, our system offers WAI-ARIA-based Web interfaces for easy navigation and interaction via screen reader and voice synthesizer, and produces a set of accessible audio files for Rockbox mp3 players (mp3 and talk files), allowing blind users to also listen to naturally spoken file names (instead of their spelled-out strings). In this demo, we will show how the system works when a user interacts via screen reader and voice synthesizer, showing the interaction with both our Web-based system and with an mp3 player

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

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

Implementing Web 2.0 in secondary schools: impacts, barriers and issues

One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level

USE OF WEB 2.0 FOR CREATING SCHOLARLY COMMUNICATION BY LIBRARY PROFESSIONALS IN INDIA

Purpose - How researchers communicate their work and their findings vary in different subjects or disciplines, and in different institutional settings. Such differences have a strong influence on how library professionals, as researchers approach the adoption of new information and communications technologies. This article explores how library professionals as researchers, making use of various web 2.0 tools in the course of their research work, the factors that encourage or inhibit adoption and researchers’ attitudes towards web 2.0 and other forms of communication. Methodology - The study began with an online as well as offline survey, which collected information about library professional’s information gathering and dissemination habits as researchers and their attitudes towards web 2.0. The study was conducted among 47 college librarians from India through a questionnaire. Findings - The survey demonstrates that the majority of library professionals are not aware of and user-friendly with the use of web 2.0 tools. Researchers are broadly supportive in their attitudes towards web 2.0: even non-users are more likely to define themselves as enthusiastic, than as skeptical or uninterested. But while there are some variations between disciplines, web 2.0 tools are for the most part not considered to be particularly important. This is unlikely to change until significant numbers of researchers see clear benefits from the use of web 2.0. Practical Implications - The findings of the study will certainly help the library professionals to explore and use new web 2.0 tools to the optimum level for the research work as well as to provide the web-based services effectively to library users. The findings of this study will be a guidance tool for workshop and training organizers to provide essential skills to the library professionals for the successful adoption of Web 2.0 in college libraries. Originality/Value – This is the original study conducted on the adoption and use of Web 2.0 technologies by library professionals in research and creating scholarly communication through using the questionnaire as a tool of data collection

Engineering And Pilot Proxy Evaluation Of A Spoken Web Enabled Care Management Platform

Telephones are a ubiquitous and widely accepted technology worldwide. The low ownership cost, simple user interface, intuitive voice-based access and long history contribute to wide-spread use and success of telephones, and more recently, that of mobile phones. This study presents our preliminary efforts to leverage this technology to bridge disparities in the access to and delivery of personalized health and wellness care by developing and evaluating a Spoken Web enabled Care Management Platform (SW-CMP) for underserved and disadvantaged populations. A pilot evaluation study was conducted with eight proxy users representing both providers and patients. Surveys completed by the participants and data generated from the evaluation process were analyzed. Results were mixed; while the current state of the system does not yet fully support a beneficial user experience, promising opportunities are being pursued for improved health management for patients and providers alike

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions

This is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from an additional literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde