Professional Documents
Culture Documents
Introduction
96
MARIA MERTZANI
Ohene-Djan et al. (2003) introduced the implementation and use of hypermedia as a platform for the
delivery of sign language material. They developed
a hypermedia environment called Kids Sign Online
for Deaf children at the age of ten and under. In this
environment, they included a collection of web pages
that contained video clips of British Sign Language
(BSL), text and graphics. In particular, this online
environment comprised of a BSL dictionary and
classic fairytales in the form of signed videos accompanied with text and images.
Drigas et al. (2004) introduced an online environment for the distance and life-long training of the
Deaf, called the DELFE project. This constituted a
virtual classroom based on the usage of advanced
teleconference services through the Internet and on
the usage of electronic language resources of Greek
Sign Language (GSL). In particular, for the delivery
of educational material, videos and animation were
used for providing bilingual information; and asynchronous communication tools - text-based discussions, whiteboards, file sharing and videoconferencing (MS NetMeeting) - for online collaboration of
participants.
Straetz, Kaibel & Raithel (2004) described an online environment for the learning of mathematics,
reading and writing of Deaf adults. The environment
called Advanced Learning Environment (AILB) and
incorporated digital signed videos, text and graphic
representations. Basically, it involved the integration
of signed videos in German Sign Language for each
text block; and CMC tools such as text and video
conference which enabled the online communication
among the participants who worked with specific
online courseware.
CDS has developed two online environments
which provide information in BSL and English
(written language). The first environment named
Sign Station contains a number of websites devoted
to people who want to know more about BSL and
Deaf people in the workplace. It offers a complete
BSL course and it consists of an online BSL dictionary with sign-search facilities; an interactive BSL
course The Company, which includes dialogues,
vocabulary, grammar explanations and interactive
exercises; interactive sign awareness videos; and a
test yourself quiz with multiple choice questions.
The second environment is called Deaf Station and
consists of websites where users have access to authentic video material concerning Deaf news, sports,
health, travel, entertainment and humour. This is a
large zone of Deaf material that is updated almost
everyday.
Usually, the online environments which have been
developed for the learning of sign language consist
of videos that show dialogues among Deaf signers;
illustrated grammar explanations; exercises for stu-
dents to carry out; and information on Deaf community and, its culture and language. They also
contain online sign language dictionaries which students can consult at any time and search for specific
signs. Recent research (Mertzani 2006) demonstrates
that sign language teachers use these sites to supplement parts of their courses and assign to students
project work or/and homework. For instance, students are required to identify and find certain information about Deaf culture and sign languages or analyse sign language in terms of grammar and syntax.
Thus, students retrieve online video material, watch
it repeatedly and analyse its content (Mertzani,
Denmark & Day 2006; Mertzani, Smith & Day
2006).
Networking promotes autonomous sign language
learning (Debevc & Peljhann 2004; Mertzani 2006;
Straetz et al. 2004). Due to the fact that online video
material is controllable, sign language users can direct their learning. Learners can access at any time
online environments that contain sign language
videos and retrieve or/and download these videos
for their learning needs. Online video has basic
control buttons (play, stop, pause and rewind), which
allow teachers and learners to watch the video
(backwards and forwards) repeatedly; stop the flow
of information over poorly understood areas and
concentrate on key areas in order to achieve better
understanding. Additionally, there is no need for a
teacher or interpreter to explain the content of the
video since the latter is accompanied by text. Hence,
videos can be retrieved for each text block and users
can learn independently (Straetz et al. 2004). Therefore, users can manipulate with precision particular
sections of the video to specific minute aspects of it
in order to make their own interpretations.
