Web-Based Multimedia Children's Art Cultivation

2008 ◽  
pp. 1174-1180
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

Web-Based Multimedia Children's Art Cultivation

2011 ◽  
pp. 2004-2008
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

Web-Based Multimedia Children's Art Cultivation

2011 ◽  
pp. 2331-2336
Author(s):  
Hao-Tung Lin ◽  
Herng-Yow Chen
Keyword(s):  
Language Learning ◽  
Domain Knowledge ◽  
General Purpose ◽  
Multimedia Content ◽  
Learning Technology ◽  
Children's Art ◽  
Web Based ◽  
E Learning ◽  
Multimedia Technologies ◽  
The Web

With the rapid advance in Web and multimedia technologies, authoring various types of multimedia content and distributing them on the Web has been very popular for many years. These technologies are applied in e-learning extensively, such as from language learning (e.g., ESL) to professional domain knowledge (e.g., computer science). In contrast, e-learning systems focusing on art domains, especially for kids or teenagers, are few. This is a notable shortcoming, because from a technical viewpoint, current advances in multimedia technology via the Web promise this kind of application. On the other hand, compared with technologies needed for more general-purpose knowledge, cultivating children’s art through e-learning technology needs much more edutainment ingredients – it must be interesting and interactive and offer multimedia. Realizing this kind of e-learning is really a challenge, not only from a pedagogical viewpoint (the first ingredient) but also technical ones (the latter two ingredients).

AWLA

2006 ◽  
pp. 254-270
Author(s):  
Manuel O. Cantero ◽  
Pedro P. Sanchez-Villalon
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Interactive Systems ◽  
Web Based ◽  
The Core ◽  
Learning Content ◽  
E Learning ◽  
Constructivist Perspective ◽  
Enhanced Learning ◽  
The Web

As e-learning gets more widespread, its definition is becoming more distinctive, implying the use of the Web for learning. The Web’s original functionality was to provide access to materials located in servers. This has been the core strategy for e-learning. However, the Web is becoming more versatile. The new interactive Web functionalities are organized in services offered to users. The content-based Learning Management Systems are evolving into more interactive systems providing agent-like learning services rather than only learning content. By designing an interactive environment with a learning objective, we can develop an effective e-learning appliance: the application of strategic Web functionalities on a technologically enhanced learning environment. Designed under the constructivist perspective, A Writing e-learning Appliance (AWLA) is an organized set of interactive Web-based utilities that, when applied in a technologically enhanced learning environment, allow learners to develop their writing skill in language learning and fulfil writing activities in any other discipline, both individually and in collaboration.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

Web-Based Multimedia Tools for Monitoring and E-Learning

2010 ◽  
pp. 1-21 ◽  
Author(s):  
F. Bellas ◽  
O. Fontenla-Romero ◽  
N. Sánchez-Maroño ◽  
J. A. Becerra
Keyword(s):  
Teaching Methodology ◽  
Resource Monitoring ◽  
Web Based ◽  
Basic Point ◽  
Multimedia Tools ◽  
Degree Of Satisfaction ◽  
E Learning ◽  
Interactive Videos ◽  
The Web

This chapter is devoted to the application of Web-based multimedia tools as a complement to traditional e-learning resources to improve the quality of teaching in two senses: adapting lesson contents to improving the understanding and increasing the motivation of the students. The authors present a set of practical tools that have achieved successful results in their courses and that, together, provide a more proactive teaching methodology based on interactive and mobile learning materials. These tools can be divided into two main groups: simulations and interactive videos, directly related to the process of studying, and quizzes and questionnaires, useful to adapt the teaching to the objective comprehension level. In addition, the authors point out the advantages of providing the students with more familiar multimedia materials suitable for being transported and consulted in mobile devices. A basic point of this methodology is that all these resources are available through a Web-based interface, so that the interaction does not depend on the physical presence of the students. Finally, the authors must point out that with their methodology they are focused on monitoring learning, which is achieved directly with online questionnaires, but they have also performed resource monitoring, in terms of degree of satisfaction and practical use. This is achieved, in this case, through the use of surveys and from the analysis of the statistics provided by the Web-based application.

