Speech spotter: on-demand speech recognition in human-human conversation on the telephone or in face-to-face situations

2004 ◽  
Author(s):  
Masataka Goto ◽  
Koji Kitayama ◽  
Katsunobu Itou ◽  
Tetsunori Kobayashi
Keyword(s):  
Speech Recognition ◽  
Face To Face ◽  
On Demand

PENERAPAN TEKNOLOGY SPEECH RECOGNITION UNTUK LATIHAN PRONUNCIATION BAHASA INGGRIS MELALUI METODE DICTATION DI PROGRAM STUDI MULTIMEDIA BROADCASTING POLITEKNIK ELEKTRONIKA NEGERI SURABAYA

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Aliv Faizal M ◽  
Akhmad Alimudin
Keyword(s):  
Student Achievement ◽  
Speech Recognition ◽  
Training Sequence ◽  
English Learning ◽  
Motivation To Learn ◽  
Study Program ◽  
Face To Face ◽  
Track Record ◽  
Speech Recognition Technology ◽  
English Pronunciation

English pronunciation has long been taught through the delivery of phonetic symbols to study the sound of each phoneme in English. In Multimedia Broadcasting study program at Surabaya State Electronics Polytechnic, pronunciation has long been delivered to the students through guidebooks in the form of phonetic symbols that teach basic sound pronunciation in English. English teachers practice the sound of each phoneme directly to thestudents. After going through various observations based on the track record of student achievement of this pronunciation material, I as a teacher as well as researcher found that my student achievement was less than the desired target. This was due to the limited source of English pronunciation learning where students only learned face-to-face in the classroom. Through the use of English learning media of pronunciation interactively using speech recognition technology, it was expected that Multimedia Broadcasting course students in Surabaya State Electronics Polytechnic could improve their English pronunciation ability. After students complete the English pronunciation training sequence using pronunciation application using speech recognition technology, the data from the interview stated that the students felt more confident and improved their pronunciation ability and also felt the increased motivation to learn English pronunciation using English pronunciation learning app using speech recognition technology.Keywords: English pronunciation, teaching, multimedia, speech recognition technology, and pronunciation app.

scholarly journals Optical properties of silver nanocube surfaces obtained by silane immobilization

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Virginia Merk ◽  
Alexander Nerz ◽  
Sebastian Fredrich ◽  
Ulrich Gernert ◽  
Sören Selve ◽  
...  
Keyword(s):  
Electric Fields ◽  
Finite Difference Time Domain ◽  
Simple Approach ◽  
Nano Particle ◽  
Face To Face ◽  
On Demand ◽  
Silver Nanocubes ◽  
Enhancement Factors ◽  
Glass Surfaces ◽  
Difference Time

AbstractSilver nanocubes were synthesized by the polyol method and immobilized on a surface in a simple approach using an aminopropyltriethoxysilane (APTES). The optical and structural properties of the polyvinylpyrrolidone (PVP) stabilized nanocubes were investigated in solution and on glass surfaces. The SERS enhancement factors at two excitation wavelengths for crystal violet were compared with electric fields arising in different nano¬particle configurations using finite-difference time-domain simulations. They are in agreement with the preferred face-to-face orientation in the nanoaggregates on the surfaces. The facile immobilization enables on-demand preparation and use of the nanocubes in real analytical applications.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2013 ◽  
pp. 330-353
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

ASR-based dictation practice for second language pronunciation improvement

2019 ◽  
Vol 5 (1) ◽  
pp. 98-118 ◽  
Author(s):  
Shannon McCrocklin
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Face To Face ◽  
Class Time ◽  
Post Test ◽  
Low Levels ◽  
Face To Face Instruction

Abstract In pronunciation learning, there is a need for resources and tools that help students monitor their speech or provide feedback on errors. While researchers have seen ASR-based technologies as potential tools, little attention has been paid to dictation programs, which have been criticized for low levels of recognition, but offer advantages such as accessibility and flexibility. This study examines two groups of learners in a pronunciation workshop: CONV, which had fully face-to-face instruction, and HYBRID, which had half of the instruction face-to-face and half using the computer, practicing production using a dictation program, Windows Speech Recognition. Results show that both groups improved from pre- to post-test and that there were no statistically significant differences between the two groups. Results indicate that dictation programs may be useful as a complement to face-to-face pronunciation teaching, especially if in-class time for pronunciation teaching is limited.

