Higher education institutions share a goal of making learning more accessible to all students. To meet this goal many colleges and universities, including UMass Amherst, have adopted the Universal Design for Learning (UDL) framework in an effort to design curriculum to serve all learners, regardless of ability, disability, age, gender or background. Modern technologies often play a supporting role in UDL, providing students with multiple modalities such as video, audio, and text. While these technologies can make implementing UDL easier, they can also be costly. Beginning with the Fall 2018 term, an interdisciplinary team of academic technologists, instructional designers, and instructors at UMass Amherst started exploring how classroom video and Echo360's new automated speech recognition (ASR) technology can create a pathway to cost-effective, scalable captioning that can improve accessibility and support universal design.
Liang, Chen (Pennsylvania State University) | Wang, Shuting (Pennsylvania State University) | Wu, Zhaohui (Pennsylvania State University) | Williams, Kyle (Pennsylvania State University) | Pursel, Bart (Pennsylvania State University) | Brautigam, Benjamin (Pennsylvania State University) | Saul, Sherwyn (Pennsylvania State University) | Williams, Hannah (Pennsylvania State University) | Bowen, Kyle (Pennsylvania State University) | Giles, C. Lee (Pennsylvania State University)
We demonstrate BBookX, a novel system that auto-matically builds in collaboration with a user online openbooks by searching open educational resources (OER).This system explores the use of retrieval technologies todynamically generate zero-cost materials such as text-books for personalized learning.
For decades, textbooks were seen as the foundation for instruction in American schools. These discipline-specific tomes were a fundamental part of the educational infrastructure, assigned to students for each subject and carried in heavy backpacks every day – from home to school and back again. The experience of students is much different today. As a scholar of learning technologies and a director for outreach and engagement at Ohio State's College of Education and Human Ecology, we've seen how technological advances and an increase in digital curriculum materials have hastened the move away from textbooks. Does all of this technology spell the end of traditional textbooks?
The Trump administration is officially considering work requirement rules for recipients of the Supplemental Nutrition Assistance Program (SNAP), commonly known as food stamps, a US Department of Agriculture (USDA) spokesperson said Thursday. The move has been anticipated for months and marked by a December press release from the USDA promising to promote "self-sufficiency" and give states greater control over the program, which serves millions of Americans and families across the country.
Students in university lectures typically take notes in order to preserve some record of the class experience. The note-taking process in a traditional lecture involves writing down the important concepts spoken by the professor and copying the markings written on a chalk or whiteboard. It has been argued that this note-taking activity is difficult for students and that they should instead concentrate more on the actual lecture (Hadwin, Kirby, and Woodhouse 1997). Of course, access to record of the class is also essential for good student performance. To make matters worse, as instructors are given more technology to enhance their lectures, such as displaying Web pages or real-time simulations, much of what is presented in class is either difficult to capture with pen and paper or is too much material to copy by hand.