BibSonomy bookmarks for /tag/multimodalhttps://www.bibsonomy.org/tag/multimodalBibSonomy RSS Feed for /tag/multimodalDevelopmental Intelligence LabIn the Developmental Intelligence Laboratory, we are interested in understanding fundamental cognitive mechanisms of human intelligence, human learning, and human interaction and communication in everyday activities. To do so, we collect and analyze micro-level multimodal behavioral data using state-of-the-art sensing and computational techniques. One of our primary research aims is to understand human learning and early development. How do young children acquire fundamental knowledge of the world? How do they select and process the information around them and learn from scratch? How do they learn to move their bodies and to communicate and interact with others? Learning this kind of knowledge and skills is the core of human intelligence. To understand how human learners achieve the learning goal, the primary approach in our research is to attach GoPro-like cameras on the head of young children to record egocentric video from their point of view. Using this innovative approach, we've been collecting video data of children’s everyday activities, such as playing with their parents and their peers, reading books with parents and caregivers, and playing outside. We've been using state-of-the-art machine learning and data mining approaches to analyze high-density behavioral data. This research line will ultimately solve the mystery on why human children are such efficient learners. Moreover, the findings from our research will be used to help improve learning of children with developmental deficits. A complimentary research line is to explore how human learning can teach us about how machines can learn. Can we model and simulate how a human child learns and develops? To this end, our research aims at bridging and connecting developmental science in psychology and machine learning and computer vision in computer science.https://www.la.utexas.edu/users/dil/index.htmlyish2022-11-10T16:41:48+01:00analysis analytics behavioural cognition cognitive development multimodal social <span itemprop="description">In the Developmental Intelligence Laboratory, we are interested in understanding fundamental cognitive mechanisms of human intelligence, human learning, and human interaction and communication in everyday activities. To do so, we collect and analyze micro-level multimodal behavioral data using state-of-the-art sensing and computational techniques. One of our primary research aims is to understand human learning and early development. How do young children acquire fundamental knowledge of the world? How do they select and process the information around them and learn from scratch? How do they learn to move their bodies and to communicate and interact with others? Learning this kind of knowledge and skills is the core of human intelligence. To understand how human learners achieve the learning goal, the primary approach in our research is to attach GoPro-like cameras on the head of young children to record egocentric video from their point of view. Using this innovative approach, we've been collecting video data of children’s everyday activities, such as playing with their parents and their peers, reading books with parents and caregivers, and playing outside. We've been using state-of-the-art machine learning and data mining approaches to analyze high-density behavioral data. This research line will ultimately solve the mystery on why human children are such efficient learners. Moreover, the findings from our research will be used to help improve learning of children with developmental deficits. A complimentary research line is to explore how human learning can teach us about how machines can learn. Can we model and simulate how a human child learns and develops? To this end, our research aims at bridging and connecting developmental science in psychology and machine learning and computer vision in computer science.