scholarly journals A Novel Technique for Speech Recognition and Visualization Based Mobile Application to Support Two-Way Communication between Deaf-Mute and Normal Peoples

2018 ◽  
Vol 2018 ◽  
pp. 1-12 ◽  
Author(s):  
Kanwal Yousaf ◽  
Zahid Mehmood ◽  
Tanzila Saba ◽  
Amjad Rehman ◽  
Muhammad Rashid ◽  
...  
Keyword(s):  
Speech Recognition ◽  
Sign Language ◽  
Mobile Technology ◽  
Mobile Application ◽  
Technology Development ◽  
Normal Person ◽  
Mel Frequency Cepstral Coefficients ◽  
Face To Face ◽  
Analysis Of Results ◽  
Mobile Market

Mobile technology is very fast growing and incredible, yet there are not much technology development and improvement for Deaf-mute peoples. Existing mobile applications use sign language as the only option for communication with them. Before our article, no such application (app) that uses the disrupted speech of Deaf-mutes for the purpose of social connectivity exists in the mobile market. The proposed application, named as vocalizer to mute (V2M), uses automatic speech recognition (ASR) methodology to recognize the speech of Deaf-mute and convert it into a recognizable form of speech for a normal person. In this work mel frequency cepstral coefficients (MFCC) based features are extracted for each training and testing sample of Deaf-mute speech. The hidden Markov model toolkit (HTK) is used for the process of speech recognition. The application is also integrated with a 3D avatar for providing visualization support. The avatar is responsible for performing the sign language on behalf of a person with no awareness of Deaf-mute culture. The prototype application was piloted in social welfare institute for Deaf-mute children. Participants were 15 children aged between 7 and 13 years. The experimental results show the accuracy of the proposed application as 97.9%. The quantitative and qualitative analysis of results also revealed that face-to-face socialization of Deaf-mute is improved by the intervention of mobile technology. The participants also suggested that the proposed mobile application can act as a voice for them and they can socialize with friends and family by using this app.

Organizational Communication

2011 ◽  
pp. 58-79
Author(s):  
Bolanle A. Olanira
Keyword(s):  
Organizational Communication ◽  
Communication Process ◽  
Mediated Communication ◽  
Governmental Organization ◽  
Face To Face ◽  
Economy Of Scale ◽  
On Demand ◽  
Significant Research ◽  
E Mail ◽  
General Communication

Significant research has focused on e-mail, face-to-face (FTF), and other asynchronous mediated communication as the communication media of choice within organizations. Modern organizations, however, have other unconventional tools at their disposal. While the economy of scale has made videoconferencing an affordable medium of choice because it precludes travel and is accessible on demand, the suitability of the videoconferencing for organizational meetings is scarce in the literature. As such, this paper explores and presents an account of videoconferencing use in a governmental organization and address implications for meetings and general communication process.

Sensemaking Theory

2018 ◽  
pp. 46-55
Keyword(s):  
Social Context ◽  
Real Time ◽  
Social Activity ◽  
Common Language ◽  
Team Members ◽  
Face To Face ◽  
Sensemaking Theory ◽  
On Demand ◽  
The Social ◽  
Trusting Relationships

The social activity of decoding messages by drawing upon a common language and managing the actions in which we engage is the focus of sensemaking theory (Brown, 2017). A social context of sharing ideas and influencing how others make sense of events is enhanced by creating trusting relationships. Leaders apply this theory through connected communications and structured reinforcement. Connected communications are face-to-face, routine discussions with your team members dealing with what they are doing, why they are doing it, and how they decided on their activity. On-demand training, real-time results, ongoing recognition, and reinforcement tied to specific actions form the basis of structured reinforcement. Success lies in determining whether a person's right-now actions are value-plus or value-minus. The social activity of decoding messages by drawing upon a common language and managing the actions in which we engage is the focus of sensemaking theory. A social context of sharing ideas and influencing how others make sense of events is enhanced by creating trusting relationships. Leaders apply this theory through connected communications and structured reinforcement. Connected communications are face-to-face, routine discussions with your team members dealing with what they are doing, why they are doing it, and how they decided on their activity. On-demand training, real-time results, ongoing recognition, and reinforcement tied to specific actions form the basis of structured reinforcement. Success lies in determining whether a person's right-now actions are value-plus or value-minus.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2015 ◽  
pp. 1265-1281
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

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