Automatic Speech Recognition (ASR) may increase access to spoken information captured in videos. ... more Automatic Speech Recognition (ASR) may increase access to spoken information captured in videos. ASR is needed, especially for online academic video lectures that gradually replace class lectures and traditional textbooks. This conceptual article examines how technological barriers to ASR in under-resourced languages impair accessibility to video content and demonstrates it with the empirical findings of Hebrew ASR evaluations. We compare ASR with Optical Character Recognition (OCR) as facilitating access to textual and speech content and show their current performance in under-resourced languages. We target ASR of under-resourced languages as the main barrier to searching academic video lectures. We further show that information retrieval technologies, such as smart video players that combine both ASR and OCR capacities, must come to the fore once ASR technologies have matured. Therefore, suggesting that the current state of information retrieval from video lectures in under-resourced languages is equivalent to a knowledge dam.
The British Journal of Educational Technology (BJET ), 2019
Recently, learning technologies have become a pivotal constituent of teaching–learning processes.... more Recently, learning technologies have become a pivotal constituent of teaching–learning processes. Contemporary studies indicate that in order to effectively utilize these technologies, instructors and learners alike must master a range of cognitive and socio-emotional competencies, commonly termed “digital literacy competencies” or “21st century skills.” This study employs a content analysis methodology to trace trends of change in the research of core digital literacy competencies as reflected in the educational academic literature of the past 37 years (1980–2016). Based on well-established frameworks of digital literacy competencies, this research examined seven skills: Collaboration, Communication, Creativity, Critical thinking, Information literacy, Problem-solving and Socio-emotional skills. Data were collected through advanced search queries of peer-reviewed publications in the Education Resources Information Center (ERIC) database. Findings reveal that among the examined terms, Communication is the most prominent digital literacy skill, followed by Problem Solving and Collaboration. Furthermore, within the context of Skills, the most prominent terms are Information Literacy and Critical thinking; Technology and Collaboration are least mentioned. Our findings suggest that awareness of digital learning competencies in educational research literature is marginal, implying that educational research seems to lag behind the need to understand the ever-changing digital competencies that instructors and learners need.
Online journal of Applied Knowledge Management, 2020
The ability to replay selected video segments is a major advantage of online video lectures. Repl... more The ability to replay selected video segments is a major advantage of online video lectures. Replay is a learning instance that reflects active engagement. This paper develops the 'replay-peak attention chart' as a new performance measure of learner's attention, based on the control chart concept, which is used for Statistical Process Control (SPC) in operations management. This study follows the design science research paradigm and employs a mixed methods methodology, combining quantitative learning analytics with qualitative analysis of notable segment replay instances by viewers of online video lectures. An analysis of a successful Massive Open Online Course (MOOC), titled "Negotiation Management" provides a proof-of-concept for the replaypeak attention chart, as a visual heuristic tool for identifying notable learning instances. The MOOC includes Educational Entertainment (edutainment) in the form of negotiation simulations which are presented as sitcoms and are meant to increase learner engagement. From an attention economy perspective, the replay-peak attention chart may help instructors and designers to focus their limited attention resources on segments of online video lecture sessions that may require pedagogical interventions. This paper critically discusses the replay-peak attention chart conceptualization and its initial proof-of-concept. It suggests future research directions for substantiating the replay-peak attention chart and investigating the effect of edutainment on online learning. The replay-peak attention chart is a dynamic descriptive performance measure, which has a promising potential to improve the design of effective online video lectures as an e-learning resource.
Automatic Speech Recognition (ASR) may increase access to spoken information captured in videos. ... more Automatic Speech Recognition (ASR) may increase access to spoken information captured in videos. ASR is needed, especially for online academic video lectures that gradually replace class lectures and traditional textbooks. This conceptual article examines how technological barriers to ASR in under-resourced languages impair accessibility to video content and demonstrates it with the empirical findings of Hebrew ASR evaluations. We compare ASR with Optical Character Recognition (OCR) as facilitating access to textual and speech content and show their current performance in under-resourced languages. We target ASR of under-resourced languages as the main barrier to searching academic video lectures. We further show that information retrieval technologies, such as smart video players that combine both ASR and OCR capacities, must come to the fore once ASR technologies have matured. Therefore, suggesting that the current state of information retrieval from video lectures in under-resourced languages is equivalent to a knowledge dam.
The British Journal of Educational Technology (BJET ), 2019
Recently, learning technologies have become a pivotal constituent of teaching–learning processes.... more Recently, learning technologies have become a pivotal constituent of teaching–learning processes. Contemporary studies indicate that in order to effectively utilize these technologies, instructors and learners alike must master a range of cognitive and socio-emotional competencies, commonly termed “digital literacy competencies” or “21st century skills.” This study employs a content analysis methodology to trace trends of change in the research of core digital literacy competencies as reflected in the educational academic literature of the past 37 years (1980–2016). Based on well-established frameworks of digital literacy competencies, this research examined seven skills: Collaboration, Communication, Creativity, Critical thinking, Information literacy, Problem-solving and Socio-emotional skills. Data were collected through advanced search queries of peer-reviewed publications in the Education Resources Information Center (ERIC) database. Findings reveal that among the examined terms, Communication is the most prominent digital literacy skill, followed by Problem Solving and Collaboration. Furthermore, within the context of Skills, the most prominent terms are Information Literacy and Critical thinking; Technology and Collaboration are least mentioned. Our findings suggest that awareness of digital learning competencies in educational research literature is marginal, implying that educational research seems to lag behind the need to understand the ever-changing digital competencies that instructors and learners need.
Online journal of Applied Knowledge Management, 2020
The ability to replay selected video segments is a major advantage of online video lectures. Repl... more The ability to replay selected video segments is a major advantage of online video lectures. Replay is a learning instance that reflects active engagement. This paper develops the 'replay-peak attention chart' as a new performance measure of learner's attention, based on the control chart concept, which is used for Statistical Process Control (SPC) in operations management. This study follows the design science research paradigm and employs a mixed methods methodology, combining quantitative learning analytics with qualitative analysis of notable segment replay instances by viewers of online video lectures. An analysis of a successful Massive Open Online Course (MOOC), titled "Negotiation Management" provides a proof-of-concept for the replaypeak attention chart, as a visual heuristic tool for identifying notable learning instances. The MOOC includes Educational Entertainment (edutainment) in the form of negotiation simulations which are presented as sitcoms and are meant to increase learner engagement. From an attention economy perspective, the replay-peak attention chart may help instructors and designers to focus their limited attention resources on segments of online video lecture sessions that may require pedagogical interventions. This paper critically discusses the replay-peak attention chart conceptualization and its initial proof-of-concept. It suggests future research directions for substantiating the replay-peak attention chart and investigating the effect of edutainment on online learning. The replay-peak attention chart is a dynamic descriptive performance measure, which has a promising potential to improve the design of effective online video lectures as an e-learning resource.
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Papers by Nitza Geri