</span>2009.05019.pdfhttps://arxiv.org/pdf/2009.05019.pdfsimonha942022-02-28T13:50:46+01:00embeddings multimodal multitask <a itemprop="url" data-versiondate="2022-02-28T13:50:46+01:00" href="https://arxiv.org/pdf/2009.05019.pdf" rel="nofollow" class="description-link">https://arxiv.org/pdf/2009.05019.pdf</a>Multimodal Deep Learning - Towards Data ScienceBeing highly enthusiastic about research in deep learning I was always searching for unexplored areas in the field (Though it is tough to find one). I had previously worked on Maths word problem…https://towardsdatascience.com/multimodal-deep-learning-ce7d1d994f4nosebrain2019-07-25T22:20:41+02:00deep learning multimodal <span itemprop="description">Being highly enthusiastic about research in deep learning I was always searching for unexplored areas in the field (Though it is tough to find one). I had previously worked on Maths word problem…</span>Zhang: Hashtag recommendation for multimodal microblog... - Google Scholarhttps://scholar.google.com/scholar?rlz=1C1CHBF_enUS809US809&um=1&ie=UTF-8&lr&cites=13902086325118722700hangdong2019-01-22T02:13:12+01:00tag_recommendation hashtag twitter multimodal social_tagging automated_tagging <a itemprop="url" data-versiondate="2019-01-22T02:13:12+01:00" href="https://scholar.google.com/scholar?rlz=1C1CHBF_enUS809US809&um=1&ie=UTF-8&lr&cites=13902086325118722700" rel="nofollow" class="description-link">https://scholar.google.com/scholar?rlz=1C1CHBF_enUS809US809&um=1&ie=UTF-8&lr&cites=13902086325118722700</a>Collaboration, creativity and the co-construction of oral and written textsRojas-Drummond 2008file:///C:/Users/Sandra/Google%20Drive/OU/E852/rojas_2008.pdfsandra.b2016-12-27T00:08:22+01:002016-E852 Part1 Unit5 conceptual multimodal oral zpd <span itemprop="description">Rojas-Drummond 2008</span>Using digital technologies to redress inequities for English language learners in the English speaking mathematics classroomThis study examined the question, ‘What is the impact of a digital math intervention on secondary ELL
students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was
that through its direct effect on increasing students’ math ability and its indirect effect on increasing
students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their
functionings and future possibilities. A path analysis, with qualitative data nested into the design, was
used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade
Hispanic students in a Colorado high school, over 6 months. The primary finding was that
through its direct effect on increasing students’ math ability and its indirect effect on increasing students’
perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings
and future possibilities. What this study specifically underscores is the importance of taking
a coherent and purposeful approach toward the design of digital student-directed educational technology,
especially for ELL students who may have specific learning needs.
http://ac.els-cdn.com.libezproxy.open.ac.uk/S0360131511002739/1-s2.0-S0360131511002739-main.pdf?_tid=2e5c0d4c-cb45-11e6-a047-00000aacb362&acdnat=1482741047_be25cf01a5f067ba85f8fc95b5c15469sandra.b2016-12-26T09:32:16+01:00ESL Math Mathematics Maths digital multimodal self-efficacy technology <span itemprop="description">This study examined the question, ‘What is the impact of a digital math intervention on secondary ELL
students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was
that through its direct effect on increasing students’ math ability and its indirect effect on increasing
students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their
functionings and future possibilities. A path analysis, with qualitative data nested into the design, was
used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade
Hispanic students in a Colorado high school, over 6 months. The primary finding was that
through its direct effect on increasing students’ math ability and its indirect effect on increasing students’
perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings
and future possibilities. What this study specifically underscores is the importance of taking
a coherent and purposeful approach toward the design of digital student-directed educational technology,
especially for ELL students who may have specific learning needs.
