Exploration of the Motion Graphics Educational tools based on the animations ‘Weddings’

With the development of science and technology, computer networks and smart devices are widely used in our life and strongly driving social growth, including the field of education. Cities are becoming bigger and bigger. People are getting busier in modern times. People have lots of free but short time slots every day, but attending traditional classes is limited by the factors of geographical location, distance, time, etc. Thus the demand for on-line meetings and remote learning is sharply increasing. People are seeking a convenient and effective method to gain knowledge or information with their fragment time. This thesis is under such a background and focuses on the exploration of the Motion Graphics Educational tools based on the animations ‘Weddings’. This thesis project presents an applicable design solution to facilitate extensive online educational classes. The author designed a series of animations of weddings in two specific times as an Exploratorium attempt via motion graphics from four aspects, audio, time, graphics, and motion effects. This thesis describes the process discussion on the topics of design and the benefits based on these four factors. For further accessible cultural communication, the author set up a website of weddings to work as a public channel to display the animations to the audience. On purpose for better understand the benefits of motion graphic educational tools better and functional realization effectiveness of this project, the author conducted two surveys and analyzed the responses and confirmed the educational tools do work to convey the expected information to the audience. This thesis project demonstrates how motion graphics are implicated as a useful educational tool based on the animations ‘Weddings.’ It creates a more learner-friendly and accessible manner for the audience to gain knowledge or information conveniently and efficiently

Inclusion and online learning opportunities: Designing for accessibility

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students

Graphics calculators and assessment

Graphics calculators are powerful tools for learning mathematics and we want our students to learn to use them effectively. The use of these hand held personal computers provides opportunities for learning in interactive and dynamic ways. However, it is not until their use is totally integrated into all aspects of the curriculum that students regard them with due importance. This includes their use in all kinds of assessment tasks such as assignments, tests and examinations as well as in activities and explorations aimed at developing students’ understanding. The incorporation of graphics calculators into assessment tasks requires careful construction of these tasks. In this paper, discuss issues of equity relating to calculator models, levels of calculator use and the purpose and design of appropriate tasks. We also describe a typology we have developed to assist in the design and wording of assessment tasks which encourage appropriate use of graphics calculators, but which do not compromise important course objectives

Scalable wavelet-based coding of irregular meshes with interactive region-of-interest support

This paper proposes a novel functionality in wavelet-based irregular mesh coding, which is interactive region-of-interest (ROI) support. The proposed approach enables the user to define the arbitrary ROIs at the decoder side and to prioritize and decode these regions at arbitrarily high-granularity levels. In this context, a novel adaptive wavelet transform for irregular meshes is proposed, which enables: 1) varying the resolution across the surface at arbitrarily fine-granularity levels and 2) dynamic tiling, which adapts the tile sizes to the local sampling densities at each resolution level. The proposed tiling approach enables a rate-distortion-optimal distribution of rate across spatial regions. When limiting the highest resolution ROI to the visible regions, the fine granularity of the proposed adaptive wavelet transform reduces the required amount of graphics memory by up to 50%. Furthermore, the required graphics memory for an arbitrary small ROI becomes negligible compared to rendering without ROI support, independent of any tiling decisions. Random access is provided by a novel dynamic tiling approach, which proves to be particularly beneficial for large models of over 10(6) similar to 10(7) vertices. The experiments show that the dynamic tiling introduces a limited lossless rate penalty compared to an equivalent codec without ROI support. Additionally, rate savings up to 85% are observed while decoding ROIs of tens of thousands of vertices

The design and use of eActivities for learning mathematics

The recent development by Casio of the hand-held ClassPad 300 device raises a number of important questions for the design of mathematical learning experiences for students. This paper provides a brief description of the ClassPad 300 and its mathematical capabilities, followed by a description of the idea of an eActivity, well provided for in the operating system of the device. As their name suggests, eActivities are electronic learning activities, designed to be used by a student with a personal hand-held ClassPad 300. Designing suitable eActivities requires decisions to be made about the suitability of various pedagogical approaches that might be accommodated. These approaches include exposition or authoritative presentation, controlled practice of skills, open exploration and discovery. The ClassPad 300 offers ways of connecting mathematical ideas together within an eActivity that can be taken advantage of with these various approaches. Examples of recent eActivities are presented and briefly analysed . Practical design issues are provided and illustrated through examples. The paper concludes with an assessment of the prospects of the idea of an eActivity for student learning of mathematics

Teaching and learning trigonometry with technology

Modern school classrooms have access to a range of potential technologies, ranging from calculators to computers to the Internet. This paper explores some of the potential for such technologies to affect the curriculum and teaching of trigonometry in the secondary school. We identify some of the ways in which the teaching of trigonometry might be supported by the availability of various forms of technology. We consider circular measures, graphs of functions, trigonometric identities, equations and statistical modeling and focus on activities that are not possible without the use of technology. Modern technology provides an excellent means of exploring many of the concepts associated with trigonometry, both trigonometric and circular functions. Many of these opportunities for learning were not available before technology development and access within schools we enjoy today. This paper suggests some of the avenues for exploration

Tac-tiles: multimodal pie charts for visually impaired users

Tac-tiles is an accessible interface that allows visually impaired users to browse graphical information using tactile and audio feedback. The system uses a graphics tablet which is augmented with a tangible overlay tile to guide user exploration. Dynamic feedback is provided by a tactile pin-array at the fingertips, and through speech/non-speech audio cues. In designing the system, we seek to preserve the affordances and metaphors of traditional, low-tech teaching media for the blind, and combine this with the benefits of a digital representation. Traditional tangible media allow rapid, non-sequential access to data, promote easy and unambiguous access to resources such as axes and gridlines, allow the use of external memory, and preserve visual conventions, thus promoting collaboration with sighted colleagues. A prototype system was evaluated with visually impaired users, and recommendations for multimodal design were derived

Feeling what you hear: tactile feedback for navigation of audio graphs

Access to digitally stored numerical data is currently very limited for sight impaired people. Graphs and visualizations are often used to analyze relationships between numerical data, but the current methods of accessing them are highly visually mediated. Representing data using audio feedback is a common method of making data more accessible, but methods of navigating and accessing the data are often serial in nature and laborious. Tactile or haptic displays could be used to provide additional feedback to support a point-and-click type interaction for the visually impaired. A requirements capture conducted with sight impaired computer users produced a review of current accessibility technologies, and guidelines were extracted for using tactile feedback to aid navigation. The results of a qualitative evaluation with a prototype interface are also presented. Providing an absolute position input device and tactile feedback allowed the users to explore the graph using tactile and proprioceptive cues in a manner analogous to point-and-click techniques