Abstract
The potential use of Automatic Speech Recognition to assist receptive communication is explored. The opportunities and challenges that this technology presents students and staff to provide captioning of speech online or in classrooms for deaf or hard of hearing students and assist blind, visually impaired or dyslexic learners to read and search learning material more readily by augmenting synthetic speech with natural recorded real speech is also discussed and evaluated. The automatic provision of online lecture notes, synchronised with speech, enables staff and students to focus on learning and teaching issues, while also benefiting learners unable to attend the lecture or who find it difficult or impossible to take notes at the same time as listening, watching and thinking.DOI: 10.1080/09687760500479977
Highlights
Mike Wald*The potential use of Automatic Speech Recognition to assist receptive communication is explored
Students in the United Kingdom who find it difficult or impossible to write using a keyboard may use Automatic Speech Recognition (ASR) to assist or enable their written expressive communication (Banes & Seale, 2002; Draffan, 2002; HargraveWright, 2002)
This paper explores how using ASR can help provide a cost-effective way to assist and enable receptive communication, help ensure e-learning is accessible and enhance the quality of learning and teaching
Summary
The potential use of Automatic Speech Recognition to assist receptive communication is explored. The opportunities and challenges that this technology presents students and staff to provide captioning of speech online or in classrooms for deaf or hard of hearing students and assist blind, visually impaired or dyslexic learners to read and search learning material more readily by augmenting synthetic speech with natural recorded real speech is discussed and evaluated. The automatic provision of online lecture notes, synchronised with speech, enables staff and students to focus on learning and teaching issues, while benefiting learners unable to attend the lecture or who find it difficult or impossible to take notes at the same time as listening, watching and thinking
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