In nahezu epischer Breite geben wir heute Rückmeldung zu Kommentaren, haben tatsächlich vier Paper (Maschinenlernen, was zum Mögen und Videokrams) verpackt in drei Vorstellungen dabei und noch mehr ... Wir dürfen die Pause zwischen Episoden nicht so lang werden lassen :-)
Die Folge haben wir am 07.08.2019 aufgenommen.
Der ehemalige Innenminister Thomas de Maizière ist jetzt übrigens Vorsitzender der Telekomstiftung. Mehr im Abschnitt Politik.
Zur letzten Folge hatten wir einen sehr ausführlichen Kommentar von René, der richtigerweise darauf hinweist, dass Lehrerinnen und Lehrer nicht unmündig seien, sondern entlastet werden sollen. Sebastian mag, dass wir Nicht-Pädagogen öffentlich einen solchen Podcast machen (wir glauben, das ist ein Lob 😅). Markus mochte unser Intro (merke: Spam vorlesen als Podcast-Format durchdenken) und findet Os Vorhaben spannend, nächstes Jahr im Recurse Center anzuheuern. Ein anderer Markus empfiehlt uns und andere Podcasts, wir sagen danke (auch für die nette Gesellschaft der anderen Nennungen 🙂 ).
Google Lens beim Erkennen handgeschriebener Texte auf einer mittelalterlichen Karte im Mercator-Museum St. Niklaas
| Dacrema, Maurizio Ferrari; Cremonesi, Paolo; Jannach, Dietmar: Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches. Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019), 2019. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #18@article{Dacrema2019, title = {Are We Really Making Much Progress? A Worrying Analysis of Recent Neural Recommendation Approaches}, author = {Maurizio Ferrari Dacrema and Paolo Cremonesi and Dietmar Jannach}, url = {https://arxiv.org/abs/1907.06902 https://dblp.org/rec/bib/journals/corr/abs-1907-06902}, year = {2019}, date = {2019-07-23}, urldate = {2019-08-08}, journal = {Proceedings of the 13th ACM Conference on Recommender Systems (RecSys 2019)}, abstract = {Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area. }, keywords = {}, pubstate = {published}, tppubtype = {article} } Deep learning techniques have become the method of choice for researchers working on algorithmic aspects of recommender systems. With the strongly increased interest in machine learning in general, it has, as a result, become difficult to keep track of what represents the state-of-the-art at the moment, e.g., for top-n recommendation tasks. At the same time, several recent publications point out problems in today's research practice in applied machine learning, e.g., in terms of the reproducibility of the results or the choice of the baselines when proposing new models. In this work, we report the results of a systematic analysis of algorithmic proposals for top-n recommendation tasks. Specifically, we considered 18 algorithms that were presented at top-level research conferences in the last years. Only 7 of them could be reproduced with reasonable effort. For these methods, it however turned out that 6 of them can often be outperformed with comparably simple heuristic methods, e.g., based on nearest-neighbor or graph-based techniques. The remaining one clearly outperformed the baselines but did not consistently outperform a well-tuned non-neural linear ranking method. Overall, our work sheds light on a number of potential problems in today's machine learning scholarship and calls for improved scientific practices in this area. |
| Kim, Byung-Hak; Ganapathi, Varun: LumièreNet: Lecture Video Synthesis from Audio. CoRR, bs/1907.02253 , 2019. (Typ: Artikel | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #18@article{Kim2019, title = {LumièreNet: Lecture Video Synthesis from Audio}, author = {Byung-Hak Kim and Varun Ganapathi}, url = {http://arxiv.org/abs/1907.02253 https://dblp.org/rec/bib/journals/corr/abs-1907-02253}, year = {2019}, date = {2019-07-08}, urldate = {2019-08-08}, journal = {CoRR}, volume = {bs/1907.02253}, abstract = {We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23].}, keywords = {}, pubstate = {published}, tppubtype = {article} } We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23]. |
Bei Udacity wird damit experimentiert, wie man aus einer Tonspur automatisch passende Vortragsvideos erzeugen kann, wenn man künstliche neuronale Netze zuvor mit Videovorträgen einer Person trainiert hat. Die Autoren sind zufrieden – auch wenn die gelieferten Beispielvideos noch Luft nach oben lassen.
Vielleicht ist hier tatsächlich eine vorsichtige Einschätzung ratsam, wenn man ein anderes Paper heranzieht: Die Ergebnisse von Algorithmen, die künstliche neuronale Netze verwenden, sind nicht immer reproduzierbar oder einfacheren Ansätzen unterlegen.
