期刊：
Lecture Notes in Computer Science,2015年9167:349-358 ISSN：0302-9743
通讯作者：
Wu, Linjing
作者机构：
[Qin, Jiaying; Guo, Chune; Hu, Jian; Liu, Qingtang; Wu, Linjing] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Liu, Qingtang; Wu, Linjing] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.;[Liu, Qingtang; Wu, Linjing] Cent China Normal Univ, Social Network & Its Informat Serv Collaborat Inn, Wuhan, Hubei, Peoples R China.
通讯机构：
[Wu, Linjing] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
会议名称：
International Conference on Hybrid Learning
会议时间：
20150727-29
会议地点：
Wuhan
会议主办单位：
Cent China Normal Univ
会议论文集名称：
Hybrid learning: Innovation in Educational Practices, 8th International Conference, ICHL 2015, Wuhan, China, July 27-29, 2015, Proceedings
关键词：
E-learning;Resource organization;Resource bundle;Online learning system
摘要：
The organization of learning resources is an important part of an online learning system. However, the methods which we commonly use in recent years, such as organizing resources manually and single type resource bundle, cannot meet the requirements of online resources organization. We propose a micro-resources organization and generation method based on mixed resource bundle. This method contains three parts which can respectively realize the pack, analysis and layout of online learning resources. In this paper, we give the details of how these three parts are working. Then, we give an example of English micro-content resource bundle. It proves that our method can work very well in English online learning. In the next phase, we will extend our method to other subjects.
摘要：
Instant messaging (IM) software, widely used in the campus, are used in teaching by some teachers. Through the exploration of IM software, emerge a unique teaching form called the teaching based on Instant Messaging (IM) Software. But do we really know the characteristics of this teaching pattern? Are there any methods that let the teachers quickly review their own courses and improve the instructional design? The paper uses a video analysis method which base on behavior observation. The coding of the teaching and learning behavior was followed by a quantitative content analysis and a sequential analysis of behaviors. Social interaction in the IM software, and technology support behaviors were explored. Furthermore, we try to extract the key behaviors to verify the teaching design and help the teacher improvement his teaching.
摘要：
Educational game is a certain computer games that can develop the user's knowledge, skills, intelligence, emotion, attitude, values. Kinect can listen to the voice of the people and observe people's action through the skeleton tracking technology and speech recognition technology which make it easier to communicate with computer. By analyzing the the key technology of the existing education games, we can find that the application on Kinect is rarely. This paper makes full use of the advantages of Kinect and the characteristics of the education game to design a serious game model based on Kinect. The working principle of Kinect and the definition of serious game is introduced. A case according to the educational game model based on Kinect is implemented at last.
摘要：
Adaptive learning requires the learning contents to be presented to students dynamically in a personalized fashion. Multiple displays on cross-platform devices can meet the diverse needs for content presentation. Current practices approach web page design for multi-terminal devices on a trial-and-error basis. This paper discusses a web page design method that uses the client resolution adaptive table for multi-terminal devices. To obtain the table, we calculate the character size and other elements for the best visual effect by adapting to the client's device resolution.
作者机构：
[Fu, Dan] Yunnan Minzu Univ, Sch Educ, Kunming, Peoples R China.;[Liu, Qingtang; Zhang, Si] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Wang, Jianhu] XinJiang Normal Univ, Coll Educ Sci, Urumqi, Peoples R China.
会议名称：
International Symposium on Educational Technology (ISET)
会议时间：
JUL 27-29, 2015
会议地点：
Cent China Normal Univ, Wuhan, PEOPLES R CHINA
会议主办单位：
Cent China Normal Univ
关键词：
MOOCs;Recommender System;Undergraduate
摘要：
One of the challenges of MOOCs is to recommend appropriate courses to match individual characteristics of a special learner, although MOOCs are an excellent supplement of traditional higher education. Based on the effects of individual characteristics on learning, a novel framework is proposed for designing an undergraduate-oriented recommender system of MOOCs in which the particular characteristics of the participants, such as cognitive level, knowledge background, personal expectation, learning interest, learning motivation and learning style are emphasized. More specifically, the particular characteristics of undergraduates are introduced into the discussion of the recommendation methods including content-based recommendation and collaborative filtering recommendation. Meanwhile, the recommendation strategies and recommendation algorithms are analyzed in the discussion.
