9,187 research outputs found

    Building Teaching Competencies Through Video Recorded Discourse

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    The objective of this article is to present the findings of video recorded communication between candidates in a graduate initial teaching licensure (GITL) program and peers during simulated micro-teaching across three consecutive seminar quarter. The micro-teaching activity combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, alongside self-reflection to undergird the complex process of planning and teaching. This research aims to gauge 1) whether the micro-teaching assignment is a graduate candidate- centered activity that promotes accomplished teaching skills through higher-order thinking; and 2) how GITL candidates demonstrate the synergistic professional practice of teaching

    Exploring techniques for vision based human activity recognition: Methods, systems, and evaluation

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    With the wide applications of vision based intelligent systems, image and video analysis technologies have attracted the attention of researchers in the computer vision field. In image and video analysis, human activity recognition is an important research direction. By interpreting and understanding human activity, we can recognize and predict the occurrence of crimes and help the police or other agencies react immediately. In the past, a large number of papers have been published on human activity recognition in video and image sequences. In this paper, we provide a comprehensive survey of the recent development of the techniques, including methods, systems, and quantitative evaluation towards the performance of human activity recognitio

    Proceedings of the international conference on cooperative multimodal communication CMC/95, Eindhoven, May 24-26, 1995:proceedings

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    Intelligent Systems for Geosciences: An Essential Research Agenda

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    A research agenda for intelligent systems that will result in fundamental new capabilities for understanding the Earth system. Many aspects of geosciences pose novel problems for intelligent systems research. Geoscience data is challenging because it tends to be uncertain, intermittent, sparse, multiresolution, and multiscale. Geosciences processes and objects often have amorphous spatiotemporal boundaries. The lack of ground truth makes model evaluation, testing, and comparison difficult. Overcoming these challenges requires breakthroughs that would significantly transform intelligent systems, while greatly benefitting the geosciences in turn

    Puppets and pedagogy in foreign language education: the use of Bloom’s revised taxonomy to model Hispanic puppet theatre as an integrated learning platform

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    This essay explores the unique characteristics of puppet theatre and stage performance in foreign language education using an innovative modeling approach. The study focuses on the learning mechanisms of puppet theatre as demonstrated by an interdisciplinary model that incorporates both Portfolio Analysis as well as Benjamin Bloom's Revised Taxonomy in cognitive, psychomotor and affective domains. The paper uses an original Spanish language play written for the Hispanic Puppet Project, which is a community‐oriented and interactive puppet theatre, comprised of college‐aged students and children from the community. This article examines students' learning objectives, hands‐on tasks, learning outcomes and performative teaching and learning from the staging of a Spanish language play tilted, "Moctezuma y los cinco soles poderosos. La resurrección del imperio azteca." I have created a website with ancillary materials that can be accessed at the following address: https://www.hispanicpuppetsproject.com. The site contains 1) a brief overview of the article; 2) a two‐page synopsis of the legend of Moctezuma and the Five Mighty Suns; 3) an annotated legend written in Spanish and in verse and rhyme; 4) a practical guide for stage directions; 5) a video of a teaching assistant reading the refrain for the children in the puppet play

    A Comparative Study of Communication Intervention for Nonverbal Children With Autism.

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    Communication intervention for 3 nonverbal children with autism was compared in an alternating treatment design. Subjects were three males, ages 4--7, 3--6, and 3--5 who met diagnostic criteria for Autism and who were considered to be nonverbal according to developmental history, parent/teacher report and behavioral observation. Alternating treatment conditions included the established treatment format that each subject was receiving in his school setting (Treatment A) and a developmentally-integrated format of intervention structured to facilitate integrated cognitive, social and communicative development (Treatment B). Each intervention was characterized according to profiles of Traditional-Behavioral or Semantic Pragmatic-Developmental intervention formats. Characteristics of adult interaction were examined to identify the interaction style and to define the intervention conditions. Measures of child behavior were examined according to: (a) a behavioral hierarchy of cognitive, social and semiotic development, (b) supportive measures of eye gaze behavior and play elaboration, and (c) qualitative ratings of the subjects\u27 enjoyment and interactivity during alternate treatment conditions. Results indicated that all subjects: (a) evidenced more communicative behaviors, (b) achieved higher levels of integrated development across cognitive, social and communicative domains; and (c) exhibited more elaborated play in terms of numbers of toys, actions upon toys, sequenced play, and functional play characteristics; (d) exhibited more eye gaze toward the adult; and (e) were perceived to be happier and more interactive during the conditions of developmentally-integrated intervention as compared to the established treatment paradigms. Examination of the integrated profiles of functional behavioral levels indicated that one subject achieved a pattern of synergistic cognitive, social and communicative behavior during the developmentally-integrated format, as evidenced by the same level of complexity of behavior exhibited across behavioral domains. Results were related to intervention issues for children with autism including the efficacy of Traditional-Behavioral vs. Semantic-Pragmatic intervention formats, and patterns of developmental progress for children with autism

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