title: Interactive visualisation techniques for dynamic speech transcription, correction and training

authors: Luz, Saturnino

subjects: computer science

abstract: As performance gains in automatic speech recognition systems plateau, improvements to existing applications of speech recognition technology seem more likely to come from better user interface design than from further progress in core recognition components. Among all applications of speech recognition, the usability of systems for transcription of spontaneous speech is particularly sensitive to high word error rates. This paper presents a series of approaches to improving the usability of such applications. We propose new mechanisms for error correction, use of contextual information, and use of 3D visualisation techniques to improve user interaction with a recogniser and maximise the impact of user feedback. These proposals are illustrated through several prototypes which target tasks such as: off-line transcript editing, dynamic transcript editing, and real-time visualisation of recognition paths. An evaluation of our dynamic transcript editing system demonstrates the gains that can be made by adding the corrected words to the recogniser's dictionary and then propagating the user's corrections.

text: Interactive visualisation techniques for dynamic speech transcription, correction and training As performance gains in automatic speech recognition systems plateau, improvements to existing applications of speech recognition technology seem more likely to come from better user interface design than from further progress in core recognition components. Among all applications of speech recognition, the usability of systems for transcription of spontaneous speech is particularly sensitive to high word error rates. This paper presents a series of approaches to improving the usability of such applications. We propose new mechanisms for error correction, use of contextual information, and use of 3D visualisation techniques to improve user interaction with a recogniser and maximise the impact of user feedback. These proposals are illustrated through several prototypes which target tasks such as: off-line transcript editing, dynamic transcript editing, and real-time visualisation of recognition paths. An evaluation of our dynamic transcript editing system demonstrates the gains that can be made by adding the corrected words to the recogniser's dictionary and then propagating the user's corrections.

year: 2008

title: Implementing digital technology in the New Zealand Curriculum

authors: Fox-Turnbull, Wendy

subjects: Digital technologies;

abstract: This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum

text: Implementing digital technology in the New Zealand Curriculum This article initially reviews literature that argues for a place for digital technologies in the curriculum. Understanding of and competency in developing digital technologies is becoming an increasingly debated topic around the world. Areas of debate include where and when key components of digital literacy such as computational thinking, computer science, programming, and coding should be learned. This article argues for the inclusion of digital technologies in the curriculum and more specifically within the technology curriculum. A case study of the decision-making process of New Zealand as it moves to include digital technologies into The New Zealand Curriculum in subsequently presented. An account of the processes undertaken by the New Zealand Ministry of Education to include and implement digital technologies in technology education is presented. Finally, it offers a cautionary warning about two potential risks as New Zealand enters the implementation phase of its new digital technologies curriculum

year: 2018

title: An accountability model for Pakeha practitioners

authors: Huygens, Ingrid Louise Maria

subjects: Maori

abstract: This paper outlines a model of accountability for Pakeha practitioners developed over many years
as a practising community psychologist involved in research and development projects in Aotearoa
in the 1980s and 1990s, during an era of contract-funded health projects, and increasing
prominence of the Treaty of Waitangi2. The model could be termed 'transformative' in that it
reverses the usual flow of power by making the Pakeha practitioner accountable to relevant Maori
authority, and maximises the potential for new outcomes and new learning for all parties. A brief
case study is outlined where the model placed a local iwi governance structure and a national
psychiatric survivor organisation in positions of authority alongside the funder of a mental health
project. Helpful conditions, positive outcomes and barriers to transformative accountability
processes are briefly discussed.

text: An accountability model for Pakeha practitioners This paper outlines a model of accountability for Pakeha practitioners developed over many years
as a practising community psychologist involved in research and development projects in Aotearoa
in the 1980s and 1990s, during an era of contract-funded health projects, and increasing
prominence of the Treaty of Waitangi2. The model could be termed 'transformative' in that it
reverses the usual flow of power by making the Pakeha practitioner accountable to relevant Maori
authority, and maximises the potential for new outcomes and new learning for all parties. A brief
case study is outlined where the model placed a local iwi governance structure and a national
psychiatric survivor organisation in positions of authority alongside the funder of a mental health
project. Helpful conditions, positive outcomes and barriers to transformative accountability
processes are briefly discussed.

year: 1999