Web-Based Collateral Support for Traditional Learning

2000 ◽  
pp. 282-292 ◽  
Author(s):  
Tim Hill ◽  
Laku Chidambaram
Keyword(s):  
Distance Learning ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Web Based ◽  
User Adoption ◽  
Usage Patterns ◽  
Traditional Classroom Instruction ◽  
Multimedia Technologies ◽  
Repeated Use ◽  
The Web

The emergence of the Web and the growth of multimedia technologies offer new mechanisms to support and enhance traditional classroom instruction. This chapter reports on a field study in the use of a Web-based distance learning tool. Students enrolled in traditional classroom courses were provided with asynchronous distance learning support consisting of anytime/anyplace access to classroom lectures via the World Wide Web. The traditional classroom lectures were audio-recorded and the audio transcripts digitized, compressed and stored, along with the synchronized lecture slides, for accessing and viewing via the Web. Usage patterns were unobtrusively monitored and correlated with performance. Additionally, participants’ perceptions were collected, compiled and analyzed. The results showed that repeated use of the Web-based supplement was correlated with better overall performance in the class. They also provided some clues to the motivations of users who seek out and explore collateral Web-based support for their own individual learning. This study provides a foundation for further research and application by: 1) helping to assess the utility of collateral support for traditional instruction using Web-based media, 2) shedding light on user adoption behaviors and attitudes, and 3) identifying practical considerations in the implementation of Web-based support for distance learning.

Conclusions

2006 ◽  
Author(s):  
Christopher Walton
Keyword(s):  
Semantic Web ◽  
Large Scale ◽  
Web Search ◽  
Web Based ◽  
E Learning ◽  
Computer Based ◽  
Intelligent Devices ◽  
Automated Data Integration ◽  
The Web

At the start of this book we outlined the challenges of automatic computer based processing of information on the Web. These numerous challenges are generally referred to as the ‘vision’ of the Semantic Web. From the outset, we have attempted to take a realistic and pragmatic view of this vision. Our opinion is that the vision may never be fully realized, but that it is a useful goal on which to focus. Each step towards the vision has provided new insights on classical problems in knowledge representation, MASs, and Web-based techniques. Thus, we are presently in a significantly better position as a result of these efforts. It is sometimes difficult to see the purpose of the Semantic Web vision behind all of the different technologies and acronyms. However, the fundamental purpose of the Semantic Web is essentially large scale and automated data integration. The Semantic Web is not just about providing a more intelligent kind of Web search, but also about taking the results of these searches and combining them in interesting and useful ways. As stated in Chapter 1, the possible applications for the Semantic Web include: automated data mining, e-science experiments, e-learning systems, personalized newspapers and journals, and intelligent devices. The current state of progress towards the Semantic Web vision is summarized in Figure 8.1. This figure shows a pyramid with the human-centric Web at the bottom, sometimes termed the Syntactic Web, and the envisioned Semantic Web at the top. Throughout this book, we have been moving upwards on this pyramid, and it should be clear that a great deal of progress that has been made towards the goal. This progress is indicated by the various stages of the pyramid, which can be summarized as follows: • The lowest stage on the pyramid is the basic Web that should be familiar to everyone. This Web of information is human-centric and contains very little automation. Nonetheless, the Web provides the basic protocols and technologies on which the Semantic Web is founded. Furthermore, the information which is represented on the Web will ultimately be the source of knowledge for the Semantic Web.

Towards a Personalized E-Learning System

2011 ◽  
pp. 2124-2134
Author(s):  
Elvis Wai Chung Leung ◽  
Qing Li
Keyword(s):  
Online Education ◽  
Economic Benefit ◽  
Learning System ◽  
Development Cost ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Interactive Environment ◽  
E Learning ◽  
The Web

To cope with the increasing trend of learning demand and limited resources, most universities are taking advantage of Web-based technology for their distance education or e-learning (Montelpare & Williams, 2000). One of the reasons is due to the significant price drop of personal computers in recent decades; the Internet and multimedia have penetrated into most households. Moreover, most students prefer to learn from an interactive environment through a self-paced style. Under the Web-based learning model, students can learn anytime, anywhere because they are not required to go to school on schedule (Appelt, 1997). Meanwhile, universities also enjoy the economic benefit due to the large student base that can share the development cost of course materials and other operational expenses. Gradually, more and more universities follow this similar way to provide online education.

scholarly journals Using Open-Source Software for Sign Language Learning and Assessment

2019 ◽  
Vol 14 (19) ◽  
pp. 188
Author(s):  
Tobias Haug ◽  
Sarah Ebling
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Open Source ◽  
Sign Language ◽  
Open Source Software ◽  
Self Assessment ◽  
Web Based ◽  
Swiss German ◽  
Feedback Questionnaire ◽  
The Web

This study reports on the use of an open-source software for sign language learning and (self-)assessment. A Yes/No vocabulary size test for Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS) was developed, targeting beginning adult learners. The Web-based test, which can be used for self-assessment or placement purposes, was administered to 20 DSGS adult learners of ages 24 to 55 (M = 39.3). The learners filled out a background questionnaire, took the Yes/No test tests, and filled out a feedback questionnaire. The comments provided by the learners about the suitability of the Web-based DSGS vocabulary self-assessment instrument provided concrete feedback towards improvement of the system.

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