Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures     

J.D. Valor Miró  R.N. Spencer  A. Pérez González de Martos  G. Garcés Díaz-Munío  C. Turró  J. Civera 《Open Learning》2013,28(1):72-85

Video lectures are fast becoming an everyday educational resource in higher education. They are being incorporated into existing university curricula around the world, while also emerging as a key component of the open education movement. In 2007, the Universitat Politècnica de València (UPV) implemented its poliMedia lecture capture system for the creation and publication of quality educational video content and now has a collection of over 10,000 video objects. In 2011, it embarked on the EU-subsidised transLectures project to add automatic subtitles to these videos in both Spanish and other languages. By doing so, it allows access to their educational content by non-native speakers and the deaf and hard-of-hearing, as well as enabling advanced repository management functions. In this paper, following a short introduction to poliMedia, transLectures and Docència en Xarxa (Teaching Online), the UPV’s action plan to boost the use of digital resources at the university, we will discuss the three-stage evaluation process carried out with the collaboration of UPV lecturers to find the best interaction protocol for the task of post-editing automatic subtitles.  相似文献   

Case study of a problem-based learning course of physics in a telecommunications engineering degree     

Erica Macho-Stadler  Maria Jesús Elejalde-García 《European Journal of Engineering Education》2013,38(4):408-416

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a ‘concrete problem’ to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching–learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors’ perspective, PBL strengths include better student attitude in class and increased instructor–student and student–student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.  相似文献   

Teagasc na gaeilge san iarbunscoil     

Mairtín Ó Fathaigh 《Irish Educational Studies》2013,32(1):169-181

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A comparison of the cognitive demands made by the integrated science curriculum innovation project with those made by it's written examination for the intermediate certificate of education     

Mícheál Ó Maoldomhnaigh  Seán T Ó Bealáin 《Irish Educational Studies》2013,32(1):124-133

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A comparative analysis of study satisfaction among young European higher education graduates     

Adela García-Aracil 《Irish Educational Studies》2013,32(2):223-243

This article identifies those aspects of the academic environment that are associated with graduates' overall satisfaction with their higher education (HE) course. We use REFLEX data, which allow comparison among 14 European countries, based on a pooled sample and individual country regressions. Overall, the degree of satisfaction with HE studies appears to be driven to a great extent by the academic environment. The results also confirm the persistence of country-specific traits in different HE systems. This substantial variation among European countries in terms of learning environment may have an influence on subsequent employment experience. While some systems encourage independent learning through participation in research projects, others rely heavily on direct teaching as the main source of information.  相似文献   

Modern foreign language learning and European citizenship in the Irish context     

Máirín Hennebry 《Irish Educational Studies》2013,32(1):83-112

This paper presents some of the findings of a study investigating young people's attitudes towards Europe and the European Union and their self-reported learning about European citizenship in Ireland. The paper considers adolescents’ attitudes and motivations for language learning in light of recent literature arguing for the role of modern foreign language instruction in the teaching of European citizenship. Findings based on the results of a knowledge test regarding the rights and opportunities offered through European citizenship are also included. Data provide evidence that Irish students possess more knowledge than their counterparts in England, Spain and France on the subject, while showing more positive attitudes than other students. The paper considers the contribution of modern foreign language teaching to this knowledge and their positive attitudes, drawing some possible inferences for other European member states.  相似文献   

Needs,Interests, and Limitations for the Promotion of Health and Exercise by a Web Site for Sighted and Blind Elderly People: A Qualitative Exploratory Study     

Narcís Gusi  Josué Prieto  David Forte  Ignacio Gomez  José-Luis González-Guerrero 《Educational gerontology》2013,39(6):449-461

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Deleuze,action research and rhizomatic growth     

Antonio Carlos Amorim 《Educational Action Research》2013,21(4):581-594

Deleuze and his colleagues, particularly Guattari, have had a profound impact on a number of fields of study. The authors argue that their work offers a range of images to help think about and write action research, a way that acknowledges and celebrates the complexities of the sites of action. The article has a divided structure, coherent with the style of Deleuze & Guattari. The authors present some Deleuzian ideas, particularly the concept of rhizomatic growth, and show how they might profitably be used to analyse and write accounts of action research, reflecting the multiplicities of practice, in this case within education. They have shown the potentialities of the ‘rhizome’ as a way to rethink the field of action research, imagining a new epistemology (in which the concepts work, rather than represent) and how the rhizome demands experimental forms of writing ourselves in action research. They show a cartography (of smooth and striated space) that is required to think rhizomatically about action research.  相似文献   

Caribbean and Central American women’s feminist inquiry through theater-based action research     

Rocío Sánchez Ares 《Educational Action Research》2013,21(4):529-544

Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I present two interrelated arguments. First, Latinas’ knowledge construction in multiple arenas counteracts gendered and racialized immigration discourses while leading to fundamental sociocultural transformations. Second, deeper epistemological rigor is needed in feminist action research to uphold Latin American women’s agency while countering pervasive discrimination.  相似文献   

Comprehensiveness and diversity in secondary compulsory education in andalusia: an unresolved challenge     

Ángel Pérez ómez  Miguel Sola FernÁndez  Javier Barquín Ruiz  Nieves Blanco  Encarnación Soto Gómez 《Educational Action Research》2013,21(4):473-492

This article outlines the contradictions and challenges of introducing comprehensive, compulsory education in Andalusia for students up to the age of 16. Following a documenting of the developments, it is argued that while the intention was for a significant, planned reform, it is better characterised as one that is, at best, an improvisation. The article discusses the continuing difficulties that may be attributed to a number of policies of the Conservative government of the day, which allowed the development of two systems of education that were not grounded in concepts of equity and social justice to evolve. The work of John Elliott has been acknowledged as an important influence upon the inquiry that was undertaken and the subsequent analysis of its results. Thus, not only are the results of an action-orientated study reported here, but also there is an extensive set of guiding principles that could enable the reform to be truly actualised.  相似文献