NASA Scientific and Technical Aerospace Reports

matching algorithm is proposed for the Syllable Match procedure. This strategy is experimented on a dictation task of French
texts. Two different dictionaries are tested, a) one composed of the 10,000 most frequent words, b) the other composed of
200,000 words. The recognition results are given and compared. The error rate on words with 10,000 words is 17.3%. If the
errors due to the lack of coverage are not counted, the error rate with 10,000 words is reduced to 10.6%. The error rate with
200,000 words is 12.7%.
Author
Decoding; Dictionaries; Words (Language); Speech Recognition; Errors; Acoustics; Signal Transmission
20060002499 Oslo Univ., Norway
Polyscopic Topic Maps-Based Flexible and Exploratory Learning
Karabeg, D; Guescini, R.; The IPSI BgD Transactions on Advanced Research. Multi-, Inter-, and Trans-disciplinary Issues in
Computer Science and Engineering, Volume 1, Number 2; July 2005, pp. 13-18; In English; See also 20060002498;
Copyright; Avail.: CASI: A02, Hardcopy
Abstract- Demands to make education flexible and active call for a comprehensive restructuring of the traditional
university course format. We show how such restructuring can be done in a natural and coherent way by combining e-learning
with Polyscopic Topic Maps, an information structuring method which is being developed by the authors. We describe a
university course model called Flexplearn which is based on this approach, and a prototype Flexplearn course where our model
is currently being implemented, used and tested.
Author
Education; Internet Resources; Information Systems; Specifications; Maps
20060002504 Intercultural Communications Coll., Honolulu, HI, USA
Neurobiological and Transformational Learning
Janik, Daniel; Bills, Margaret; Saito, Hisako; Widjaja, Christina; The IPSI BgD Transactions on Advanced Research. Multi-,
Inter-, and Trans-disciplinary Issues in Computer Science and Engineering, Volume 1, Number 2; July 2005; 4 pp.; In English;
See also 20060002498; Copyright; Avail.: CASI: A01, Hardcopy
Departing radically from 2000 years of Platonic teaching tradition, the authors argue for the existence of a single,
neurobiologically-based theory of learning (NL) underlying the more than forty contemporary teaching and learning theories.
This new, brain-based learning theory is derived from clinical experience with psychological recovery from trauma coupled
with contemporary medical imaging information on how the brain learns effectively. The role of trauma in teaching is
examined. When applied in the subsequent language acquisition classroom, the authors observed the emergence of a
non-traumatic, curiosity-based, discovery-driven, mentor-assisted, transformational form of neurobiological learning (TL) and
provide select observations of interest. The authors conclude that NL and its derivitive, TL, may be the foundations of the
long-sought unified educational theory, the next logical step in humanity s slow but steady movement beyond traumatic,
institutional, national and ultimately planetary boundaries of education.
Author
Imaging Techniques; Education; Learning Theory; Brain
20060002509 Maryland Univ., College Park, MD, USA
An Analysis of Student Satisfaction in Higher Education Courses Delivered Online and in the Live Classroom
Abdul-Hamid, Husein; Howard, James; The IPSI BgD Transactions on Advanced Research. Multi-, Inter-, and Transdisciplinary
Issues in Computer Science and Engineering, Volume 1, Number 2; July 2005, pp. 1-5; In English; See also
20060002498; Copyright; Avail.: CASI: A01, Hardcopy
Regression compare degrees of learning as affected content. interaction, analysis was used to student satisfaction with by
class size, technical feedback, and course duration. In online classes, having more students in a class enhances student
satisfaction with the level of student interaction. In live classes, we find the opposite: larger class sizes have a negative effect
on satisfaction with student-to-student interaction. Student satisfaction with instructor feedback in online classes declines with
class size. Average levels of student satisfaction with technical courses taken over the Internet are significantly lower than with
non-technical online courses. These findings are providing helpful insights to best practices research, especially in targeting
the course activities, functions and format to achieve the best learning outcomes.
Author
Education; On-Line Systems
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