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The recent explosion of available audio-visual media is the new challenge for information retrieval research. Audio speech recognition systems translate spoken content to the text domain. There is a need for searching and indexing this data which possesses no logical structure. One possible way to structure it on a high level of abstraction is by finding topic boundaries. Two unsupervised topic segmentation methods were evaluated with real-world data in the course of this work. The first one, TSF, models topic shifts as fluctuations in the similarity function of the transcript. The second one, LCSeg, approaches topic changes as places with the least overlapping lexical chains. Only LCSeg performed close to a similar real-world corpus. Other reported results could not be outperformed. Topic analysis based on the repeated word usage models renders topic changes more ambiguous than expected. This issue has more impact on the segmentation quality than the state-of-the-art ASR word error rate. It could be concluded that it is advisable to develop topic segmentation algorithms with real-world data to avoid potential biases to artificial data. Unlike evaluated approaches based on word usage analysis, methods operating with local contexts can be expected to perform better through emulation of semantic dependencies.
This study presents the findings of a quantitative study on the use of Open Educational Resources (OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning Institutions. The study is based on the results of an online survey targeted at four educational roles: educational policy makers; institutional policy makers/managers; educational professionals; and learners. The report encompasses five chapters and four annexes. Chapter I presents the survey and Chapter II discloses the main research questions and models. Chapter III characterises the universe of respondents. Chapter IV advances with a detailed survey analysis including an overview of key statistical data. Finally, Chapter V provides an exploratory in-depth analysis of some key issues: representations, attitudes and uses of OEP. The table of contents and the complete list of diagrams and tables can be found at the end of the report.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
This paper addresses special skills, learners in Internet-based learning scenarios need. In self-directed learning scenarios, as most Internet-based learning scenarios are designed, learners bear the responsibility for their learning progress. To ease this task, institutions could prime the learners for the situation which may be quite different to their previous learning experiences. Basing on a Delphi-study, conducted with experts from the e-Learning sector in Germany, Austria, and Switzerland, the basic requirements have been determined.
Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning
(2011)
Producing and providing Open Educational Resources (OERs) is driven by the concepts of openness and sharing. Although there already are a lot of free high-quality resources available, practitioners often rather rewrite learning resources than creatively embed (and thus, reuse) existing OERs. In this paper, we analyse the reasons for this in two different educational contexts. As a result of this analysis, we found that the uncertainty on possible adaptation needs is one of the major barriers. In order to overcome this barrier and make different learning contexts comparable, we analysed the context of learners and in particular, in the research project ‘Learning Culture’, we investigated the field of culturally motivated expectations and attitudes of learners. This paper shows the results of this research project and discusses which cultural issues should be taken into consideration when OERs are to be adapted from one to another cultural context.
The roadmap for quality and innovation through open educational practices has been conceived as a number of steps, a conceptual document, which can be used by organisations, leaners or professionals in order to improve their open educational practices. After the development of the core concept of the OPAL project, the guidelines for OEP, it became clear that these guidelines, would have to play an important part on the roadmap exercise, because they represent the very essence of how to foster and stimulate open educational practices. The roadmap therefore is meant to be an instrument, a tool which helps the different stakeholders to use the guidelines for their own context and purpose.