Questioning sessions are an essential part of teachers’ daily instructional activities. Questions are used to assess students’ knowledge and comprehension and to promote learning. The manual creation of such learning material is a laborious and time-consuming task. Research in Natural Language Processing (NLP) has shown that Question Generation (QG) systems can be used to efficiently create high-quality learning materials to support teachers in their work and students in their learning process. A number of successful QG applications for education and training have been developed, but these focus mainly on supporting reading materials. However, digital technology is always evolving; there is an ever-growing amount of multimedia content available, and more and more delivery methods for audio-visual content are emerging and easily accessible. At the same time, research provides empirical evidence that multimedia use in the classroom has beneficial effects on student learning. Thus, there is a need to investigate whether QG systems can be used to assist teachers in creating assessment materials from these different types of media that are being employed in classrooms. This thesis serves to explore how NLP tools and techniques can be harnessed to generate questions from non-traditional learning materials, in particular videos. A QG framework which allows the generation of factual questions from video documentaries has been developed and a number of evaluations to analyse the quality of the produced questions have been performed. The developed framework uses several readily available NLP tools to generate questions from the subtitles accompanying a video documentary. The reason for choosing video vii documentaries is two-fold: firstly, they are frequently used by teachers and secondly, their factual nature lends itself well to question generation, as will be explained within the thesis. The questions generated by the framework can be used as a quick way of testing students’ comprehension of what they have learned from the documentary. As part of this research project, the characteristics of documentary videos and their subtitles were analysed and the methodology has been adapted to be able to exploit these characteristics. An evaluation of the system output by domain experts showed promising results but also revealed that generating even shallow questions is a task which is far from trivial. To this end, the evaluation and subsequent error analysis contribute to the literature by highlighting the challenges QG from documentary videos can face. In a user study, it was investigated whether questions generated automatically by the system developed as part of this thesis and a state-of-the-art system can successfully be used to assist multimedia-based learning. Using a novel evaluation methodology, the feasibility of using a QG system’s output as ‘pre-questions’ with different types of prequestions (text-based and with images) used was examined. The psychometric parameters of the automatically generated questions by the two systems and of those generated manually were compared. The results indicate that the presence of pre-questions (preferably with images) improves the performance of test-takers and they highlight that the psychometric parameters of the questions generated by the system are comparable if not better than those of the state-of-the-art system. In another experiment, the productivity of questions in terms of time taken to generate questions manually vs. time taken to post-edit system-generated questions was analysed. A viii post-editing tool which allows for the tracking of several statistics such as edit distance measures, editing time, etc, was used. The quality of questions before and after postediting was also analysed. Not only did the experiments provide quantitative data about automatically and manually generated questions, but qualitative data in the form of user feedback, which provides an insight into how users perceived the quality of questions, was also gathered.

Thesis (M.A.) -- University of Texas Southwestern Medical Center at Dallas, 2004. / Vita. Bibliography: [91-92].

This paper provides an investigation of recent empirical research from the EFL literature on the advantages and possible problems that may occur when using films in Swedish upper secondary schools to increase student interaction and oral production during English lessons. Also examined is what specific film-based teaching strategies educators can utilize to increase the level of speaking and interacting in the English classrooms for Swedish secondary-school students. The investigation shows that although a number of researchers agree on the many benefits of using films was large, some problems can also be identified. These advantages and problems are discussed in the study in light of different teaching theories, for example, Vygotsky’s zone of proximal development and the Swedish curriculum. Overall, films were found to be a valid tool to be used for teachers to increase the production of speaking and interacting in Swedish upper secondary schools.

本研究旨在探討經歷資訊科技概論課程運用多媒體教學後，對其資訊素養能力影響之成效，以台中市某高中二年級學生為研究對象。探討高中職校實施資訊素養相關課程十多年來學生資訊素養能力現況，學生個人背景與資訊素養之關係，運用多媒體教學後學生資訊素養之差異，以及分析學生在經歷課程學習後之成效。 本研究採用問卷調查法與實驗法，以資訊科技概論課程內容與運用多媒體教學為主要研究範圍，研究對象以高中二年級為主，針對資訊素養能力現況問卷調查229位學生，分析背景差異是否影響其資訊素養能力，以及實驗組38位學生運用多媒體教學與對照組39位學生以傳統方式教學，比較分析其資訊素養差異及教學成效，提出研究結果。 本研究結果分別從「問卷調查」與「實驗與對照」兩個面向提出研究結果。依據問卷調查得出結論：台中市某高中的資訊素養(電腦素養與網路素養)現況。依據實驗與對照方式得出結論：對學生運用多媒體教學與經歷課程學習後之資訊素養差異。 本研究提出之建議包括：(一)建置教師教學平台專區於學校網站；(二)建構友善的學校網路環境；(三)提升教師資訊應用能力。 / This study aimed to explore by multimedia teaching at Information Technology course, the influence effectiveness of their information literacy the ability, Taichung City a high school sophomore. Explore the high schools more than decade to implement information literacy courses the current situation of students information literacy ability, students' personal background and information literacy of the relationship between differences in the use of multimedia teaching students information literacy, as well as the analysis of the effectiveness of the students experienced the course.

(in English): The diploma thesis deals with the role of multimedia teaching aids in the teaching of students with special educational needs in the specific environment of the secondary schools of the Jedlička's Institute. The aim of this diploma thesis is to find out, through pedagogical research, the use of multimedia learning aids and the attitudes of students and teachers to multimedia teaching aids in the process of teaching. The thesis is divided into the theoretical and practical part. In the theoretical part, which is primarily focused on teaching aids, the term "multimedia teaching aid", which is further worked at thesis, is defined. Practical part of the thesis is the pedagogical research at the secondary schools of Jedlička's Institute, starting points, results and evaluation.The research takes the form of a case study. The methods used are questionnire surveys, participated attendance at classes and interiews with students and teachers.

This master's thesis Multimedia support of teaching mathematics aims at supporting teachers in introducing innovations in teaching and support in their own teaching materials. It is dedicated to supporting the pupil in self-education. It also serves as an overview of selected resources to support the use of technology and software in teaching. This master's thesis includes examples of the use of mathematical programs in mathematics classes, and a proposal to engage pupils in teaching, by implementing the "Teach Your Fellow" project, which aims to create learning videos for pupils.