4,351 research outputs found
Leveraging video annotations in video-based e-learning
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
AVEID: Automatic Video System for Measuring Engagement In Dementia
Engagement in dementia is typically measured using behavior observational
scales (BOS) that are tedious and involve intensive manual labor to annotate,
and are therefore not easily scalable. We propose AVEID, a low cost and
easy-to-use video-based engagement measurement tool to determine the engagement
level of a person with dementia (PwD) during digital interaction. We show that
the objective behavioral measures computed via AVEID correlate well with
subjective expert impressions for the popular MPES and OME BOS, confirming its
viability and effectiveness. Moreover, AVEID measures can be obtained for a
variety of engagement designs, thereby facilitating large-scale studies with
PwD populations
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Towards a social learning space for open educational resources
We identify a number of meanings of âOpenâ, as part of the motivating rationale for a social media space tuned for learning, called SocialLearn. We discuss why online social learning seems to be emerging so strongly at this point, explore features of social learning, and identify some of the dimensions that we believe characterize the social learning design space, before describing the emerging design concept and implementation
Using Technology to Encourage Self-Directed Learning: The Collaborative Lecture Annotation System
The rapidly-developing 21st century world of work and knowledge calls for self-directed lifelong (SDL) learners. While higher education must embrace the types of pedagogies that foster SDL skills in graduates, the pace of change in education can be glacial. This paper describes a social annotation technology, the Collaborative Lecture Annotation System (CLAS), that can be used to leverage existing teaching and learning practices for acquisition of 21st Century SDL skills. CLAS was designed to build upon the artifacts of traditional didactic modes of teaching, create enriched opportunities for student engagement with peers and learning materials, and offer learners greater control and ownership of their individual learning strategies. Adoption of CLAS creates educational experiences that promote and foster SDL skills: motivation, self-management and self-monitoring. In addition, CLAS incorporates a suite of learning analytics for learners to evaluate their progress, and allow instructors to monitor the development of SDL skills and identify the need for learning support and guidance. CLAS stands as an example of a simple tool that can bridge the gap between traditional transmissive pedagogy and the creation of authentic and collaborative learning spaces
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Study behaviours in an increasingly digital world: Learning habits, top tips and 'study hacks' questionnaire survey
In response to recent changes in the higher education market, student performance and competitor activity, The Open University has developed strategic objectives around a shift to developing âdigital by designâ modules and the development of new digital tools to improve student success rates. In order to design effective tools, this initial piece of research was designed to understand more about studentsâ current study behaviours. The survey was built on a framework with student success at the centre, and generated a great deal of rich, qualitative data about how current distance learning students approach their study.
The data was analysed using a thematic analysis, and produced a number of interesting themes. These included a variety of digital personas; priorities when organising study sessions; note-taking methods and reasons for making notes; and boundaries. The practical applications of these findings are some embryonic concepts for new tools and digital spaces for students that encourage the development of successful study behaviours. These concepts are being developed in conjunction with a rigorous research plan
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