Another common feature of these environments
is the application of CMC technology employed for
the online interaction among the users. In the past,
CMC was mainly text-based. Currently, video-based
CMC is available and under exploitation for the
teaching and learning of sign language. Recent research in CDS investigates video-based CMC use in
a Local Area Network (LAN) whereby tutors and
learners of BSL communicate through video within
a virtual sign language laboratory, the SignLab
(Mertzani 2006). Using special software - Panda
software - which permits users instant video recording and compression, tutors and learners record
themselves signing and exchange their video messages via network in an asynchronous way. Messages
are stored in a central server and can be accessed at
any time. In this way, tutors check learners sign
language performances and send their corrective
feedback which learners, in turn, carefully observe,
review and respond. Through a specific feature of
Panda software, users can intervene into video se-
97
98
MARIA MERTZANI
References
Cormier, K. & Carss, P. (2004). SignLab: How to Use Equipment and Software (Staff + Students). Unpublished Manuscript,
Centre for Deaf Studies, University of Bristol, Bristol, U.K.
Debevc, M. & Peljhan, Z. (2004) The Role of Video Technology in On-Line Lectures for the Deaf. Disability and Rehabilitation 26 (17): 1048 - 1059.
Dilligham, L.M., Roe, J.J., & Roe, M.D. (1982). Selected Applications of Computer-Assisted Video Instruction in the
Education of Hearing-Impaired Students. American Annals of the Deaf 127 (5): 652 658.
Drigas, A.S., Vrettaros, J., Kouremenos, D. (2004). E-Learning Environment for Deaf People in the E-Commerce and New
Technologies Sector. WSEAS Transactions on Information Science and Applications 5 (1): http://imm.demokritos.gr/publibations/deaf_people.pdf
99
100
Elliot, R., Glauert, J.R.W., Kennaway, J.R., & Marshall, I. (2000). The Development of Language Processing Support for
the ViSiCAST Project. Retrieved from: www.visicast.sys.uea.ac.uk/Papers/assets2000_aug_acro4.pdf
Fourie, R.J. (2000). Efficiency of a Hearing Person Learning Sign Language Vocabulary from Media Versus Teacher.
Deafness and Education International 2(1): 45 - 60.
Grosman, K., Siders, J. & Garraway, H. (1983). Sign Teacher: A Microcomputer Application for the Teaching of Sign
Language. American Annals of the Deaf 128 (5): 577 584.
Hanson, V.L. & Padden, C.A. (1989). Interactive Video for Bilingual ASL/English Instruction of Deaf Children. American
Annals of the Deaf 144 (3): 209 231.
Henze, N. & Nejdl, W. (1998). A Web-based Learning Environment: Applying Constructivist Teaching Concepts in Virtual
Learning Environments. In F. Verdejo & G. Davies (eds.) The Virtual Campus. Trends for Higher Education and
Training. (pp. 61 77). London: Chapman and Hall.
Hiltz, S.R. (1994). The Virtual Classroom. Learning Without Limits via Computer Networks. Norwood, New Jersey: Ablex
Publishing Corporation.
Hoemann, H.W. (1978). Communicating with Deaf People: A Resource Manual for Teachers and Students of American
Sign Language. Baltimore: University Park Press.
Jepson, K. (2005). Conversations -- And Negotiated Interaction -- In Text and Voice Chat Rooms. Language Learning and
Technology 9(3): 79 - 98.
Johnston, D. (1982). Deafsign: A series of Computerized Instructional Programs for the Teaching of Sign Language.
American Annals of the Deaf 127 (5): 556 558.
Keating, E. & Mirus, G. (2003). American Sign Language in Virtual Space: Interactions between Deaf Users of ComputerMediated Video Communication and the Impact of Technology on Language Practices. Language in Society 32:
693 714.
Mertzani, M. (2004). The teaching of Greek sign language: hearing learners perceptions of their deaf tutors teaching
methods and their beliefs and expectations. Unpublished Master of Philosophy Dissertation, Centre for Deaf
Studies, University of Bristol. U.K.
Mertzani, M. (2006). Sign Language Learning through Asynchronous Computer Mediated Communication. In C. Vettori
(ed.) Proceedings of the Second Workshop on the Representation and Processing of Sign Languages: Lexicographic
Matters and Didactic Scenarios, Genova, Italy. May 28 2006, (pp. 64 69). Genova: LREC European Language
Resources Association (ELRA).