摘要：
This paper develops a virtual chime-bells experimental system based on multi-Modal fusion for the raising requirements of college classes, science and technology museum, etc. For the purpose of highly immersion and intelligent performance, the main content of the virtual chime-bells experimental includes: 1) 3D modeling and sound modeling; 2) Motion capture; 3) Behavior perception; 4) Multi-modal fusion; 5) Multi-Mode Interaction. The experimental result indicates that the multi-modal fusion method can achieve better performance in the virtual chime-bells experimental system.
作者机构：
[Yao, Huang; Liu, Qingtang; Chen, Jia; Wang, Zhifeng] Cent China Normal Univ, Sch Educ Informat Technol, Hubei Wuhan 430079, Peoples R China.
会议名称：
2015 International Conference of Educational Innovation Through Technology - (EITT)
会议时间：
OCT 16-18, 2015
会议地点：
Wuhan, PEOPLES R CHINA
会议主办单位：
[Wang, Zhifeng;Liu, Qingtang;Chen, Jia;Yao, Huang] Cent China Normal Univ, Sch Educ Informat Technol, Hubei Wuhan 430079, Peoples R China.
关键词：
digital audio forensic;recording device identification;DEV-UBM;MAP
摘要：
The task of recording source identification is to extract digital evidence of device mechanism involved in the generation of the speech signals by analyzing the acoustic signals. This paper proposes a Device Universal Background Model (DEV-UBM) based algorithm for identifying recording devices. When extracting the features of recording devices, the mute voice is extracted from the input speech, and then MFCCs extracted from the mute voice after pre-processing are as the features of recording devices. DEV-UBM is used to represent the model of recording device, and log-likelihood is used to describe the final scores, which are used to classify different recording devices. The experimental result indicates that the mean accuracy of recording device identification on 9 recording devices is 93.16%, which shows the proposed algorithm is effective.
期刊：
Journal of Educational Computing Research,2015年53(1):55-74 ISSN：0735-6331
通讯作者：
Zhang, Si
作者机构：
[Liu, Qingtang; Zhang, Si] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Wang, Qiyun] Nanyang Technol Univ, Natl Inst Educ, Learning Sci & Technol Acad Grp, Singapore 639798, Singapore.;[Zhang, Si] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu St, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhang, Si] C;Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu St, Wuhan, Hubei, Peoples R China.
关键词：
in-service teacher;K12;TPACK;teacher professional development
摘要：
Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study surveyed the TPACK perceptions of 2,728 Chinese in-service K12 teachers. A questionnaire adapted from Koh, Chai, and Tsai’s survey was validated by reliability and validity tests. Exploratory factor analysis revealed that Chinese in-service K12 teacher’s TPACK perceptions could be grouped into five scales. Analyses of means and standard deviation of all the variables of the TPACK construct to examine Chinese in-service K12 teachers’ TPACK perceptions showed that teachers had rated themselves as slightly above five points for all the variables. Independent sample t tests to examine the relationships between in-service K12 teachers’ gender and the TPACK variables indicated that male teachers rated themselves higher than female teachers for the variable content knowledge (CK) and lower for the variable pedagogical content knowledge. F tests to examine the relationships between in-service K12 teachers’ years of service and the TPACK variables revealed that young in-service K12 teachers tended to perceive better in the capacities of applying technology and worse in the capacities of teaching method and subject matter. Hierarchical regression analysis to explore which variables (technological knowledge, pedagogical knowledge, CK, pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge) could predict the variable of TPACK showed that in-service K12 teachers’ perceptions of pedagogical knowledge, technological knowledge, and CK had the largest positive effect on the TPACK variable.
