Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

JointZone: users' view of an adaptive online learning resource for rheumatology

This paper describes an online learning resource for rheumatology that was designed for a wide constituency of users including primarily undergraduate medical students and health professionals. Although the online resources afford an informal learning environment, the site was pedagogically designed to comply with the general recommendations of the Standing Committee on Training and Education of EULAR (European League Against Rheumatism) for a rheumatology core curriculum. Any Internet user may freely browse the site content with optional registration providing access to adaptive features that personalize the user’s view, for example, providing a reading history and targeted support based on scores from completed case studies. The site has now been available since early 2003, and an online survey of site registrants indicates that well structured pedagogical materials that reflect a learners’ dominant ‘community of practice’ appear to be a successful aid to informal learning

Learning For Life: The Opportunity For Technology To Transform Adult Education - Part II: The Supplier Ecosystem

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation

Distributed ARTMAP

Distributed coding at the hidden layer of a multi-layer perceptron (MLP) endows the network with memory compression and noise tolerance capabilities. However, an MLP typically requires slow off-line learning to avoid catastrophic forgetting in an open input environment. An adaptive resonance theory (ART) model is designed to guarantee stable memories even with fast on-line learning. However, ART stability typically requires winner-take-all coding, which may cause category proliferation in a noisy input environment. Distributed ARTMAP (dARTMAP) seeks to combine the computational advantages of MLP and ART systems in a real-time neural network for supervised learning. This system incorporates elements of the unsupervised dART model as well as new features, including a content-addressable memory (CAM) rule. Simulations show that dARTMAP retains fuzzy ARTMAP accuracy while significantly improving memory compression. The model's computational learning rules correspond to paradoxical cortical data.Office of Naval Research (N00014-95-1-0409, N00014-95-1-0657

Combining Residual Networks with LSTMs for Lipreading

We propose an end-to-end deep learning architecture for word-level visual speech recognition. The system is a combination of spatiotemporal convolutional, residual and bidirectional Long Short-Term Memory networks. We train and evaluate it on the Lipreading In-The-Wild benchmark, a challenging database of 500-size target-words consisting of 1.28sec video excerpts from BBC TV broadcasts. The proposed network attains word accuracy equal to 83.0, yielding 6.8 absolute improvement over the current state-of-the-art, without using information about word boundaries during training or testing.Comment: Submitted to Interspeech 201

Multimodal Grounding for Sequence-to-Sequence Speech Recognition

Humans are capable of processing speech by making use of multiple sensory modalities. For example, the environment where a conversation takes place generally provides semantic and/or acoustic context that helps us to resolve ambiguities or to recall named entities. Motivated by this, there have been many works studying the integration of visual information into the speech recognition pipeline. Specifically, in our previous work, we propose a multistep visual adaptive training approach which improves the accuracy of an audio-based Automatic Speech Recognition (ASR) system. This approach, however, is not end-to-end as it requires fine-tuning the whole model with an adaptation layer. In this paper, we propose novel end-to-end multimodal ASR systems and compare them to the adaptive approach by using a range of visual representations obtained from state-of-the-art convolutional neural networks. We show that adaptive training is effective for S2S models leading to an absolute improvement of 1.4% in word error rate. As for the end-to-end systems, although they perform better than baseline, the improvements are slightly less than adaptive training, 0.8 absolute WER reduction in single-best models. Using ensemble decoding, end-to-end models reach a WER of 15% which is the lowest score among all systems.Comment: ICASSP 201

Skim reading: an adaptive strategy for reading on the web

It has been suggested that readers spend a great deal of time skim reading on the Web and that if readers skim read they reduce their comprehension of what they have read. There have been a number of studies exploring skim reading, but relatively little exists on the skim reading of hypertext and Webpages. In the experiment documented here, we utilised eye tracking methodology to explore how readers skim read hypertext and how hyperlinks affect reading behaviour. The results show that the readers read faster when they were skim reading and comprehension was reduced. However, the presence of hyperlinks seemed to assist the readers in picking out important information when skim reading. We suggest that readers engage in an adaptive information foraging strategy where they attempt to minimise comprehension loss while maintaining a high reading speed. Readers use hyperlinks as markers to suggest important information and use them to read through the text in an efficient and effective way. This suggests that skim reading may not be as damaging to comprehension when reading hypertext, but it does mean that the words we choose to hyperlink become very important to comprehension for those skim reading text on the Web

Tech for Understanding: An Introduction to Assistive and Instructional Technology in the Classroom

This paper examines the different types of assistive and instructional technology available to students who are classified with one or more of the thirteen disabilities outlined in the Individuals with Disabilities Education Act (referred to as, IDEA). While the roles of assistive and instructional technology are different, there are many instances where their uses may overlap. Thus, while these two categories will be discussed separately, it should be noted that some information may be applied to each category and more than one piece of technology. The purpose of this paper is to provide an introduction to the world of assistive and instructional technology for those who may be new to its concepts, particularly parents who have recently learned that their child may benefit from extra assistance and future educators who are interested in learning more about the devices they will be using to reach their students. Each of the thirteen disabilities will be discussed briefly, and then each disability will be assigned several types of assistive and instructional technology that serve it well. This will by no means be an exhaustive list of all types of technology available to teachers, parents, and students. However, it will attempt to provide a varied glimpse at some of the options that are available and how they may help children who are struggling to access the curriculum