Position Paper On Use Of Stereoscopy To Support Science Learning: Ten Years Of Research

Stereoscopys potential as a tool for science education has been largely eclipsed by its popularity as an entertainment platform and marketing gimmick. Dozens of empirical papers have been published in the last decade about the impact of stereoscopy on learning. As a result, a corpus of research now points to a coherent message about how, when, and where stereoscopy can be most effective in supporting science education. This position paper synthesizes that research with examples from three studies recently completed and published by the authors of this paper. Results of the synthesis point towards generally limited successful uses of stereoscopic media in science education with a pocket of potentially beneficial applications. Our position is that stereoscopy should be used only where its unique properties can accommodate specific requirements of understanding topics and tasks namely visualizations where the spatial sense of depth is germane to conveying core ideas and cognitive load is high. Stereoscopys impact on learning is also related to the spatial ability of the viewer. More research is needed on the effect of novelty, long-term learning and possible learning differences between the various methods of implementing stereoscopy

The Effectiveness of Instructional Video in the Acquisition of Cognitive, Affective and Psychomotor Skills in Practical Sports Therapy Rehabilitation.

The use of instructional multimedia, particularly video, within education is steadily increasing although the evidence-base regarding its usage typically only indicates that it is equivalent to or as effective as live demonstration or traditional teaching methods. The current study undertook a longitudinal quasi-experimental crossover study, over three consecutive academic years to evaluate the efficacy of instructional video to teach cognitive, affective and psychomotor skills to level 5 undergraduate sports therapy students. Through the use of a crossover design students undertook both the video and control conditions, they were assessed formatively on a weekly basis to provide a consistent measure of performance throughout the eighteen weeks of data collection within each year. The instructional videos used within the study were based upon (as far as possible) the multimedia principles proposed by Mayer to reduce extraneous cognitive load and maximise essential intrinsic and germane cognitive load. The results from the study were analysed with the use of effect size statistics and interpreted though the use of magnitude based inferences, an emerging alternative to the traditional use of null hypothesis testing. The findings of the study indicate that the use of the instructional videos was beneficial to the vast majority of the students, which builds upon the current evidence-base as it demonstrates that they can be used to enhance academic practice rather than be used as an equivalent resource

Production and Assessment of Usefulness of Interactive 2-D and Stereoscopic 3-D Videos as Tools for Anatomic Dissection Preparation and Examination Review

Laboratory is an integral part of a gross anatomy course in which students have their first in–depth dissection experience and explore structure-function relationships. Students arrive in the course that requires acquisition of a large vocabulary and visual imagery with scant prior knowledge. Even with extensive preparation on their part, the task is so difficult that students rely heavily on help from peers, teaching assistants, and instructors to gain the best from laboratory time. In recognition of the complexity of the learning task and the limitation on the amount of help available, this research was conducted to explore the value of educational tools that could enhance learning, make time in the laboratory more profitable, and decrease dependency on peers, teaching assistants, and instructors. Because anatomy is a highly visually based discipline, it was reasoned that interactive high definition videos with verbal descriptions of dissections would enhance the learning process. High definition videos of dissections were produced in 2–D and stereoscopic 3–D formats and compared with the standard dissection guide as tools for laboratory preparation. Stereoscopic 3–D format was included because of the hypothesis that the depth it provides might help students more readily grasp the relationships of structures to each other. Timing, duration, and tools provided to interact with the various formats varied with the experiment. The videos consisted of short presentations (10–14 minutes) of dissection steps or reviews of relationships of structures and were self–paced so they could be viewed more than once. Questions to encourage interaction with the materials were integrated into the videos and supplied with the Guide. Depending on the experiment, data collected included performance on paper and practical examinations, dissection quality, and frequency of requests for help in addition to surveys designed to assess ease of use and acceptance of the various presentation modes. Results presented in the thesis indicate that videos were superior to the guide in helping students prepare for dissection and develop understanding of the assigned body structures and their relationships. With the reservation that mode of 3–D delivery may play a role, 2–D videos were usually rated more positively than 3–D videos in student opinions. Both types of videos improved performance on various assessments and received more positive feedback when compared to the laboratory manual. This research confirmed the basic hypothesis that videos are effective tools for use in anatomy education and that they are worthy of significant investment of resources to help overcome some of the challenges facing anatomy educators

