In the era of expanding online lectures, the reliance on slides has surged. However, instructors face challenges in creating cohesive slides that align with the broader lecture structure. The process is often burdenso...
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Visual slides have become a common tool in university classrooms, assisting students in following along with lectures. However, visually impaired individuals face an information gap when visual slides are the primary ...
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ISBN:
(纸本)9798350376920;9798350366136
Visual slides have become a common tool in university classrooms, assisting students in following along with lectures. However, visually impaired individuals face an information gap when visual slides are the primary lecture material. This paper aims to identify which information is most likely to be withheld from visually impaired individuals. To analyse this information gap, the study first extracts textual elements from lecture slides and converts visual elements into textual descriptions on multiple levels that discriminate between different semantic depths of visuals. This information is compared to the transcribed audio of the lecture talk by a semantic similarity analysis. The study tests how a transformer model can be used for an automatic semantic similarity analysis, which is validated through human evaluation. The results indicate variations in the level of detail and semantic depth with which visuals are described across different lectures. As shown, direct references to visuals and elemental details of visuals are often omitted in speech. However, this information is important for enabling mental visualization processes for visually impaired individuals and for following along with the lecture. The identified information gap can serve as valuable feedback for lecturers and assistive systems, helping them to more effectively provide visually impaired students with the information that they may have otherwise missed during the lecture.
Background The effect of availability of lecture recordings on academic outcomes is not clear and it is not known whether these recordings change the association between lecture attendance and academic outcomes. Few s...
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Background The effect of availability of lecture recordings on academic outcomes is not clear and it is not known whether these recordings change the association between lecture attendance and academic outcomes. Few surveys of lecture attendance or lecture recordings use by students are linked to academic outcomes. The aims were (i) to determine any association between lecture attendance and academic outcomes for students who had access to lecture recordings, (ii) to determine any association between accessing lecture recordings and academic outcomes and (iii) to use a survey to determine why students attend lectures and/or access lecture recordings in a course in medical laboratory science. Methods Consenting students signed in when attending lectures and/or completed an online survey. Pearson's correlation coefficients were calculated to determine whether there was an association between attending lectures or accessing lecture recordings and academic outcomes. Results Consent rates were high for both the sign-in (90%) and survey (64%). The main findings were that in 2017 and 2018: (i) the average lecture attendance was 39 and 27%, respectively, (ii) there was no association between lecture attendance and academic outcomes, (iii) there was no association between accessing lecture recordings and academic outcomes. Survey respondents were almost equally divided between those attending lectures weekly, sometimes or not. Reasons for attending lectures included greater perceived learning and interaction with staff and other students, while reasons for not attending related to inconvenience or other commitments. lecture recordings were accessed to clarify, revise or catch up on content, or as an alternative to attending lectures. One-third of students provided additional feedback on accessing lecture recordings, and the most common themes were 'flexibility' and 'useful'. lecture slides (PowerPoints), independently of lecture recordings, were used extensively by the stude
The pervasiveness of slideshows in present-day academic lectures calls for a continuous redefinition and problematization of the nature and functions of modes, as well as of their interaction in a multimodal space suc...
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The pervasiveness of slideshows in present-day academic lectures calls for a continuous redefinition and problematization of the nature and functions of modes, as well as of their interaction in a multimodal space such as the slide. Indeed, intense visuality in lectures is linked to a growing need for the ability to decipher the complex semiological landscapes that slides represent. This work is based on the analysis of a corpus of lecture slides drawn from the MIT OpenCourseWare initiative. Through a qualitative approach, it observes the fluidity of the different types of resources, with particular attention paid to visuals. This study offers an analytical framework which represents an embryonic rubric for operationalizing the grammar of visuals. It is based on a fluid and dynamic conception of visuals and focuses on the hybridity of the different semiotic resources, which often cannot be ascribed to specific categories without running into reductionist simplifications. The approach adopted aims to go beyond the investigation of the contribution made by individual modes, and to consider the meaning created dynamically by the interaction of the different resources, in a circular process which goes from the singular to the global and vice versa. Results show that the multiple semiotic resources involved develop syncretically and have a reciprocal transformative function in the meaning-making process. Also, they synergically convey the information desired through their mutual validation.