</span>art%3A10.1186%2Fs40554-014-0011-4.pdfhttp://download.springer.com/static/pdf/717/art%253A10.1186%252Fs40554-014-0011-4.pdf?originUrl=http%3A%2F%2Ffunctionallinguistics.springeropen.com%2Farticle%2F10.1186%2Fs40554-014-0011-4&token2=exp=1481290782~acl=%2Fstatic%2Fpdf%2F717%2Fart%25253A10.1186%25252Fs40554-014-0011-4.pdf*~hmac=b91f4e0a608164bd14dba9b8237956029b4a8ac128abf2202a197c630a907068sandra.b2016-12-09T14:36:39+01:00pedogogy discourse genre register modalities multimodal 2016-E852 <a itemprop="url" data-versiondate="2016-12-09T14:36:39+01:00" href="http://download.springer.com/static/pdf/717/art%253A10.1186%252Fs40554-014-0011-4.pdf?originUrl=http%3A%2F%2Ffunctionallinguistics.springeropen.com%2Farticle%2F10.1186%2Fs40554-014-0011-4&token2=exp=1481290782~acl=%2Fstatic%2Fpdf%2F717%2Fart%25253A10.1186%25252Fs40554-014-0011-4.pdf*~hmac=b91f4e0a608164bd14dba9b8237956029b4a8ac128abf2202a197c630a907068" rel="nofollow" class="description-link">http://download.springer.com/static/pdf/717/art%253A10.1186%252Fs40554-014-0011-4.pdf?originUrl=http%3A%2F%2Ffunctionallinguistics.springeropen.com%2Farticle%2F10.1186%2Fs40554-014-0011-4&token2=exp=1481290782~acl=%2Fstatic%2Fpdf%2F717%2Fart%25253A10.1186%25252Fs40554-014-0011-4.pdf*~hmac=b91f4e0a608164bd14dba9b8237956029b4a8ac128abf2202a197c630a907068</a>Towards a Metalanguage for Multiliteracies Education: Describing the Meaning-Making Resources of Language-Image Interaction - The Open Universityhttp://pmt-eu.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=viewOnlineTab&ct=display&fn=search&doc=TN_ericEJ843820&indx=1&recIds=TN_ericEJ843820&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%2844OPN_EPR_DS%29%2Cscope%3A%2844OPN_ALMA_DS%29%2Cprimo_central_multiple_fe&mode=Basic&vid=44OPN_VU1&srt=rank&tab=default_tab&vl(freeText0)=Towards%20a%20metalanguage%20for%20multilitcracies%20education%3A%20Describing%20the%20meaningmaking%20resources%20of%20language-image%20interaction&dum=true&dstmp=1479332441183tm3532016-11-16T22:43:47+01:00E_852 Metalanguage MultiLiteraciesEducation Multimodal Semiotic Sfl VisualGrammar <a itemprop="url" data-versiondate="2016-11-16T22:43:47+01:00" href="http://pmt-eu.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=viewOnlineTab&ct=display&fn=search&doc=TN_ericEJ843820&indx=1&recIds=TN_ericEJ843820&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%2844OPN_EPR_DS%29%2Cscope%3A%2844OPN_ALMA_DS%29%2Cprimo_central_multiple_fe&mode=Basic&vid=44OPN_VU1&srt=rank&tab=default_tab&vl(freeText0)=Towards%20a%20metalanguage%20for%20multilitcracies%20education%3A%20Describing%20the%20meaningmaking%20resources%20of%20language-image%20interaction&dum=true&dstmp=1479332441183" rel="nofollow" class="description-link">http://pmt-eu.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=viewOnlineTab&ct=display&fn=search&doc=TN_ericEJ843820&indx=1&recIds=TN_ericEJ843820&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%2844OPN_EPR_DS%29%2Cscope%3A%2844OPN_ALMA_DS%29%2Cprimo_central_multiple_fe&mode=Basic&vid=44OPN_VU1&srt=rank&tab=default_tab&vl(freeText0)=Towards%20a%20metalanguage%20for%20multilitcracies%20education%3A%20Describing%20the%20meaningmaking%20resources%20of%20language-image%20interaction&dum=true&dstmp=1479332441183</a>Unsworth, L. (2006) Towards a metalanguage for multiliteracies education: describing the meaning-making resources of language-image interaction’. In English Teaching: Practice and CritiqueDeveloping a framework and metalanguage for the use of multimodal texts in literacy teaching.http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2006v5n1art4.pdflaura.grant2016-11-16T14:19:30+01:00literacy multimodal <span itemprop="description">Developing a framework and metalanguage for the use of multimodal texts in literacy teaching.</span>Using the iPad as a tool to support literacy instructionThe use of the iPad in supporting traditional literacy skills in a fourth grade classroomhttp://www.tandfonline.com.libezproxy.open.ac.uk/doi/abs/10.1080/1475939X.2014.918561://jmj3622016-05-16T20:02:15+02:002015e852 early_literacy education iPad multimodal <span itemprop="description">The use of the iPad in supporting traditional literacy skills in a fourth grade classroom</span>International Handbook of Research on Children's Literacy, Learning, and CulturePsychology handbook but with discussion of early literacy practiceshttp://www.blackwellreference.com.libezproxy.open.ac.uk/subscriber/uid=5432/tocnode?id=g9780470975978_chunk_g97804709759781jmj3622016-05-16T19:54:30+02:002015e852 early_literacy education ema iPad multimodal <span itemprop="description">Psychology handbook but with discussion of early literacy practices</span>Children's creativity with digital and non - digital text - making resourcesPossible EMA materialhttp://http://www.scientix.ea.gr/uploads/2/3/5/5/23551418/1.nataliakucirkova-monasakr.pdfjmj3622016-04-11T04:42:53+02:002015_e852 education