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Archive for the ‘Study-program-is-any’ Category

How to access trprecord.exe

2009/02/17 Leave a comment

In the interpreting suite, students can click , click , paste “\\lgu.ac.uk\lgu$\multimedia student\mmedia\mmedia1\language_services\software\trprecord.exe”, click . More help.

Categories: Institution-is-London-Metropolitan-University, Interpreting, multimedia-recording Tags: , ,

Help with playing videos

2009/02/13 Leave a comment
  1. Some videos require special codecs to display properly/ at all.
  2. Here is info on the H.264 codec.
  3. Often, it is best to try, instead of Windows Media Player (which may be the default player that opens when you (double)click on a video, but not be able to display it without manual configuration),
  4. the free VLC player which you can download here, if you must, and install, if you are permitted. Then right-click video, “open with”, “VLC media player”, like here:
Categories: Back office, e-infrastructure, learning-materials, Media, service-is-testing-troubleshooting-debugging, software, Translation Tags: , , , ,

Vendors at BETT 2009

2009/02/11 Leave a comment

For the interpreting suite upgrade, here is my report from BETT 2009:

name

booth

Artec = Televic

Q36

ConnectED, SANS Virtuoso/Soloist

N54

NETSUPPORT SOFTWARE LTD

E100

SANAKO

P69

Synchroneyes

b50

Two types of vendors:

  1. Full-blown interpreting lab vendors
  2. Generic classroom management software vendors

Follow the links, talk to me if you want to know more and/or post questions/comments below.

Categories: Institution-is-London-Metropolitan-University, Interpreting, projects, tradeshows Tags: ,

Interpreting Lab Vendors at BETT 2009

2009/02/11 Leave a comment

artec_main_bett2009.AVI (big, and you can find help here on How to play videos) is a quick-and-dirty video I shot during my visit to the ARTEC/TELEVIC booth at the British Educational Technology Tradeshow (BETT) 2009 in London 16/01/2009.

ARTEC demonstrated certain lab features (they had a live setup of a teacher and a number of student computers) for face-to-face teaching.

They also tried to show off a web-based add-on for self-access interpreting practice which you better try out yourself here, then browse to Demo edumatic online / demo online / audio/video comparative / comparative recording : an online dual band recorder.

If I have time, I will post an outline of this video here. In the meantime, you can add points you find notable to the comments below.

I also visited the booth of CONNECTED (SONY VIRTUOSO – they have their own WMV Demo Video ) and SANAKO (I put the CD-Rom in a SkyDrive folder sanako for the Interpreting-Group).

Categories: Institution-is-London-Metropolitan-University, Interpreting, proposals, tradeshows Tags: , , ,