Teacher Perceptions Of Facilitated Video Analysis Of Instruction In Teacher Professional Development

ABSTRACT This qualitative study investigated inservice teachers’ perceptions of facilitated video analysis of instruction (FAVAI) on teacher professional development. The study borrows from the efficiency video of instruction has provided preservice teachers in previous research. The study made use of a group of five inservice teachers who took a professional development course labeled the Bakabaka Video Pedagogy (BVP). These teachers participated in watching and analyzing videos of instruction. A midcourse anonymous online survey was administered four weeks into the course. At the end of the BVP course, a post-viewing interview was administered to all the participants. The key research questions guiding this study were: 1. How would facilitated video analysis of instruction by inservice teachers enrolled in the BVP course impact their professional development? 2. a) How might this professional development influence their learning community? b) What might be the possible lasting outcomes of this experience? The analysis and findings from the data collected from the five inservice teachers who registered for the course pointed to the fact that: (a) Scaffolding Experience: FAVAI scaffolded and enhanced the learning of the teachers in the study; (b) Classroom Management issues: FAVAI provided the inservice teachers a unique opportunity for interaction and mutual learning; (c) Learning Through Reflection: Interactive reflections during FAVAI allowed the teachers to think deeply about knowledge and pedagogy; (d) Mutual Learning Among Participants: The teachers discussed and updated their understanding of classroom management issues; (e) The Power of Analysis: the power of analysis neutralized the mediocre teaching in some of the videos; (f) Consequential Impact of FAVAI: Analysis of data from the course study suggested that there could be useful consequences on the learners

Craniofacial Growth Series Volume 56

https://deepblue.lib.umich.edu/bitstream/2027.42/153991/1/56th volume CF growth series FINAL 02262020.pdfDescription of 56th volume CF growth series FINAL 02262020.pdf : Proceedings of the 46th Annual Moyers Symposium and 44th Moyers Presymposiu

Exploring a Culture of Learning with Technology: An Ethnographic Content Analysis of the Activity of Learning with Educational iPad Apps

This study explored the culture of learning with educational iPad apps using activity theory as a guiding framework. First, the top nine educational apps were tracked in the Top Charts section of Apple’s App Store for a duration of four months. The nine sampled apps, selected based on their frequency of appearance, included Toca Hair Salon 2, Stack the States, Endless Alphabet, Mickey Mouse Clubhouse: Wildlife Count Along, Wild Kratts Creature Power World Adventure, Wallykazam! Letter and Word Magic, Starfall Learn to Read, Dr. Panda’s Restaurant 2, and Bug Art. The descriptions, version updates, app content, and customer reviews for each app were digitized, coded, and analyzed in Dedoose using the Activity Checklist. Additionally instructional analysis diagrams were developed to provide insight into the user interface and actions. Results of the study were presented in the form of nine portraits. The overview and relevant instructional characteristics were detailed for each app. The final chapter examined the broader implications of the app experience. The technology, the instruction, the adult guide, and the App Store were identified as mediating factors that contributed to the dynamic app culture

Central Washington University 2018-2019 Undergraduate Catalog

https://digitalcommons.cwu.edu/catalogs/1180/thumbnail.jp

Aerospace medicine and biology: A continuing bibliography with indexes (supplement 385)

This bibliography lists 536 reports, articles and other documents introduced into the NASA Scientific and Technical Information System Database. Subject coverage includes: aerospace medicine and physiology, life support systems and man/system technology, protective clothing, exobiology and extraterrestrial life, planetary biology, and flight crew behavior and performance