Andy Wakefield
Datos Biográficos
| ID | 8901489 |
|---|---|
| NOMBRE | Andy Wakefield |
| NOMBRES | Andy |
| APELLIDO | Wakefield |
| FIRMA | WAKEFIELD A |
| AFILIACIONES | University of Bristol |
| ORCID | 0000-0002-2708-2240 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Correcting automatically generated closed captions for online learning materials does not improve student learning outcomes (although students believe it does)
Lecture capture is ubiquitous in higher education. Lecture capture recordings are typically accompanied by automatically generated closed captions that are sometimes corrected by humans. Students self‐report that they benefit from captions, and particularly human‐corrected captions. However, multimedia learning research suggests that simultaneous spoken and written information impairs learning. Experimental tests of the pedagogic benefits of capt…
Learner-generated podcasts
Assessment and feedback are common sources of student dissatisfaction within higher education, and employers have shown dissatisfaction with graduates' communication skills. Authentic assessment, containing 'real-world' context and student collaboration, provides a means to address both issues simultaneously. We discuss how we used authentic assessment within a biological sciences degree programme, replacing an individually written essay coursewo…
Sin obras prominentes en esta página.
Learner-generated podcasts
Assessment and feedback are common sources of student dissatisfaction within higher education, and employers have shown dissatisfaction with graduates' communication skills. Authentic assessment, containing 'real-world' context and student collaboration, provides a means to address both issues simultaneously. We discuss how we used authentic assessment within a biological sciences degree programme, replacing an individually written essay coursewo…
Correcting automatically generated closed captions for online learning materials does not improve student learning outcomes (although students believe it does)
Lecture capture is ubiquitous in higher education. Lecture capture recordings are typically accompanied by automatically generated closed captions that are sometimes corrected by humans. Students self‐report that they benefit from captions, and particularly human‐corrected captions. However, multimedia learning research suggests that simultaneous spoken and written information impairs learning. Experimental tests of the pedagogic benefits of capt…
Authentic assessment (1 obras) · Closed captioning (1 obras) · Comprehension (1 obras) · Coursework (1 obras) · Creativity (1 obras) · Curriculum (1 obras) · Discipline (1 obras) · Educational technology (1 obras) · Electronic learning (1 obras) · Evaluation of Teaching Practices (1 obras)