Mertzani, M., Denmark, C., & Day, L. (2006). Forming Sign Language Learning Environments in Cyberspace. In C. Vettori
(Ed.) Proceedings of the Second Workshop on the Representation and Processing of Sign Languages: Lexicographic
Matters and Didactic Scenarios, Genova, Italy. May 28 2006, (pp. 88 91). Genova: LREC European Language
Resources Association (ELRA).
Mertzani, M., Smith, S., & Day, L. (2006). Sign Language Tasks within a Computer-Mediated Communication (CMC)
Learning Environment: The SignLab. Workshop presented at the Deaf Studies Today: Simply Complex Conference,
Utah Valley State College (UVSC), Utah. April 6-8th.
Meskill, C., & Anthony, N. (2005). Foreign Language Learning with CMC: Forms of Online Instructional Discourse in a
Hybrid Russian Class. System 33: 89 - 105.
Muir, L.J., & Richardson, I.E. (2005). Perception of Sign Language and Its Application to Visual Communications for Deaf
People. Journal of Deaf Studies and Deaf Education 10 (4): 390 - 401.
Newell, W.J., Sims, D., & Myers, T. (1983). Principles and Requisites of Computer-Assisted Interactive Video Instruction:
A Sign Language Lesson, American Annals of the Deaf 128 (5): 662 672.
Ohene-Djan, J., Zimmer, R., Gorle, M. & Naqvi, S. (2003). A personilisable Electronic Book for Video-based Sign Language
Education. Educational Technology and Society 6 (4): 86 - 99.
Pastor, E. (1998). Web tools and Web applications. In F. Verdeho & G. Davies (Eds.), The Virtual Campus. Trends for
Higher Education and Training (pp. 207-210). London: Chapman and Hall.
Ryan, S., Scott, B., Freeman, H., & Patel, D. (2000). The Virtual University. The Internet and Resource-Based Learning.
London-Sterling (USA): Kogan Page.
Sagawa, H., & Takeuchi, M. (2002). A Teaching System of Japanese Sign Language Using Sign Language Recognition
and Generation. In International Multimedia Conference 2002. Proceedings of the 10 th ACM International
Conference on Multimedia, December 1-6, (pp 137 - 145). New York: ACM Press.
Slike, S., Chiavacci, J. & Hobbis, D. (1989). The Efficiency and Effectiveness of an Interactive Videodisc System to Teach
Sign Language Vocabulary. American Annals of the Deaf 134 (4): 288 290.
Smith, B. (2003). The Use of Communication Strategies in Computer-Mediated Communication. System 31: 29 - 53.
Straetz, K., Kaibel, A., Raithel, V., Specht, M., Grote, K., & Kramer, F. (2004). An E-Learning Environment for Deaf
Adults. Conference Proceedings 8th ERCIM Workshop User Interfaces for All . Retrieved from:
www.ui4all.gr/workshop2004/files/ui4all_proceedings/adjunct/interactive_applications/77.pdf
Verlinden, M., Tijsseling, C., & Frowein, H. (2002). A Signing Avatar on the WWW. In I. Wachsmuth & T. Sowa (Eds.)
Gesture and Sign Language in Human-Computer Interaction: International Gesture Workshop, GW 2001, London,
UK, April 18-20, 2001. Revised Papers (pp. 169-172). Springer Verlag Berling Heidelberg.
Waring, M., & Boardman, K. (2004). Learning to Teach, Teaching to Learn: A Developmental Framework for Teacher
Training. In D.S. Preston (ed.), Virtual Learning and Higher Education (pp. 1-13). Amsterdam-New York: Rodopi
B.V.
MARIA MERTZANI
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Journal 81: 470 481.
Wilcox, S. & Wilcox, P. (1997). Learning to see: Teaching American Sign Language as a Second Language. Washington,
D.C.: Gallaudet University Press.
Woll, B., & Smith, P. (1991). A Multi-Media System for the Teaching of Sign Language. In B.A.G. Elsendoorn and F.
Coninx (Eds) Interactive Learning Technology for the Deaf, (pp. 239 248). Berlin; London : Springer.
101