Combining diverse systems for handwritten text line recognition

In this paper, we present a recognition system for on-line handwritten texts acquired from a whiteboard. The system is based on the combination of several individual classifiers of diverse nature. Recognizers based on different architectures (hidden Markov models and bidirectional long short-term memory networks) and on different sets of features (extracted from on-line and off-line data) are used in the combination. In order to increase the diversity of the underlying classifiers and fully exploit the current state-of-the-art in cursive handwriting recognition, commercial recognition systems have been included in the combined system, leading to a final word level accuracy of 86.16%. This value is significantly higher than the performance of the best individual classifier (81.26%

Experience using multimedia boards for visualization, conducting pedagogical discussions, developing interactive exercises for primary school

This article is concerning foremost studying the experience of different educators in developed and rapidly developing countries using multimedia boards for visualization science and mathematics, conducting teachers` and students` teaching discussions, develop of interactive exercises, increase the level of teachers` IT-competencies, problems of readiness to use ICT, and the formation level of professional teachers needs to use the whiteboard. The article focuses on the main scientific theories description, scientific achievements and developments in using multimedia boards in the school. By the way, author dwells on preparing future teachers for teaching science in elementary and primary school, ability to update teaching children with special needs: visually challenged, deaf student, fine motor delay, autistic, mental and behavioral challenged, psychological aspects of using IWB in teaching children with different types of perceptual information: visual, audial, kinesthetic, discrete. In conclusion author gives applicant`s scientific prognostication contribution to studying forming of primary school teachers` methodical competence

Effective Teaching and Learning: Using ICT

Mellar, H., Kambouri, M., Logan, K., Betts, S., Nance, B., Moriarty, V. (2007) Effective Teaching and Learning: Using ICT. London: NRDC. Available at: http://www.nrdc.org.uk/uploads/documents/doc_3347.pdfResearch report for NRDCFindings and recommendations on effective teaching practice - with the aim of providing material for improving the quality of teaching and learning and for informing developments in initial teacher education and continuing development. (http://www.nrdc.org.uk/uploads/documents/doc_3347.pdf

Large vocabulary recognition for online Turkish handwriting with sublexical units

We present a system for large vocabulary recognition of online Turkish handwriting, using hidden Markov models. While using a traditional approach for the recognizer, we have identified and developed solutions for the main problems specific to Turkish handwriting recognition. First, since large amounts of Turkish handwriting samples are not available, the system is trained and optimized using the large UNIPEN dataset of English handwriting, before extending it to Turkish using a small Turkish dataset. The delayed strokes, which pose a significant source of variation in writing order due to the large number of diacritical marks in Turkish, are removed during preprocessing. Finally, as a solution to the high out-of-vocabulary rates encountered when using a fixed size lexicon in general purpose recognition, a lexicon is constructed from sublexical units (stems and endings) learned from a large Turkish corpus. A statistical bigram language model learned from the same corpus is also applied during the decoding process. The system obtains a 91.7% word recognition rate when tested on a small Turkish handwritten word dataset using a medium sized (1950 words) lexicon corresponding to the vocabulary of the test set and 63.8% using a large, general purpose lexicon (130,000 words). However, with the proposed stem+ending lexicon (12,500 words) and bigram language model with lattice expansion, a 67.9% word recognition accuracy is obtained, surpassing the results obtained with the general purpose lexicon while using a much smaller one

Visualization Technology Use in Secondary Mathematics Classroom Education

Previously literature has investigated the visualization tools used in primary education innatural sciences, and this research focuses on visualization tools that could be used in college level mathematics classroom to facilitate students’ learning and teachers’ teaching experience. In the end, the research derived future visualization tool design implications from students’ and teachers’ interviews and four class observations.Bachelor of Scienc

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video