The purpose of this report was to investigate how people who order a soil analysis perceive the information about that process. According to the law the customers need to have information about the soil analysis if they order it. A new informational film about soil analysis was compared to the existing data to see how the customer perceives different types of information. Two groups took part in the survey, one group watched the informational film, and the second group only had access to the existing data. The results of the investigation show that the majority of the respondents in the second group think that there is too little information about soil analysis and that it is hard to find. The first group think that after watching the movie, they got all the necessary information about the soil analysis in an accessible way. However, most survey respondents want the information in text form. Those who saw the informational movie think they have a better understanding of how and why the soil analysis is done, compared to those who only had access to the existing information. Most survey respondents want to get information from the municipality / county government, but receive the most of it from consultant agencies.

Advancements in media technologies have resulted in increased student usage causing teachers to struggle to be able to engage and hold student’s interest in a typical classroom. As students’ needs change, the field of education changes. One strategy that is gaining in popularity among teachers is the implementation of the “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework. Through teacher interviews of eight core teachers, this study attempts to discover teacher perceptions of the use of this method. Results of the study reveal that perceptions of the method are more positive among teachers who typically use lecture as a primary mode of information dissemination.

Large classes that allow smaller amounts of instructor-student interaction have become more common in today's colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use.

Šiuolaikinės informacijos perdavimo technologijos leidžia organizuoti video paskaitas ir tam yra kuriamos video paskaitų sistemos. Išanalizavus egzistuojančias video paskaitų sistemas buvo iškeltos kelios problemos: • nepakankamas pateikiamos informacijos saugumo lygis; • nesuteikiama galimybė dėstytojams realiu laiku modifikuoti mokomosios medžiagos turinį. Pateiktų problemų sprendimui pasiūlytas sistemos modelis, kuriame akcentuojamas vartotoju autentifikavimas e. parašu ir pateikiamos informacijos šifravimas. Šias problemas pavyko sėkmingai išspręsti panaudojant populiarius ir kriptografiškai saugius algoritmus. Suprojektuota sistema sėkmingai išbandyta, o atlikus eksperimentini tyrimą nustatyta, jog sistemos funkcionalumas niekuo nenusileidžia standartinėms paskaitoms. / Modern communication technology allows you to organize video lectures and that’s why the systems of video lectures are created. . After the analysis of existing video lectures systems, several issues have been raised: • low security level of the proposed information; • not given access to the teachers to modify the content of teaching materials in real time. For the solution of the problems the model of the system is suggested which focuses on the authentication of the user by the e. signature and the encryption of the given information. These problems have been successfully solved by using popular and secure cryptographic algorithms. Designed system is successfully tested, and, after a pilot study was found that the functionality of the system is as good as the standard lectures.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

Nowadays, the technology enhanced learning area has experienced a strong growth with many new learning approaches like blended learning, flip teaching, massive open online courses, and open educational resources to complement face-to-face lectures. Specifically, video lectures are fast becoming an everyday educational resource in higher education for all of these new learning approaches, and they are being incorporated into existing university curricula around the world. Transcriptions and translations can improve the utility of these audiovisual assets, but rarely are present due to a lack of cost-effective solutions to do so. Lecture searchability, accessibility to people with impairments, translatability for foreign students, plagiarism detection, content recommendation, note-taking, and discovery of content-related videos are examples of advantages of the presence of transcriptions. For this reason, the aim of this thesis is to test in real-life case studies ways to obtain multilingual captions for video lectures in a cost-effective way by using state-of-the-art automatic speech recognition and machine translation techniques. Also, we explore interaction protocols to review these automatic transcriptions and translations, because unfortunately automatic subtitles are not error-free. In addition, we take a step further into multilingualism by extending our findings and evaluation to several languages. Finally, the outcomes of this thesis have been applied to thousands of video lectures in European universities and institutions. / Hoy en día, el área del aprendizaje mejorado por la tecnología ha experimentado un fuerte crecimiento con muchos nuevos enfoques de aprendizaje como el aprendizaje combinado, la clase inversa, los cursos masivos abiertos en línea, y nuevos recursos educativos abiertos para complementar las clases presenciales. En concreto, los videos docentes se están convirtiendo rápidamente en un recurso educativo cotidiano en la educación superior para todos estos nuevos enfoques de aprendizaje, y se están incorporando a los planes de estudios universitarios existentes en todo el mundo. Las transcripciones y las traducciones pueden mejorar la utilidad de estos recursos audiovisuales, pero rara vez están presentes debido a la falta de soluciones rentables para hacerlo. La búsqueda de y en los videos, la accesibilidad a personas con impedimentos, la traducción para estudiantes extranjeros, la detección de plagios, la recomendación de contenido, la toma de notas y el descubrimiento de videos relacionados son ejemplos de las ventajas de la presencia de transcripciones. Por esta razón, el objetivo de esta tesis es probar en casos de estudio de la vida real las formas de obtener subtítulos multilingües para videos docentes de una manera rentable, mediante el uso de técnicas avanzadas de reconocimiento automático de voz y de traducción automática. Además, exploramos diferentes modelos de interacción para revisar estas transcripciones y traducciones automáticas, pues desafortunadamente los subtítulos automáticos no están libres de errores. Además, damos un paso más en el multilingüismo extendiendo nuestros hallazgos y evaluaciones a muchos idiomas. Por último, destacar que los resultados de esta tesis se han aplicado a miles de vídeos docentes en universidades e instituciones europeas. / Hui en dia, l'àrea d'aprenentatge millorat per la tecnologia ha experimentat un fort creixement, amb molts nous enfocaments d'aprenentatge com l'aprenentatge combinat, la classe inversa, els cursos massius oberts en línia i nous recursos educatius oberts per tal de complementar les classes presencials. En concret, els vídeos docents s'estan convertint ràpidament en un recurs educatiu quotidià en l'educació superior per a tots aquests nous enfocaments d'aprenentatge i estan incorporant-se als plans d'estudi universitari existents arreu del món. Les transcripcions i les traduccions poden millorar la utilitat d'aquests recursos audiovisuals, però rara vegada estan presents a causa de la falta de solucions rendibles per fer-ho. La cerca de i als vídeos, l'accessibilitat a persones amb impediments, la traducció per estudiants estrangers, la detecció de plagi, la recomanació de contingut, la presa de notes i el descobriment de vídeos relacionats són un exemple dels avantatges de la presència de transcripcions. Per aquesta raó, l'objectiu d'aquesta tesi és provar en casos d'estudi de la vida real les formes d'obtenir subtítols multilingües per a vídeos docents d'una manera rendible, mitjançant l'ús de tècniques avançades de reconeixement automàtic de veu i de traducció automàtica. A més a més, s'exploren diferents models d'interacció per a revisar aquestes transcripcions i traduccions automàtiques, puix malauradament els subtítols automàtics no estan lliures d'errades. A més, es fa un pas més en el multilingüisme estenent els nostres descobriments i avaluacions a molts idiomes. Per últim, destacar que els resultats d'aquesta tesi s'han aplicat a milers de vídeos docents en universitats i institucions europees. / Valor Miró, JD. (2017). Evaluation of innovative computer-assisted transcription and translation strategies for video lecture repositories [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90496