Pedagogical rationale of timestretching audio for differentiating instruction

2008/09/06 Leave a comment
  1. Context: Higher Education in the UK has made considerable investments in digital lab infrastructure to improve second language instruction in times of deteriorating language take-up in the secondary sector, including widening participation. Digital language labs, apart from generic digital media, suffer from a lack of custom-made teaching materials that take advantage of the pedagogic features of the lab: grouping for personalization of teaching and learning. Pedagogical integration and development is needed to achieve the original intentions. A project to timestretch audio language learning materials for the digital audio lab promises integration software, pedagogical materials and, above all, a model of effective digital language lab use in teaching.
  2. Problem: In times of uneven language provision at the secondary school level and of shrinking language program sizes in HE, increasingly language teachers find themselves confronted with uneven language proficiency in their courses. Digital lab technology can help them to overcome the  “one size fits all” approach and personalize the students learning experience, for a greater inclusiveness in language programs and an increased proficiency boost for both the below and above average proficiency student groups.
  3. During my work with the language programmes at an English university, I could witness – and had to record – that the least proficient students, seeing themselves confronted with what was nowhere near “comprehensible input” (Krashen) for them, not only let the communication break down, but appeared so distressed that, despite being fully aware that their language output was being recorded as an assessment for the teacher to evaluate, started to curse and swear (in their native tongue) – while at the same time the upper portion of the class breezed through the exercise without any apparent difficulty.
  4. Proposed Solution:
    1. Technology to the rescue: The slowing down of digital audio – without pitch alteration –has been, while not a perfectly accurate representation of natural slow speech output, a popular benefit of digital technology in the language learning field for several years now (cf. e.g. Calico 2004), and I myself have experimented with it in the digital audio lab (Model imitation and Question – response exercises) and in publications (cf. Plagwitz, Karaoke in the Digital Audio Lab (2006)).
    2. What seems lacking are
      1. both an application that automates (by monitoring one of the network share directories that are part of the digital lab system) the slowing down (and speeding up) of audio for instructors (e.g. in 5% increments from 70% to 120% of original input) that are too time-pressed for producing materials, or even seeking out recordable on-air sources, and
      2. a model implementation in the digital audio lab (using dynamic grouping of students through the digital lab software) that creates exercises that would create exercises that can benefit from this approach (and can be shared), that applies them in a number of suitable (interpreting, ab initio language learning) modules and that assesses the proficiency improvement with this approach (using the outcome exam and a control group).
  5. Benefits: Greater fluency of both the least and most proficient students is to be expect after they were exposed to – as deemed fit by their instructors – slowed down/sped up exercises – ca. 20 exercises in the ab initio language learning module, practicing a small set of suitable new structures and vocabulary compared, with 2 control groups, and five interpreting rounds of 20-30 minutes. We will operationalize this by reusing regular assignment grading and use a control group, also of module-size, which must also use the digital audio lab, but with “one size fits all” audio.
Categories: all-languages, audience-is-teachers, classroom-activities, digital-audio-lab, e-languages, Institution-is-Aston-University, Interpreting, Listening, projects, proposals, service-is-applying-learning-tools, service-is-configuring-learning-tools, service-is-programming Tags: , ,

Example 8: Auralog Tell-Me-More Speech Recognition Test

2008/08/29 1 comment

How usable is the Auralog Speech Recognition for language learning? This test, by a non-native speaker of English, gives some authentic data points.

image

The test shows: Auralog Speech Recognition

  1. can be easily tripped up; however, by errors that  a non-native language learner would not normally make
  2. more concerning is that the built-in AI, instead of e.g. escalating to additional feedback or help, like the pronunciation waveforms (which in itself seem to encourage only repeated attempts to mimic a given intonation, while not being fine-grained enough to spot mispronunciations on a word, let alone letter level) – lowers the requirements when a speaker repeatedly fails (which in extreme seems to amount to “waving through” any utterance).
  3. the preset dialogue – only few exercises including wrong answer options, most exercises testing only a comprehensible pronunciation of a given reading text which makes the exercise much easier for the built-in speech recognition, but also much less realistic and useful for a language learner (or more of a reading exercise).
Categories: e-languages, English, Institution-is-Aston-University, service-is-evaluating-learning-tools, Speaking Tags: ,

Language Lab Techniques for (Self-)Evaluation and Grading of Student Recordings with Audacity

2008/08/18 2 comments

This quick and dirty (not narrated and uncut: time is money, and storage cheap…) video demonstrates a technique in (the free audio editor) Audacity with which instructors and students can more easily (self-)evaluate parallel recordings from (be it model imitation, question-response, or consecutive interpreting exercises in) the language lab (in this case the output of a Sanako Study1200, which automatically gets stored in a folder on network share):

When?

What?

0,00

how to load 10 student files à 5mb = 2:30min (but as a batch, allowing you do something else in the foreground instead of waiting)

2,50

how to select a part of the timeline to play

3,00

how to move tracks up to more easily work with them and the menu

3,30

how to play all tracks simultaneously (choir, normally not very useful for evaluation)

3,40

how to play only one track (solo): evaluate & compare
Categories: Advanced, e-languages, Interpreting, Screencasts Tags: , , , , ,

Protected: Course series on 20th century cultural history based on “100 deutsche Jahre” documentaries

2006/06/13 Enter your password to view comments.

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Categories: e-languages, German, learning-usage-samples, Slideshows Tags: , , , , ,