SPEECHES

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Speech production (English) visualized by Real-time MRI

Speech is the vocalized form of communication used by humans and some animals, which is based upon the syntacticcombination of items drawn from the lexicon. Each spoken word is created out of the phonetic combination of a limited set of vowel and consonant speech sound units (phonemes). These vocabularies, the syntax that structures them, and their sets of speech sound units differ, creating many thousands of different, and mutually unintelligible, human languages. The vocal abilities that enable humans to produce speech also enable them to sing.

A gestural form of human communication exists for the deaf in the form of sign language. Speech in some cultures has become the basis of written language, often one that differs in its vocabulary, syntax and phonetics from its associated spoken one, a situation called diglossia. In addition to its use in communication, it is suggested by some psychologists such as Lev Vygotskythat speech is internally used in mental processes to enhance and organize cognitionin the form of an interior monologue.

Speech is researched in terms of the speech production and speech perception of the sounds used in vocal language. Other research topics concern speech repetition, the ability to map heard spoken words into the vocalizations needed to recreate them, which plays a key role in vocabularyexpansion in children and speech errors. Several academic disciplines study these; including acoustics, psychology, speech pathology, linguistics, cognitive science, communication studies, otolaryngology and computer science. Another area of research is how the human brain in its different areas such as the Broca's area and Wernicke's areaunderlies speech.

It is controversial how far human speech is unique; in that animals also communicatewith vocalizations. While none in the wildhave comparably large vocabularies, research upon the nonverbal abilities of language trained apes such as Washoe and Kanziraises the possibility that they might have these capabilities. The evolutionary origins of speech are unknown and subject to much debate and speculation.

Digital library

A digital library is a special library with a collection of digital objects that can include text, visual material, audio material, video material, stored as electronic media formats (as opposed to print, or other media. ), along with means for organizing, storing, and retrieving the files and media contained in the library collection. Digital libraries can vary immensely in size and scope, and can be maintained by individuals, organizations, or affiliated with established physical library buildings or institutions, or with academic institutions.^[1] The digital content may be stored locally, or accessed remotely via computer networks. An electronic library is a type of information retrieval system. These information retrieval systems are able to exchange information with each other through interoperability and sustainability^[2].

Software implementationEdit

Institutional repository software is designed for archiving, organizing, and searching a library's content. Popular open-source solutions include DSpace, EPrints, Digital Commons, and Fedora Commons-based systems Islandora and Hydra.^[3] The design and implementation in digital libraries are constructed so computer systems and software can make use of the information when it is exchanged. These are referred to as semantic digital libraries. Semantic libraries are also used to socialize with different communities from a mass of social networks^[4]. DjDL is a type of semantic digital library. Keywords-based and semantic search are the two main types of searches. A tool is provided in the semantic search that create a group for augmentation and refinement for keywords-based search. Conceptual knowledge used in DjDL is centered around two forms; the subject ontology and the set of concept search patterns based on the ontology. The three type of ontologies that are associated to this search are bibliographic ontologies, community-aware ontologies, and subject ontologies.

Programmed learning

Programmed learning (or programmed instruction) is a research-based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists and educators.^[1]

The learning material is in a kind of textbookor teaching machine or computer. The medium presents the material in a logical and tested sequence. The text is in small steps or larger chunks. After each step, learners are given a question to test their comprehension. Then immediately the correct answer is shown. This means the learner at all stages makes responses, and is given immediate knowledge of results.^[2][3]

Anticipating programmed learning, Edward L. Thorndike wrote in 1912:

“	If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.	”
— Edward L. Thorndike, Education: A First Book[4][5]

Thorndike, however, did nothing with his idea. The first such system was devised by Sidney L. Pressey in 1926.^[6][7] "The first... [teaching machine] was developed by Sidney L. Pressey... While originally developed as a self-scoring machine... [it] demonstrated its ability to actually teach."^[8]

Computer Assisted Instruction (CAI)

A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.

CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum.

CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding.

Typical CAI provides

1. text or multimedia content

2. multiple-choice questions

3. problems

4. immediate feedback

5. notes on incorrect responses

6. summarizes students' performance

7. exercises for practice

8. Worksheets and tests.

Types of Computer Assisted Instruction

1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery.

