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Опыт реализации концепции мультилингвального обучения в неязыковом вузе ...
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Visual literacy instruction in Cambodian ELT: an action research study and a new pedagogical framework
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Khan, Bophan. - : Sydney, Australia : Macquarie University, 2017
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Evaluating the representations of identity options and cultural elements in English language textbooks used in Saudi Arabia
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A mediação com tecnologias na educação infantil: algumas possibilidades ; The mediation with technologies in nursery school: some possibilities
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Teaching Multiple Meaning Words to Deaf and Hard of Hearing Students Using Contextually-Based Vocabulary Instruction and Metacognitive Skills
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In: Theses, Dissertations and Capstones (2016)
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Comparing the impact of subtitles on learning: automatically generated vs. corrected subtitles
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Abstract:
Theoretical thesis. ; Bibliography: pages 47-52. ; Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Results and discussion -- Chapter 5. Conclusion -- References -- Appendices. ; Subtitles have been proven to benefit language acquisition, improve comprehension, listening skills and word recognition in an educational context. According to Cognitive Load Theory (CLT), information from different modalities that are presented simultaneously may cause cognitive overload due to the redundancy effect. However, research has shown an increase in learning when information is presented concurrently both visually and auditorily. The result can be explained by Dual Coding Theory: when redundant information is complimenting each other during processing, no cognitive overload results. Adding subtitles is essential for equal access as many online video lectures have become a major channel for learning in education. However, conventional subtitling is both expensive and time consuming, with the result that automated subtitling is a potentially powerful solution if the issue of accuracy and readability can be resolved. The focus of this study is to investigate the impact of automated and corrected subtitles on learning (tested in the context of micro-economic principles). A video was shown to participants, who were randomly assigned to 3 test groups: English lecturer with no subtitles, English lecturer with automated subtitles, and English lecturer with corrected subtitles. Participants were asked to complete a pre-test, an effort test and a post-test. Biographical information was collected for data analysis and interpretation. The objectives of this study are 1) to determine whether adding automated English subtitles and corrected English subtitles to English video improves learning; 2) to determine whether these subtitles impact differently; and 3) to compare the amount of cognitive load induced by automated and corrected subtitles on these groups. ; Mode of access: World wide web ; 1 online resource (v, 68 pages) colour illustrations
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Keyword:
automated subtitles; Closed captioning; comparing subtitles; impact on learning; learning; Real-time closed captioning; subtitles; Teaching -- Aids and devices
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URL: http://hdl.handle.net/1959.14/1254865
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Опыт работы с иллюстративным материалом в рамках курса специального (технического) перевода
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ГАВРИЛОВА Е.В.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Пермский национальный исследовательский политехнический университет», 2015
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СПОСОБЫ ПРЕЗЕНТАЦИИ ТЕРМИНОЛОГИЧЕСКОЙ ЛЕКСИКИ С ПРИВЛЕЧЕНИЕМ ЭЛЕКТРОННЫХ СРЕДСТВ ОБУЧЕНИЯ
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Anregung der Sprachentwicklung von Kindergartenkindern durch ein Interaktionstraining für pädagogisches Fachpersonal ...
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The creation and implementation of a rubric for the analysis of language learning and teaching videogames ; Language education videogame evaluation rubric
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The effect of shadowing practice: a case study of Japanese language learners in an Australian university
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Designing a Set of Writing Aids for French as a Foreign Language using Prompting and Socialisation ; Conception d'un dispositif d'aide à la rédaction en FLE par incitations et socialisation
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In: https://tel.archives-ouvertes.fr/tel-00959834 ; Education. Université de Grenoble, 2013. Français. ⟨NNT : 2013GRENL015⟩ (2013)
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What Can Biochemistry Students Learn About Protein Translation? Using Variation Theory to Explore the Space of Learning Created by Some Common External Representations
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2013)
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Employing inquiry-based computer simulations and embedded scientist videos to teach challenging climate change and nature of science concepts
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Exploring intercultural awareness through songs
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In: Neue Didaktik (2012) 1, S. 125-136 (2012)
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DESIGN FOUNDATIONS FOR CONTENT-RICH ACOUSTIC INTERFACES: INVESTIGATING AUDEMES AS REFERENTIAL NON-SPEECH AUDIO CUES
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O trabalho pedagógico na perspectiva da pedagogia histórico-crítica
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Se former aux TICE - Discours et représentations
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In: Sciences et technologies de l'information et de la communication en milieu éducatif : Analyse de pratiques et enjeux didactiques. Actes du quatrième colloque international DIDAPRO 4 - Dida&Stic, 24-26 octobre 2011, Université de Patras. ; Sciences et technologies de l'information et de la communication en milieu éducatif : Analyse de pratiques et enjeux didactiques. ; https://edutice.archives-ouvertes.fr/edutice-00676176 ; Sciences et technologies de l'information et de la communication en milieu éducatif : Analyse de pratiques et enjeux didactiques., Oct 2011, Patras, Grèce. pp.109-123 ; ISBN : 978-960-6759-75-8 (2011)
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