meaning_making multimodal <span itemprop="description">Possible EMA material</span>DIGITAL YOUTH RESEARCH | Kids' Informal Learning with Digital Mediahttp://digitalyouth.ischool.berkeley.edu/tom23232016-03-17T03:03:29+01:00digital ethnography multiliteracy multimodal web_2.0 <a itemprop="url" data-versiondate="2016-03-17T03:03:29+01:00" href="http://digitalyouth.ischool.berkeley.edu/" rel="nofollow" class="description-link">http://digitalyouth.ischool.berkeley.edu/</a>A Multimodal Approach to Academic ‘Literacies’: Problematising the Visual/ Verbal Dividehttp://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=3efd7a83-91fb-46e4-83db-f5b2435e75f0%40sessionmgr4003&vid=1&hid=4209tom23232016-02-29T14:10:31+01:00mode multimodal power textual visual <a itemprop="url" data-versiondate="2016-02-29T14:10:31+01:00" href="http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=3efd7a83-91fb-46e4-83db-f5b2435e75f0%40sessionmgr4003&vid=1&hid=4209" rel="nofollow" class="description-link">http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=3efd7a83-91fb-46e4-83db-f5b2435e75f0%40sessionmgr4003&vid=1&hid=4209</a>Closing the loop between theory and praxis: new models in EFL teachinghttp://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=6e6ac9ca-552b-4966-911e-02d532526ecd%40sessionmgr4002&vid=1&hid=4101tom23232015-12-17T07:42:09+01:002015_E852 EFL ICT contextualised_learning multimodal <a itemprop="url" data-versiondate="2015-12-17T07:42:09+01:00" href="http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=6e6ac9ca-552b-4966-911e-02d532526ecd%40sessionmgr4002&vid=1&hid=4101" rel="nofollow" class="description-link">http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=6e6ac9ca-552b-4966-911e-02d532526ecd%40sessionmgr4002&vid=1&hid=4101</a>Using the interactive whiteboard to resource continuity and support multimo...: EBSCOhosthttp://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=c452921c-cae8-4ba8-9a75-38d847041b5a%40sessionmgr4002&vid=1&hid=4114alexinfrance2015-12-03T10:06:43+01:002015e852 language learning multimodal unit_2 <a itemprop="url" data-versiondate="2015-12-03T10:06:43+01:00" href="http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=c452921c-cae8-4ba8-9a75-38d847041b5a%40sessionmgr4002&vid=1&hid=4114" rel="nofollow" class="description-link">http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=c452921c-cae8-4ba8-9a75-38d847041b5a%40sessionmgr4002&vid=1&hid=4114</a>Sociocultural discourse analysisDescription of Mercer's method of sociocultural discourse analysis.
Interesting discussion of the possible uses of this methodology.http://http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/pdfviewer/pdfviewer?sid=ccff65cf-b1c3-4a7c-8f49-3b6ebe789a26%40sessionmgr4005&vid=1&hid=4106jmj3622015-11-30T02:27:48+01:002015_e852 analysis discourse methodology multimodal sociocultural <span itemprop="description">Description of Mercer's method of sociocultural discourse analysis.
Interesting discussion of the possible uses of this methodology.</span>▶ Multimodal Maps for Blind People - YouTubehttps://www.youtube.com/watch?v=mB-6TNHS7X0aryan_firouzian2015-06-30T00:06:41+02:00assistive blind cane impaired map multimodal navigation patent stick technology visually youtube <a itemprop="url" data-versiondate="2015-06-30T00:06:41+02:00" href="https://www.youtube.com/watch?v=mB-6TNHS7X0" rel="nofollow" class="description-link">https://www.youtube.com/watch?v=mB-6TNHS7X0</a>Multimodal Maps for Blind PeopleMultimodal Maps for Blind Peoplehttp://www.irit.fr/~Philippe.Truillet/projects/cim.phparyan_firouzian2015-06-30T00:06:28+02:00assistive blind cane impaired map multimodal patent stick technology visually <span itemprop="description">Multimodal Maps for Blind People</span>IIID Gunther Kress: Reading Images: Multimodality, Representation and New MediaAbridged transcription of his talk about the different affordances of various media, especially books and screens. For the former, written text is foregrounded, whereas images are foregrounded for the latter.http://www.knowledgepresentation.org/BuildingTheFuture/Kress2/Kress2.htmlmoung2014-11-22T16:53:58+01:00Multimodal design semiotics social <span itemprop="description">Abridged transcription of his talk about the different affordances of various media, especially books and screens. For the former, written text is foregrounded, whereas images are foregrounded for the latter.</span>