2. Tutorial Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation.

3. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer.

4. Simulation Simulation software can provide an approximation of reality that does not require the expense of real life or its risks.

5. Discovery Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.

6. Problem Solving This approach helps children develop specific problem solving skills and strategies.

Advantages of CAI

• one-to-one interaction

• great motivator

• freedom to experiment with different options

• instantaneous response/immediate feedback to the answers elicited

• Self pacing - allow students to proceed at their own pace

• Helps teacher can devote more time to individual students

• Privacy helps the shy and slow learner to learns

• Individual attention

• learn more and more rapidly

• multimedia helps to understand difficult concepts through multi sensory approach

• self directed learning – students can decide when, where, and what to learn

Limitations of CAI

• may feel overwhelmed by the information and resources available

• over use of multimedia may divert the attention from the content

• learning becomes too mechanical

• non availability of good CAI packages

• lack of infrastructure

TEACHER AS A TECHNO PEDAGOGUE

                       

A Techno- Pedagogue is a person who focuses on the user of technology and whose expertise is in electronic pedagogy methods and theory.  A techno pedagogue is not a systems administrator or network administrator that is job for the technical person you hired when you thought they could also help your teachers apply technology in the classroom. The techno pedagogue is a person who sits with your teachers and helps them see the practical uses and appropriate uses of technology to attain their educational goals.  This person’s expertise is grounded in educational theory curriculum development and course design.  This person stays abreast of new developments in technology and helps to flitter new information to other teachers in a manner that can be understood by the less techno savvy.  The techno pedagogue also designs, model courses that use technology for other teachers to learn from.  They exist in the training of new teachers and help the programme make decisions regarding the acquisition and use of technology in the organisation.

Techno pedagogy is a type of bilingualism one foot in human needs and processes and the other in technology and all its potential.  A techno pedagogue can over see the design, production and even implementation of online environments, interfaces and tools that supports learning on diverse processes.  The techno pedagogue communicates and works easily with information architects and programmers as well as professionals and administrators translating from one to the other.  Needs, assessment and technical specifications are both part of the techno pedagogue daily work.  This bridge is part of the new reality of our digital society, the capacity to maximise the potential of technological tools to meet needs that are lest we forget always human. Techno pedagogy refers to the united potential of technology and to transform individual and organizational practices.  It is rich and nuanced conversation between the technological possibilities.

Teaching with technology is complicated further considering the challenges newer Technologies present to teachers. In our work, the word technology applies equally to Analogue and digital, as well as new and old, technologies.   As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

Most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) Over time, these technologies achieve a transparency of perception they become commonplace and, in most cases, are not even considered to be technologies. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.

M-learning

M-learning or mobile learning is "learning across multiple contexts, through social and content interactions, using personal electronic devices".^{[1]:page 4} A form of distance education, m-learners use mobile deviceeducational technology at their time convenience.^[2]

M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones and tablets. M-learning focuses on the mobility of the learner, interacting with portable technologies. Using mobile tools for creating learning aids and materials becomes an important part of informal learning.^[3]

M-learning is convenient in that it is accessible from virtually anywhere. Sharing is almost instantaneous among everyone using the same content, which leads to the reception of instant feedback and tips. This highly active process has proven to increase exam scores from the fiftieth to the seventieth percentile, and cut the dropout rate in technical fields by 22 percent.^[4] M-learning also brings strong portability by replacing books and notes with small devices, filled with tailored learning contents.

Some of the possibilities offered by this methodology, according to Fombona, Pascual-Sevillana and González-Videgaray, are a greater and different access to information, along with transcendent innovations, such as the increase of informal and playful activities, iconic virtual, membership of specific groups, and networks of friendly interaction within new scales of values.^[5]

BackgroundEdit

Mobile learning is the delivery of learning, education or learning support on mobile phones, PDAs or tablets.^[6]

New mobile technology, such as hand-held based devices, is playing a large role in redefining how people receive information. "Numerous agencies including the Department of Defense (DoD), Department of Homeland Security (DHS), Intelligence community, and law enforcement are utilizing mobile technology for information management."^[7]