| Leitner, Philipp; Ebner, Martin: Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs?. Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019, 2019, ISSN: 1613-0073. (Typ: Inproceedings | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #18@inproceedings{Leitner2019, title = {Experiences with a MOOC-platform – Who are our learners and what do they think about MOOCs?}, author = {Philipp Leitner and Martin Ebner}, url = {http://ceur-ws.org/Vol-2356/ http://ceur-ws.org/Vol-2356/experience_short14.pdf https://www.researchgate.net/publication/333446168_Experiences_with_a_MOOC-platform_-Who_are_our_learners_and_what_do_they_think_about_MOOCs}, issn = {1613-0073}, year = {2019}, date = {2019-05-20}, urldate = {2019-08-08}, booktitle = {Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019}, volume = {2356}, abstract = {iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world.}, keywords = {}, pubstate = {published}, tppubtype = {inproceedings} } iMooX, the first and currently only Austrian MOOC platform, has been hosting xMOOCs since 2014. Directly after the start a survey of the first three MOOCs was conducted and published in 2015. In the meantime, the MOOC platform contains more than 45 courses and serves many thousands of learners. Therefore, we are investigating, if there is a change towards the learners themselves, their expectations and experiences regarding learning with MOOCs as well as with the platform. Using the exact same survey as years before it can be shown that there are little changes in the right directions or maybe it can be concluded that learning with MOOCs became more common to a broader public, at least in the academic world. |
| Neuböck, Kristina; Kopp, Michael; Ebner, Martin: What do we know about typical MOOC participants? First insights from the field. Proceedings of eMOOCs 2015 conference, S. 183–190, Mons, 2019. (Typ: Inproceedings | Abstract | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #18@inproceedings{Neuböck2019, title = {What do we know about typical MOOC participants? First insights from the field}, author = {Kristina Neuböck and Michael Kopp and Martin Ebner}, url = {https://www.researchgate.net/publication/276473928_What_do_we_know_about_typical_MOOC_participants_First_insights_from_the_field}, year = {2019}, date = {2019-05-20}, urldate = {2019-08-08}, booktitle = {Proceedings of eMOOCs 2015 conference}, pages = {183–190}, address = {Mons}, abstract = {assive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX. It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.}, keywords = {}, pubstate = {published}, tppubtype = {inproceedings} } assive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX. It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self- contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run. |
Die österreichische MOOC-Plattform iMOOX hat im Wintersemester 2017/18 und im Sommersemester geschaut, wer eigentlich an den MOOCs teilnimmt, welche Interessen sie verfolgen und wie sie die Plattform und Kurse bewerten. Da sie das schon einmal 2015 getan haben, konnten die Autoren auch ein paar Änderungen feststellen.
| Perini, Marco; Cattaneo, Alberto A P; Tacconi, Guiseppe: Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study. International Journal of Educational Technology in Higher Education, 16 (1), S. 29, 2019, ISSN: 2365-9440. (Typ: Artikel | Abstract | Links | BibTeX) CC BY 4.0 Besprochen in Bldg-Alt-Entf #18@article{Perini2019, title = {Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study}, author = {Marco Perini and Alberto A.P. Cattaneo and Guiseppe Tacconi}, url = {https://doi.org/10.1186/s41239-019-0156-z}, doi = {10.1186/s41239-019-0156-z}, issn = {2365-9440}, year = {2019}, date = {2019-07-19}, urldate = {2019-08-08}, journal = {International Journal of Educational Technology in Higher Education}, volume = {16}, number = {1}, pages = {29}, publisher = {Springer International Publishing}, abstract = {According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B).}, keywords = {}, pubstate = {published}, tppubtype = {article} } According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B). |
Videos können als Lernmedium besonders spannend sein, wenn man sie mit unterschiedlichen Interaktionsmöglichkeiten anreichert. Wie wirkt sich beispielsweise die Möglichkeit zur Annotation auf die Reflexion der Inhalte aus? Das haben drei Forscher aus Italien und der Schweiz explorativ untersucht …
Projekte, Tools, Apps… das sind doch bürgerliche Kategorien. Wir packen einfach alles in die Fundgrube:
Keine Fotoverbote im Rijksmuseum, viele Bilder gibt es online unter CC0-Lizenz
Das BMBF will die deutschen Hochschulen mit der Exzellenzstrategie für den internationalen Wettbewerb stärken (was auch immer das genau heißt). Vor allem ostdeutsche Hochschulen haben dabei auch strukturelle Probleme, in diesem Wettbewerb erfolgreich zu sein.
Und nochmal zurück zum Intro: Wer administriert eigentlich bei der Telekomstiftung die IT? Macht das Thomas de Maizère selbst? Oder kennt sich dort jemand mit Rechnernetzen aus?
… das erklärt O im Podcast 🙂
| Willingham, Daniel: Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to. RealClear Education 2014, besucht am: 08.08.2019. (Typ: Online | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #18@online{Willingham2014, title = {Don't Blame the Internet: We Can Still Think and Read Critically, We Just Don't Want to}, author = {Daniel Willingham}, url = {https://www.realcleareducation.com/articles/2014/04/16/dont_blame_the_web_we_can_still_think_and_read_critically_we_just_dont_want_to_942.html}, year = {2014}, date = {2014-04-16}, urldate = {2019-08-08}, organization = {RealClear Education}, keywords = {}, pubstate = {published}, tppubtype = {online} } |
| Rosenwald, Michael S: Serious reading takes a hit from online scanning and skimming, researchers say. The Washington Post 2014, besucht am: 08.08.2019. (Typ: Online | Links | BibTeX) Copyright Besprochen in Bldg-Alt-Entf #18@online{Rosenwald2014, title = {Serious reading takes a hit from online scanning and skimming, researchers say}, author = {Michael S. Rosenwald}, url = {https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?noredirect=on}, year = {2014}, date = {2014-04-06}, urldate = {2019-08-08}, organization = {The Washington Post}, keywords = {}, pubstate = {published}, tppubtype = {online} } |
Amnesty International hat immer gute Ideen, wie man Geld in Menschenrechte anlegen kann, beispielsweise damit in Florida allein reisende Kinder nicht in den Knast kommen oder weniger Menschen im Mittelmeer ertrinken müssen.