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1.
SHAMOS Michael I. 《浙江大学学报(A卷英文版)》2005,6(11):1179-1187
INTRODUCTION Everyone associated with digital libraries, and especially participants in the joint China-India-USA Million Book Project, assumes that it will be benefi- cial to mankind to digitize all the works ever pub- lished and make them available over the Internet, whether for fee or otherwise. However, it is difficult to find a clear printed agenda explaining how society will be enriched aside from the obvious advantages of preservation, indexing and efficient digital distribu- ti… 相似文献
2.
Audrey M. K. Dempsey Mutahira Lone Yvonne M. Nolan Eithne Hunt 《Anatomical sciences education》2023,16(1):10-26
There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored. 相似文献
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余立 《四川教育学院学报》2007,23(1):110-112
分析了在航管雷达模拟系统增加语音识别和合成功能的实现过程。根据航管雷达模拟系统的特点,采用中英文皆可识别且适合连续识别的语音引擎,以及符合人类语言特点的TTS语音库,与系统内部通讯机制相结合,实现语音识别和合成的过程。该系统运行稳定,在识别率和数据传输速度等方面效果比较好。 相似文献
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根据数字化校园统一门户系统权限管理需求分析,深入探讨了门户数据的存储设计,人机交互式授权管理,门户授权的安全约束机制和个性化角色界面等问题。在门户系统中采用二级权限设置,扩展基于角色存取控制原理的三层式门户授权管理模型。能较好地解决门户系统中统一资源的访问控制。 相似文献
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Solange Lopes-Murphy 《Clearing house (Menasha, Wis.)》2013,86(6):226-230
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles, applies UDL to classroom instruction and assessment of high school ELs, and offers suggestions on how UDL can be infused in preparation programs for secondary education teachers. This article also provides an example of how a school system has integrated UDL into its educational framework to increase academic accessibility for all. 相似文献
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SEETHALAKSHMI R. SREERANJANI T.R. BALACHANDAR T. Abnikant Singh Markandey Singh Ritwaj Ratan Sarvesh Kumar 《浙江大学学报(A卷英文版)》2005,6(11):1297-1305
INTRODUCTION Optical Character Recognition (OCR) deals with machine recognition of characters present in an input image obtained using scanning operation. It refers to the process by which scanned images are electroni- cally processed and converted to an editable text. The need for OCR arises in the context of digitizing Tamil documents from the ancient and old era to the latest, which helps in sharing the data through the Internet. Tamil language Tamil is a South Indian language spo… 相似文献
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Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based instruction on academic and social outcomes for pre-K to grade 12 students. For the 13 studies that qualified for our review, we analyzed how researchers applied UDL principles as well as outcomes and efficacy of UDL-based interventions. Results of this analysis suggest that overall, UDL-based instruction has the potential to increase engagement and access to general education curriculum for students with disabilities, and improve students’ academic and social outcomes. However, we found mixed results; the efficacy of UDL-based interventions varied considerably within and across many studies, with effect sizes ranging from small to large. In addition, we found that although authors noted that their interventions were UDL-based, there was considerable variance in how authors reported connections between specific UDL guidelines and components of their interventions. 相似文献
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The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate their teaching. The argument is advanced that the UDL principles could act as a starting point in developing a more inclusive curriculum; a curriculum that reflects the expressed political commitment to inclusive education and is based on research findings that inform the way curriculum components are addressed. 相似文献
9.
The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of online learning for this population still exist. In order to examine this concern, researchers developed and used a Universal Design for Learning (UDL) Scan Tool to measure lesson content and alignment with UDL principles, guidelines and checkpoints. Four hundred and seventy-eight math, science and world history Khan Academy lessons were randomly selected and evaluated for this study. The paper highlights the results of the study, in terms of the lessons’ alignment with UDL principles and guidelines, as well as a discussion on limitations and future research. 相似文献
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Whilst graphical user interfaces (GUI) have gained much popularity in recent years, the need of the visually impaired to use applications in a non-visual environment is great. This paper promotes the provision of interfaces that allow users to access most of the functionality of existing GUIs using speech. This has been achieved by the design of a speech control tool that incorporates speech recognition and synthesis into existing packaged software, such as Teletext, the Internet or a word processor. The tool developed has taken the menu structure as a means of demonstrating what is accessible by the use of speech input and output. The tool provides the facility to dump screen text into clipboard and read it out loud. Adapting existing GUI applications in this way requires successful integration of speech, which in turn requires a profound understanding of the medium and the development of human engineering techniques. 相似文献
12.
