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Deep Cross-Modal Alignment in Audio-Visual Speech Recognition
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Sterpu, George. - : Trinity College Dublin. School of Engineering. Discipline of Electronic & Elect. Engineering, 2021
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| 62 |
Build It in the Chat: Using the Chat Function in Online Platforms to Facilitate and Improve Student Writing
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In: UNLV Best Teaching Practices Expo (2021)
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| 63 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 64 |
Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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| 65 |
Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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| 66 |
Fostering group autonomy through collaborative learning in an online environment
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Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021
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| 67 |
Beyond localization: making learning spaces accessible to all
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Abstract:
When addressing localization within Translation Studies, we think of translating web content for a new linguistic and cultural reality. At times, localization is seen as making a text “adequate” to the new readership taking into account local sensitivities and requirements. When the addressees of a given web-based product have a disability, localization alone will not be sufficient to guarantee true access, for the needs and requirements will entail and also go beyond language and culture. This paper is highlighting the issues that need to be addressed to make online learning spaces accessible to all. The take on transadaptation, in the context of accessibility to educational environments, is holistic in nature, given that online learning platforms are required to be set up in line with WCAG directives from inception and that all uploaded content is made available in a variety of formats, among which are alternative texts, captions, audio description, sign language, just to name a few. Only in so doing with the service providers be guaranteeing that users with (sensory, cognitive or physical) impairment will benefit from such educational offers. To convey clearer understanding of the specificities of inclusive online education, two institutions from Portugal are presented in this paper showing the problems they faced and their efforts to make online learning spaces and MOOC accessible: the Polytechnic Institute of Leiria and the Open University. Examples are given from ongoing exercises, and reflections are shared on the cycles of improvement that are necessary to ensure the highest possible standards of inclusion. Included is a comparative analysis of the needs and challenges expressed by students with either hearing or visual disabilities to ensure access to all types of online contents, including spontaneous content (e.g. messages in forums, collaborative online tools). ; info:eu-repo/semantics/publishedVersion
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Keyword:
Accessibility; eLearning; MOOC; Online learning platforms; Transadaptation
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URL: https://doi.org/10.5339/connect.2021.tii.2
http://hdl.handle.net/10400.2/10921
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| 68 |
Learning EFL online through Blogger and Flipgrid in higher education: A collaborative project in times of pandemic
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In: University of South Florida M3 Center Publishing (2021)
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| 69 |
Attitudes, behaviors, and learning outcomes from using classtranscribe, a UDL-featured video-based online learning platform with learnersourced text-searchable captions
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| 70 |
The Use of Asynchronous Discussion to Support Collaborative Learning in an Online Programme
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| 71 |
Pronunciation improvement in MOOCs: an unavoidable challenge ; La mejora de la pronunciación por medio de MOOCs: un reto ineludible
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| 72 |
University Students’ Perceptions and Emotions towards Online Teaching and Assessment during the Covid-19 lockdown and isolation
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| 73 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 74 |
National Chemistry Week: From IRL to the Web
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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| 75 |
COMPARING THE EFFECTIVENESS OF ONE SEMESTER OF GERMAN STUDY: DUOLINGO VERSUS FACE-TO-FACE INSTRUCTION
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In: Theses (2021)
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| 76 |
FEATURES OF THE FUNCTIONING OF THE ONLINE EDUCATION MARKET IN THE WORLD AND IN UKRAINE ; ОСОБЛИВОСТІ ФУНКЦІОНУВАННЯ РИНКУ ОНЛАЙН-ОСВІТИ У СВІТІ ТА В УКРАЇНІ
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In: The Economic Discourse; No. 3 (2020); 16-27 ; Економічний дискурс; № 3 (2020); 16-27 ; 2410-7476 ; 2410-0919 ; 10.36742/2410-0919-2020-3 (2021)
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| 77 |
INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS
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In: Advanced Education; 2021: Special issue 17; 90-102 ; Передовое образование; 2021: Special issue 17; 90-102 ; Новітня освіта; 2021: Special issue 17; 90-102 ; 2410-8286 ; 2409-3351 (2021)
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| 78 |
Towards Humanizing Online Discourse - Exploring Linguistic and Emotional Tones in Online Learning
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| 79 |
Lexicography and language learning of Swahili L2 at UNIOR: the Swahili-Italian online dictionary project
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The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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