Video Question Answering on Screencast Tutorials

This paper presents a new video question answering task on screencast tutorials. We introduce a dataset including question, answer and context triples from the tutorial videos for a software. Unlike other video question answering works, all the answers in our dataset are grounded to the domain knowledge base. An one-shot recognition algorithm is designed to extract the visual cues, which helps enhance the performance of video question answering. We also propose several baseline neural network architectures based on various aspects of video contexts from the dataset. The experimental results demonstrate that our proposed models significantly improve the question answering performances by incorporating multi-modal contexts and domain knowledge

Move Aside Scotty, Jing is the Thing: Individualized Student-Created Tutorial Collections, Performance Assessment, and Easy Instructor Feedback

If only Scotty could beam us around the world, to wherever and whenever students need our help… But, wait, there\u27s Jing freeware! Engage students in video creation for performance assessment as they build personalized libraries of research tutorials. But, wait, there\u27s more! Address and correct errors in class assignments in seconds. But, wait, there\u27s more! Create individualized instruction for students not enrolled in information literacy courses and videos as follow-ups to one-shot sessions. Attend this session and discover a new frontier of easy and efficient online video utilization for instruction

Control-Alt-Incomplete? Using Technology to Assess Digital Natives

Law students matriculating today were “born digital.” As digital natives, they have never known a world without digital technology, and therefore, they think and process information differently than previous generations. Although law school student bodies have changed, law school assessment methods have remained static, with students nearly universally being evaluated entirely by one exam at the end of the course. Best Practices, the Carnegie Report, and more recently the ABA, have acknowledged that this system of evaluation is contrary to learning theory and that periodic assessment of student learning is crucial to improving the performance of both students and teachers. Nevertheless, change has yet to occur. It is time to change. Using technology to assess student learning is one way to begin effectuating this change. Digital Natives are comfortable with technology and expect to have it integrated into the curriculum. Moreover, incorporating technology as a means to assess student learning will help prepare future lawyers for the realities of law practice today. Technology also allows law professors to conduct meaningful assessments of large numbers of students more efficiently. This article therefore introduces several examples of how to use a number of today’s technologies - both inside the classroom and outside the classroom - in the hopes of initiating further exploration into effective means of using technology to assess student learning at the course level

Database (Lecture) Streams on the Cloud: Experience Report on Teaching an Undergrad Database Lecture During a Pandemic

This is an experience report on teaching the undergrad lecture Big Data Engineering at Saarland University in summer term 2020 online. We describe our teaching philosophy, the tools used, what worked and what did not work. As we received extremely positive feedback from the students, we will continue to use the same teaching model for other lectures in the future

Calculus Flipped Classroom: Pre-class & In-class Learning Outcomes and Students’ Perception

Flipped classroom is a blended learning implements e-learning and does not eliminate face-to-face sessions in the classroom. This study applied flipped classroom to calculus lectures to determine students’ perceptions and learning outcomes. Learning outcomes were investigated in pre-class sessions, in-class sessions, and compared to the traditional class. All materials in the flipped classroom used screencast via Google Classroom. The sample was calculus class students at Prisma University. Data were collected using a questionnaire, written tests, and Kahoot online test. Data analysis was performed descriptively and statistically using the 2-sample t-test and paired t-test. The results showed no significant difference in the average score of learning outcomes between the pre-class of calculus flipped classroom and traditional class. However, the average score after in-class sessions was higher than the average score in the traditional class. Furthermore, positive responses were shown by students who lectured with the flipped classroom

Control-Alt-Incomplete? Using Technology to Assess Digital Natives

Law students matriculating today were “born digital.” As digital natives, they have never known a world without digital technology, and therefore, they think and process information differently than previous generations. Although law school student bodies have changed, law school assessment methods have remained static, with students nearly universally being evaluated entirely by one exam at the end of the course. Best Practices, the Carnegie Report, and more recently the ABA, have acknowledged that this system of evaluation is contrary to learning theory and that periodic assessment of student learning is crucial to improving the performance of both students and teachers. Nevertheless, change has yet to occur. It is time to change. Using technology to assess student learning is one way to begin effectuating this change. Digital Natives are comfortable with technology and expect to have it integrated into the curriculum. Moreover, incorporating technology as a means to assess student learning will help prepare future lawyers for the realities of law practice today. Technology also allows law professors to conduct meaningful assessments of large numbers of students more efficiently. This article therefore introduces several examples of how to use a number of today’s technologies - both inside the classroom and outside the classroom - in the hopes of initiating further exploration into effective means of using technology to assess student learning at the course level

Screencasting Information Literacy. Insights in pre-service teachers’ conception of online searching

Information Literacy (IL) has been named a key competence for the twenty-first century and is being progressively introduced in many compulsory school curricula. Nonetheless, the actual implementation of effective IL education cannot be carried out without the sound preparation of teachers. This study explores the naïve, pre-instruction conceptions of online information searching of pre-service pre-primary and primary teachers through the structured qualitative analysis of participant-produced screencasts. The results indicate that teachers have a mainly technical view of IL, leading them to focus on basic computer literacy skills (e.g., how to use a search engine) and to overlook mental processes (e.g., the definition of an information need or strategy). Implications for the development of pre-service teachers’ IL education are discussed

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

This study examines the impact on student performance after interactive and non-interactive tutorials using a 2 × 2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains

E-Learning Design for Microsoft Access & ASP.NET

The problem definition is that the current video tutorial series is outdated and lacks interactive features that aid with E-Learning. The goal of the project is to create a platform that incorporates features such as structure, interaction, assessments, and competency tests. The project revolved around integrating four softwares together in order to create an effective E-Learning platform. The four softwares were Adobe Captivate, Camtasia, Microsoft Access and Microsoft Visual Studios. Adobe Captive is used to store the tutorial video and assign quizzes. Camtasia is used to record the tutorial videos. Microsoft Access is used to store all the questions given at each tutorial video as well as store the results the student attains. Microsoft Visual Studio is used to create a webform that integrates everything together. There were some key features that were wanted in the prototype. The first feature is an assessment test at the end of each tutorial. The second feature is that the student must pass the assessment test before moving to the next video. The third feature is that if the student did not pass assessment quiz, the student must rewatch the same tutorial before re attempting assessment quiz. The fourth feature is that the questions at the end of the tutorial video will be randomize and drawn from the Microsoft Access database. The fifth feature is that the results of the quiz for each student are recorded in the database. The objective of the project is to find a way to incorporate all these features. The end product of the project is a prototype for E-Learning with the features. Future students will benefit from this prototype. Incorporating these features has been proven to aid student learning. The project is not intended to create an aesthetically pleasing E-Learning platform but a effective one. The overall project is successful in that discoveries in integrating softwares and implementing features to advance E-Learning were made

The Use of Video in the Occupational Therapy Graduate Classroom

As the cost of graduate education continues to rise and occupational therapy moves toward a value-based reimbursement system, the development of clinical reasoning skills in a short timeframe becomes increasingly more important in occupational therapy education. Incorporating the use of video into occupational therapy curricula is an effective method of introducing and reinforcing material, developing critical thinking skills, and refining skills of interpersonal communication, observation, and documentation. Determining which technology to use, and how to integrate it effectively into a course, can be overwhelming for instructors, especially those new to using video applications. This article introduces various types of video technology and provides practical examples for integration into the graduate occupational therapy classroom. Potential benefits and limitations are discussed for each type of technology