We present SLASH, a learning tool currently under development in our graduate program. SLASH aims to help students review concepts in lectures slides using flash cards automatically generated from the slides. Many cou...
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ISBN:
(纸本)9781450351034
We present SLASH, a learning tool currently under development in our graduate program. SLASH aims to help students review concepts in lectures slides using flash cards automatically generated from the slides. Many courses in our program have weekly quizzes and students can get stressed quite easily. So we hope that SLASH can make the process of reviewing lectures more fun and interesting to the students. Extracting concepts from lectures slides is itself an interesting but challenging problem, since the contents of the slides may be fragmented (e.g., point-based, with an incomplete sentence for each point) and noisy (e.g., containing formulas and codes). Past research on text mining has tried to "glue" together the points to construct a grammatically correct sentence, which is then used to extract concepts and relationships. In contrast, we focus on discovering popular concepts in the slides and generating flash cards with (just) sufficient contexts to help students recall the concepts. To the best of our knowledge, this is the first work on the automatic generation of concept-based flash cards from lecture slides. In the presentation, we will show our preliminary work, example flash cards, student feedback, and challenges in developing SLASH. We believe that SLASH may benefit all instructors who are using PowerPoint for lecture presentation, and may be used to largely stimulate students' interests in learning the subjects.
MOOC has brought many benefits to e-learning systems as students are able to obtain various educational presentation slides through digital libraries. These presentation slides provide varying levels of knowledge to s...
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ISBN:
(纸本)9783319493046;9783319493039
MOOC has brought many benefits to e-learning systems as students are able to obtain various educational presentation slides through digital libraries. These presentation slides provide varying levels of knowledge to specific students. On the other hand, students usually have different levels of knowledge. Thus, it is important to detect expertise levels of lecture slides for specific students, and supplement the lecture slides with related information automatically for different knowledge levels of students. Therefore, we developed a novel automatic slide reconstruction system for digital libraries in e-learning, it generates new lecture contents from one original content related to users' interests and knowledge levels by adding and removing slides, in order to enable users to learn the reconstructed slides that they do not need no more searching. Our system first extracts topics and groups slides on topics to detect the expertise level of an original content by considering the context in the presentation. The system then searches other necessary contents and determines unnecessary original slide groups based on users' interests and knowledge levels. Through this, the system can automatically reconstruct lecture slides by classifying them into four groups based on expertise of lecture slides. Those groups are: basic contents for beginners, basic or specialized contents for intermediate students, and specialized contents for advanced students. As a result, users can satisfy and joyfully learn the newly reconstructed slides that are suit to their interests and knowledge levels. In this paper, we discuss our automatic slide reconstruction system to deal with different knowledge levels of students for content understanding, knowledge deepening, and interest-expanding, and verify its effectiveness.
Algorithm visualizations have not been widely adopted in teaching. One possible reason for this is that visualizations are often developed as standalone systems which can be difficult to integrate into lectures. Recen...
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Algorithm visualizations have not been widely adopted in teaching. One possible reason for this is that visualizations are often developed as standalone systems which can be difficult to integrate into lectures. Recently XML based formats for the two major presentation tools have been introduced. We present a method and a prototype implementation which allows creation of algorithm animations in the ODF format. This allows integrating the animation seamlessly within the lecture material.
The author has drawn up instructions and warnings about slides for authors of abstracts accepted for presentation at the Annual Meeting of the American Society for Bariatric Surgery. These tips were invited for public...
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The author has drawn up instructions and warnings about slides for authors of abstracts accepted for presentation at the Annual Meeting of the American Society for Bariatric Surgery. These tips were invited for publication here, for wider use (Editor).
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