徐一峰 《宁波职业技术学院学报》2010,14(2):87-89
叙述了MS TTS的语音合成原理,从语音的清晰度、准确性、流畅度和自然度4个方面说明了MSTTS的不足,不适合应用于英语教学。其改进策略为更好的TTS引擎和真人语音数据库,并且给出了基于真人语音数据库的朗读软件实现算法。 相似文献
13.
Sarah McPherson 《Early Childhood Education Journal》2009,37(3):229-236
This paper describes a web-based collaborative project called A Dance with the Butterflies that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design
for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition,
Strategic, and Affective neural networks for learning identified in the CAST research. Instruction was based on the Science
Education content standard that all students should develop an understanding of the characteristics, life cycles, and environments
of living organisms. Teachers designed interdisciplinary projects for students with the metamorphosis of the butterfly as
the theme the unit. Participants from nine states and four countries learned about UDL to transform teaching and to collaborate
through a blog that supported their learning. They shared new technology applications for use in their projects. The learning
that occurred and the excitement to use technology for learning clearly demonstrate the power of the UDL framework for increasing
engagement and understanding by all learners. 相似文献
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主要从言语输出策略、副言语和谐策略、态势语得体策略、言语针对策略、言语调控策略、言语交际策略、情感交融策略七个方面进行论述，阐释了每种策略的内涵、作用及实施方法。 相似文献
16.
Elizabeth R. Thomas Erica S. Lembke Allison Gruner Gandhi 《Learning disabilities research & practice》2023,38(1):57-69
Comprehensive schoolwide initiatives like integrated multitiered systems of support (I-MTSS) and universal design for learning (UDL) present opportunities for large-scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I-MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed-methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I-MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation. 相似文献
17.
William D. Hedges 《Clearing house (Menasha, Wis.)》2013,86(4):168-171
To one degree or another, inclusion is the word of the day in public schools across the country, and as a result many general education teachers find themselves face-to-face in their classrooms with students who have been diagnosed with behavior disorders (BD). While the behavior of these students is frequently (and euphemistically) referred to as “challenging,” sizeable portions of public school teachers see their presence as little more than a painful problem. Perhaps these teachers simply do not feel up to the challenge and reflexively turn to their coping skills rather than their creativity. Their attitudes can be altered, however, and the educational process can be enhanced for everyone concerned, when universal design for learning (UDL) is adopted as the foundational approach in the classroom. This article makes the case for UDL, and provides a specific illustration of a lesson plan that utilizes UDL. 相似文献
18.
Karen E. Wohlwend 《理论付诸实践》2015,54(2):154-162
This article examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children's collaborative composing with a digital puppetry app on a touchscreen—with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating, directing, and objecting—appears aimless, chaotic, and in sharp contrast to the orderly matching activities in prevalent letter and word recognition apps that dominate early childhood educational software. The crowded collaboration around a single touchscreen looks messy but produces a complex text built with (a) touches, swipes, and other embodied actions that make up digital literacy practices; (b) sensory or multimodal layers of colorful images, dialogue, sound effects, and movement that make up animated stories; and (c) negotiation and pooling of children's individual story ideas for shared pretense that make up playful collaboration—all contained on a 9.7 inch screen. 相似文献
19.
Earl Aguilera 《Pedagogies: An International Journal》2019,14(1):78-87
In this review essay, Earl Aguilera compares two recent contributions to the growing body of literature on technology in education, Christo Sims’ Disruptive Fixation and Antero Garcia’s Good Reception, to examine the conceptual and practical contributions of each text, along with points of divergence through which readers might glean additional insights. Sims and Garcia both address efforts rooted in a growing area of work around integrating digital media technologies into K-12 schools, but present contrasting perspectives and differing notions of technological disruption and integration. While Sims’ ethnographic work on the “school for digital kids” is rich in conceptual tools that help readers understand what he calls cycles of disruptive fixation that have occurred throughout the history of public education in the United States, Garcia’s embedded perspectives as high school teacher provide practical guidance for integrating new media technologies with responsive and critical pedagogical practices. Taken together, these texts highlight both the promises and the pitfalls of integrating new media technologies into existing models and contexts of education often labeled as outmoded for life and work in the 21st century. 相似文献
20.
网络课程设计中界面媒体元素的布局与信息获取效果的关系研究 总被引：1，自引：0，他引：1
在网络飞速发展的今天,信息获取的来源开始发生变化,网络已经成为信息的重要来源,人们面对的信息界面也由传统媒体单一的文字呈现方式变成现在由文字媒体、多媒体、流媒体、动画等形式的组成来呈现,界面的布局形式的多样性和丰富性大大改变了信息获取的模式。该研究以网络课程中界面布局作为研究对象,分析影响信息获取效果的因素,以期了解界面布局对大学生在网络信息获取效果的影响,希望为信息传递界面的设计提供有益的建议。 相似文献