Interactive lectures: Clickers or personal devices?

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation

Unsupervised navigation using an economy principle

We describe robot navigation learning based on self-selection of privileged vectors through the environment in accordance with an in built economy metric. This provides the opportunity both for progressive behavioural adaptation, and adaptive derivations, leading, through situated activity, to “representations" of the environment which are both economically attained and inherently meaningful to the agent

Redefining Attention (and Revamping the Legal Profession?) for the Digital Generation

With computers, text messages, Facebook, cell phones, smartphones, tablets, iPods, and other information and communication technologies (“ICTs”) constantly competing for our attention, we live in an age of perpetual distraction. Educators have long speculated that constant exposure to ICTs is eroding our ability to stay focused, and recent research supports these speculations. This raises particularly troubling implications for the practice of law, in which being able to pay sustained attention to the task at hand is crucial. Research also indicates that the brains of today’s young people, the “Digital Generation,” may function differently than the brains of their elders because the Digital Generation have grown up immersed in digital technology. This suggests that the techniques today’s legal professionals might use to cultivate attention in the face of technological distraction could prove to be inappropriate for future generations of lawyers. When the Digital Generation are both the attorneys and the clients, it may be the practice of law — rather than the lawyers — that needs to change. This paper explores the science of attention and explains why attention is important. Next, it introduces the Digital Generation and their relationship with digital technology. It then examines the connection between ICT exposure and attention and reviews several suggestions that others have made about how legal professionals should respond to the challenges ICTs pose to focused attention. This paper then takes the conversation in a new direction: It predicts ways in which the legal profession, rather than the legal professionals, will necessarily have to adapt to technology in the future. Finally, it offers thoughts about how the legal profession should view its relationship with technology going forward

The usage of computer integrated classroom (cic) technology tools in the study of interactions of knowledge construction among esl pre-service teacher

This paper takes a glimpse at the possible tools for collecting data on interactions of knowledge construction among ESL pre-service teacher. The main tool identified to compile the data collection of the study is a customized of computer integrated classroom (CiC) system. For that purpose, a pilot study on computer support face to face peer response using CiC was trialed with a group of students enrolled in a Microteaching course at the Faculty of Education, University Technology Malaysia. CiC was explored to see whether the system could facilitate both modes of synchronous interactions: text-based reporting and verbal interaction. With the assistance of software and hardware integrated in CIC, many computer supported collaborative learning activities could be carried out by ESL pre-service teachers such as recording, storing, retrieving, and monitoring of user profiles’ activities, learning materials and interactions

IBM\u27s OS/2 Warp and its International Strategy

It is my intention, through the research in this thesis to present problems and solutions to normal business and marketing decisions that take place on a day-to-day basis in IBM Corporation. Also, OS/2 new version named Warp will be studied to an extent. OS/2 version 3 is not only a multitasking, multiprocessing operating system, but is also is IBM\u27s most recent and advance piece of software they have ever produce. It is a world of choices. Just as IBM hopes OS/2 warp will fulfill users operating systems needs, I will try to fulfill the needs of IBM to release a better product compare to Microsoft and also the changes IBM could do to dominate the market. There are a lot of choices these days when deciding which operating system to trust your data to, just as there are many studies conducted on how the operating system would perform in the marketplace. Whether people are just beginning, are familiar with computers, or have lots of technical expertise, what is on these pages might open the minds of some people on how to conduct regular business. This Thesis is divided into different sections as explained in the Table of Content. Section 1 is the Introduction: These sections explain in advance what IBM OS/2 Warp is. Section 2 is IBM Corporation: In this section, details of IBM and the company\u27s product line and annual sales are included. Section 3 is OS/2 and OS/2 Warp: This section explains the differences between new and old version and details of both. Section 4 is IBM Business Strategy. Section 5 is IBM\u27s Marketing Strategy. Finally, conclusion and references follow

CPA firm technology planning guide

https://egrove.olemiss.edu/aicpa_guides/1443/thumbnail.jp