3,862 research outputs found

    Blended Learning and Knowledge Retention in the Digital Photography Classroom

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    Research ProjectAs technology grows and ingrains itself into our lives, the world students live in is changing and so are their needs in the classroom. This classroom-based study, therefore, explored a blended learning environment in comparison with a traditional learning environment with the intention of discovering its influence on knowledge retention. To examine the research problem in detail, data collection was conducted via student/teacher surveys, content quiz, classroom observations and student artwork/assessments. The results lend support to the inclusion of blended learning practices in the classroom but not a complete abandoning of a traditional learning environment. It is not necessarily the case where all aspects of digital media are of acceptable use in the classroom, it is important to distinguish carefully between content with effective or ineffective messages. Findings from this study reveal that the 21st century visual arts student is a visual, hands-on learner; this study provides evidence presenting that content with strong demonstration content is preferred within high school digital photography classroom, helping students to become highly successful. One exploratory proposal might be that educators should be incorporating relevant, insightful digital content into their lessons while still infusing their classroom with pertinent information that only an educator can provide

    Empowering Users to Create Augmented Reality-Based Solutions – Deriving Design Principles for No-Code AR Authoring Tools

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    Grounded on an experimental study with 18 participants, we derive 15 design principles for no-code AR authoring tools in an organizational setting. The study consists of two distinct treatments that aim to augment lightweight processes with AR. The outcomes are two interactive tutorials utilizing AR instructions. Following the no-code approach, the participants were empowered to create relevant AR content using a reduced interface and no need for advanced configurations or coding. The study thus combines two research streams with the aim of better understanding mechanisms for AR use in a professional context. As prior work has shown, despite the potential benefits, the adoption of AR authoring tools is limited because ramping up AR to productive use is heavily dependent on consulting and custom software solutions. Our novel approach bears the potential to broaden application domains and empower professionals to apply AR

    Human-powered smartphone assistance for blind people

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    Mobile devices are fundamental tools for inclusion and independence. Yet, there are still many open research issues in smartphone accessibility for blind people (Grussenmeyer and Folmer 2017). Currently, learning how to use a smartphone is non-trivial, especially when we consider that the need to learn new apps and accommodate to updates never ceases. When first transitioning from a basic feature-phone, people have to adapt to new paradigms of interaction. Where feature phones had a finite set of applications and functions, users can extend the possible functions and uses of a smartphone by installing new 3rd party applications. Moreover, the interconnectivity of these applications means that users can explore a seemingly endless set of workflows across applications. To that end, the fragmented nature of development on these devices results in users needing to create different mental models for each application. These characteristics make smartphone adoption a demanding task, as we found from our eight-week longitudinal study on smartphone adoption by blind people. We conducted multiple studies to characterize the smartphone challenges that blind people face, and found people often require synchronous, co-located assistance from family, peers, friends, and even strangers to overcome the different barriers they face. However, help is not always available, especially when we consider the disparity in each barrier, individual support network and current location. In this dissertation we investigated if and how in-context human-powered solutions can be leveraged to improve current smartphone accessibility and ease of use. Building on a comprehensive knowledge of the smartphone challenges faced and coping mechanisms employed by blind people, we explored how human-powered assistive technologies can facilitate use. The thesis of this dissertation is: Human-powered smartphone assistance by non-experts is effective and impacts perceptions of self-efficacy

    Help, It Looks Confusing: GUI Task Automation Through Demonstration and Follow-up Questions

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    Non-programming users should be able to create their own customized scripts to perform computer-based tasks for them, just by demonstrating to the machine how it's done. To that end, we develop a system prototype which learns-by-demonstration called HILC (Help, It Looks Confusing). Users train HILC to synthesize a task script by demonstrating the task, which produces the needed screenshots and their corresponding mouse-keyboard signals. After the demonstration, the user answers follow-up questions. We propose a user-in-the-loop framework that learns to generate scripts of actions performed on visible elements of graphical applications. While pure programming-by-demonstration is still unrealistic, we use quantitative and qualitative experiments to show that non-programming users are willing and effective at answering follow-up queries posed by our system. Our models of events and appearance are surprisingly simple, but are combined effectively to cope with varying amounts of supervision. The best available baseline, Sikuli Slides, struggled with the majority of the tests in our user study experiments. The prototype with our proposed approach successfully helped users accomplish simple linear tasks, complicated tasks (monitoring, looping, and mixed), and tasks that span across multiple executables. Even when both systems could ultimately perform a task, ours was trained and refined by the user in less time

    Educational Technology Primer: A Guide for Pre-Service Teachers

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    The Educational Technology Primer grew out of the realization that today’s teacher education students have different needs than their predecessors. Current students arrive on campus less intimidated by technology and more experienced with the use of technology in instruction. However, many introductory educational technology texts still highlight the acquisition of basic technology operations; knowledge and skills that made sense when students entering an introductory educational technology course lacked technology experiences, but not today

