52,946 research outputs found
Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.
Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment
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ToScA North America (6 â 8 June 2017, The University of Texas, Austin, TX) Program
ToScA North America will address key areas of science,
including Multi-modal Imaging, Geosciences, Forensics, Increasing Contrast,
Educational Outreach, Data, Materials Science and Medical and Biological
Science.University of Texas High-Resolution X-ray CT Facility (UTCT);
Jackson School of Geosciences, The University of Texas at Austin;
Natural History Museum (London);
Royal Microscopical Society (Oxford, UK)Geological Science
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Networked Living: a new approach to teaching introductory ICT
The course T175 Networked Living is a 300 hour, multiple media, distance learning course offered by the UK
Open University. The first presentation of the course, in 2005, attracted over 1600 students. T175 introduces
students to general concepts of information and communication technology in a range of contexts, including:
communication and identity; entertainment and information; and health, transport and government. It is an
introductory (level 1) course for a variety of bachelorsâ degrees, including the BSc programmes in: Information
and Communication Technology; IT and Computing; and Technology; as well as the BEng engineering
programme. The course was designed with a focus on retention of students and preparing them for further study.
Student workload and pacing was carefully planned and there is a significant study skills component. The course
uses a range of media, including: text, audio, computer animation and other software, and a website. Active
learning is encouraged by means of activities, online quizzes, animations, spreadsheets and a learning journal.
Continuous assessment is carried out via a mix of multiple-choice assignments (to test factual and numerical
skills) and written assignments (which include elementary research into new topics). The course culminates with
a written end-of-course assessment. This includes a major reflective component, as well as more traditional
questions designed to test knowledge and understanding
Virtual Reality Games for Motor Rehabilitation
This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any productâs acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion
Authentication of Students and Studentsâ Work in E-Learning : Report for the Development Bid of Academic Year 2010/11
Global e-learning market is projected to reach $107.3 billion by 2015 according to a new report by The Global Industry Analyst (Analyst 2010). The popularity and growth of the online programmes within the School of Computer Science obviously is in line with this projection. However, also on the rise are studentsâ dishonesty and cheating in the open and virtual environment of e-learning courses (Shepherd 2008). Institutions offering e-learning programmes are facing the challenges of deterring and detecting these misbehaviours by introducing security mechanisms to the current e-learning platforms. In particular, authenticating that a registered student indeed takes an online assessment, e.g., an exam or a coursework, is essential for the institutions to give the credit to the correct candidate. Authenticating a student is to ensure that a student is indeed who he says he is. Authenticating a studentâs work goes one step further to ensure that an authenticated student indeed does the submitted work himself. This report is to investigate and compare current possible techniques and solutions for authenticating distance learning student and/or their work remotely for the elearning programmes. The report also aims to recommend some solutions that fit with UH StudyNet platform.Submitted Versio
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