A Research Agenda for Transforming Pedagogy and Enhancing Inclusive Learning through Synchronised Multimedia Captioned Using Speech Recognition
Many exciting opportunities for learning occur in environments where communication occurs spontaneously in real-time through speech, gestures, writing, drawing or actions. Some students can find it difficult to learn and take notes in these situations and this can be especially problematic for disab...
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| Format: | Article |
| Language: | English |
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2007-06.
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| Online Access: | Get fulltext |
| LEADER | 01158 am a22001213u 4500 | ||
|---|---|---|---|
| 001 | 264105 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Wald, M |e author |
| 245 | 0 | 0 | |a A Research Agenda for Transforming Pedagogy and Enhancing Inclusive Learning through Synchronised Multimedia Captioned Using Speech Recognition |
| 260 | |c 2007-06. | ||
| 856 | |z Get fulltext |u https://eprints.soton.ac.uk/264105/1/edmedia07mw6pagesubmit.doc | ||
| 520 | |a Many exciting opportunities for learning occur in environments where communication occurs spontaneously in real-time through speech, gestures, writing, drawing or actions. Some students can find it difficult to learn and take notes in these situations and this can be especially problematic for disabled students and non-native speakers. This paper will discuss an agenda for researching how multimedia captioned using speech recognition can make learning more interactive, inclusive, personalised, flexible and productive for students at any stage or phase of learning through the synchronised text supporting sensory and memory demands of spoken language and enabling the audio visual material to be manipulated by searching and annotating. | ||
| 655 | 7 | |a Article | |