    Pengaruh Strategi Pembelajaran dan Gaya Belajar Terhadap Hasil Belajar Penerapan Konsep dan Prosedur

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    Abstract: Many studies report that learning style plays an important role in the effectiveness of learning strategies. This study will offer, present and simultaneously test the effect of direct learning strategies and tutorial strategies and learning styles of the ability to apply concepts and implementing procedures in the course Development Media Video / TV Learning. Based on calculations by multivariate analysis of variance can be concluded in general that there are differences in the acquisition of learning outcomes of the application of the concepts and procedures on learning strategies directly and learning strategies tutorials, the difference in the acquisition of learning outcomes on student's learning style, and there was no interaction effect of learning styles and strategies the application of the concept of learning outcomes and procedures

    Engaging students with learning technologies

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    Curtin University initiated its eScholar program in 2009 making funds available for academic staff to implement innovative teaching using Curtin’s extensive suite of learning technologies. The program is based on the philosophy of engaging students with learning technologies that support their growing understanding through authentic and assessable activities.This publication presents the research findings of each of the eScholar projects conducted in 2010 and 2011. Each chapter has undergone a process of double-blind review resulting in high quality descriptions of learning using current and emerging technologies. The publication is divided into 6 sections based on these technologies.University teaching and learning is faced with many challenges. A major one is recognising appropriate learning technologies and their use that support ways in which adults learn. Rapid advances in technologies can easily seduce those with limited understanding of adult learning. This publication offers clear directions founded on teacher and learner experiences grounded in real classroom activity

    Computer Skill Acquisition: The Effects of Computer-aided Self-explanation on Knowledge Retention and Transfer

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    We conducted an experimental study to determine to what extent computer skill learners can benefit from generating self-explanation with the aid of different computer-based visualization technologies. Self-explanation was stimulated with dynamic visualization (Screencast), static visualization (Screenshot), or verbal instructions only, and compared to a control group with no self-explanation instructions. Sixty-two subjects were assigned to these four conditions for learning HTML fundamentals. Two quizzes were used to test learning outcomes. In comparison to the control condition, performance was best with dynamic visualization and static visualization. The self-explanation condition without visualization did not attain statistical significance in comparison to the control condition. Qualitative data collected from a learning experience survey regarding the subjects’ opinions about self-explanation prompts showed that subjects in different treatment groups gave similar responses about how they benefited from self-explanation prompts for learning HTML

    A Survey of transition strategies to improve the performance of Chord in the face of rapidly changing IP addresses

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    Mobile wi-fi enabled devices are becoming less expensive and more common all the time. The field is ripe for DHTs like Chord. Given the highly scalable nature of DHTs, the ability to efficiently tap the storage resources of so many devices is very attractive. Unfortunately DHTs have been having a difficult time finding a foothold on mobile devices due to poor performance, both in terms of network overhead and lookup failure. Much of the research that has been done attributes this poor performance to the extra hops packets must make due to the mismatch between the physical topology and the DHT overlay. This research has attempted to bring the logical overlay in line with the physical network to reduce the number of unnecessary hops each packet must make. A large amount of sophisticated and fascinating research has been done to match the physical and logical layers to alleviate this problem. While that mismatch is certainly important, another oft-ignored aspect of the problem is churn caused by changing IP addresses. This paper will present a survey of potential changes to the Chord algorithm (and eventually the network stack) to ameliorate the disruption that changing IP addresses have on the overlay. The first change this paper presents is simply to use the MAC address of the node as a unique identifier instead of the IP address as suggested in the original Chord paper. This allows the node to transition to a new IP address without fear of its key space changing. The next change is to the access point handoff process, where a callback was inserted into the MAC layer of the network stack to allow the Chord application to be notified of a pending access point transition and what its new address will be (termed softish handoff for the purposes of this paper). Finally several transition scenarios are detailed and tested in this paper including: traditional Chord with the IP address used as the identifier (used as a baseline); using the MAC address of there wireless interface as the Chord identifier; broadcasting the new address to associated nodes; removing and reinserting the node on IP change; an implementation of IPMN to keep the TCP connections alive even in the face of rapidly changing IP addresses (this strategy also broadcasts the new IP address to associated nodes that do not have open TCP connections). It is important to note that the focus of this thesis is to address is the disruption that changing IP addresses have on the application level overlay. Softish handoffs were implemented to facilitate this but are not intended to be a replacement of or improvement over soft handoffs provided by CDMA enabled cell networks. The unique id, new address broadcasting and IPMN based socket transitions should have similar effects in an environment with real soft handoffs, assuming there is some notification of a new access point being available. It is also not the purpose of this thesis to present a more efficient implementation of Chord, only to compare strategies for dealing with IP address transition
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