A Video of Myself Helps Me Learn : A Scoping Review of the Evidence of Video-Making for Situated Learning

Nursing, dance and studio-based arts, engineering, and athletic therapy are viewed as practice-oriented professions in which the teaching and situated learning of practical skills are central. In order to succeed, students must perform a series of performance-based assessments, which seemingly require an “able” body to enact complex tasks in situated and/or simulation-based contexts (for example, “safe nursing practice”). Our interdisciplinary research seeks to intervene within the culture of professional learning by investigating what we know about the use of smartphone video recording for situated, practice-based learning, and for supporting interactive video-based assessment as a means of accommodation and extending access for students, including students with performance anxiety, mature students, ESL learners, students with disabilities, and students in remote communities. In this paper we employ a scoping review methodology to present our findings related to students’ and instructors’ perspectives on the use of smartphone video to demonstrate and document practical knowledge and practice-oriented competencies across fields in the arts and sciences. We also examine broader research, as well as the ethical and design implications for the development of our technology-based toolbox project – an online resource created to advance pedagogies deploying smartphones as tools for practical skills acquisition - and for accommodation - within multidisciplinary practical learning environments

Fast and flexible selection with a single switch

Selection methods that require only a single-switch input, such as a button click or blink, are potentially useful for individuals with motor impairments, mobile technology users, and individuals wishing to transmit information securely. We present a single-switch selection method, "Nomon," that is general and efficient. Existing single-switch selection methods require selectable options to be arranged in ways that limit potential applications. By contrast, traditional operating systems, web browsers, and free-form applications (such as drawing) place options at arbitrary points on the screen. Nomon, however, has the flexibility to select any point on a screen. Nomon adapts automatically to an individual's clicking ability; it allows a person who clicks precisely to make a selection quickly and allows a person who clicks imprecisely more time to make a selection without error. Nomon reaps gains in information rate by allowing the specification of beliefs (priors) about option selection probabilities and by avoiding tree-based selection schemes in favor of direct (posterior) inference. We have developed both a Nomon-based writing application and a drawing application. To evaluate Nomon's performance, we compared the writing application with a popular existing method for single-switch writing (row-column scanning). Novice users wrote 35% faster with the Nomon interface than with the scanning interface. An experienced user (author TB, with > 10 hours practice) wrote at speeds of 9.3 words per minute with Nomon, using 1.2 clicks per character and making no errors in the final text.Comment: 14 pages, 5 figures, 1 table, presented at NIPS 2009 Mini-symposi

Smartphone Accommodation Resource Toolbox (SmART)

The Smartphone Accommodation Resource Toolbox (SmART) http://smart-toolbox.eecs.yorku.ca is an online platform that supports the use of video production and interactive feedback tools for teaching and learning. Simple video production and interactive feedback tools can: make learning more accessible and inclusive, better connect with students in online courses, support innovative teaching approaches with students.The York University Office of the Associate Vice-President Teaching and Learning, Academic Innovation Fund (AIF) 2018-2020

Electromagnetic articulography (EMA) for real-time feedback application : computational techniques

The application of state-of-the-art signal processing often differs between offline and online real-time application domains. Offline processing techniques may be used to accurately reduce signal noise and spot errors before analysis. However, without the global signal information available to offline processes, such techniques can be difficult to reproduce in online real-time applications. This paper presented methods that were developed to support a state-of-the-art computer-based speech therapy system. These methods included online head correction and low-pass filtering and aimed to reproduce offline processing data quality when using a real-time clinical feedback application. The adequacy of these methods was evaluated relative to the offline processing ‘gold’ standard and in a context of computing a specific kinematic parameter (i.e. articulatory working space). The results showed that the online real-time output values were highly correlated with the offline manually-processed values.</p

“A video of myself helps me learn”: A scoping review of the evidence of video-making for situated learning

Nursing, dance and studio-based arts, engineering, and athletic therapy are viewed as practice-oriented professions in which the teaching and situated learning of practical skills are central. In order to succeed, students must perform a series of performance-based assessments, which seemingly require an “able” body to enact complex tasks in situated and/or simulation-based contexts (for example, “safe nursing practice”). Our interdisciplinary research seeks to intervene within the culture of professional learning by investigating what we know about the use of smartphone video recording for situated, practice-based learning, and for supporting interactive video-based assessment as a means of accommodation and extending access for students, including students with performance anxiety, mature students, ESL learners, students with disabilities, and students in remote communities. In this paper we employ a scoping review methodology to present our findings related to students’ and instructors’ perspectives on the use of smartphone video to demonstrate and document practical knowledge and practice-oriented competencies across fields in the arts and sciences. We also examine broader research, as well as the ethical and design implications for the development of our technology-based toolbox project – an online resource created to advance pedagogies deploying smartphones as tools for practical skills acquisition - and for accommodation - within multidisciplinary practical learning environments