Template-driven teacher modelling approach : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Information Science at Massey University, Palmerston North

This thesis describes the Template-driven Teacher Modeling Approach, the initial implementation of the template server and the formative evaluation on the prototype. The initiative of Template-driven teacher modeling is to integrate the template server and intelligent teacher models in Web-based education systems for course authoring. There are a number of key components in the proposed system: user interface, template server and content repository. The Template-Driven Teacher Modeling (TDTM) architecture supports the course authoring by providing higher degree of control over the generation of presentation. The collection of accumulated templates in the template repository for a teacher or a group of teachers are selected as the inputs for the inference mechanism in teacher's model to calculate the best representation of the teaching strategy, and then predict teacher intention when he or she interacts with the system. Moreover, the presentation templates are kept to support the re-use of the on-line content at the level of individual screens with the help of Template Server

In search of templates

This paper explores, both wit This study reflects a recent shift towards the study of early stages of expert memory acquisition for chess positions. Over the course of fifteen sessions, two subjects who knew virtually nothing about the game of chess were trained to memorise positions. Increase in recall performance and chunk size was captured by power functions, confirming predictions made by the template theory (Gobet & Simon, 1996, 1998, 2000). The human data was compared to that of a computer simulation run on CHREST (Chunk Hierarchy and REtrieval STructures), an implementation of the template theory. The model accounts for the pattern of results in the human data, although it underestimates the size of the largest chunks and the rate of learning. Evidence for the presence of templates in human subjects was found

Photometry of SN 2002bo with template image subtraction

VRI photometry of the type Ia supernova 2002bo is presented. This SN exploded in a dusty region of the host galaxy NGC 3190, thus, subtraction of a template frame was necessary to obtain reliable photometry. We used a template frame of NGC 3190 taken during the course of our galaxy imaging project, fortunately, just a few days before SN 2002bo was discovered. The aim of this project is to collect template frames of nearby galaxies that are potential hosts of bright SNe. Subtraction of pre-SN images helped us to exclude the background light contamination of the host galaxy. The maximum occurred at JD 2452346, with maximal V brightness of 13.58. MLCS analysis led to T0(B)=JD 2452346.1 pm 0.8 (fiducial B-maximum), E(B-V)=0.24 pm 0.02, mu0=32.46 pm 0.06, Delta=-0.14 pm 0.04. E(B-V)=0.24(2) indicates a significant extinction in the host galaxy as the galactic reddening is negligible toward NGC 3190. The accepted value of Delta indicates that SN 2002bo was a slightly overluminous SN by about 0.14 relative to fiducial SN Type Ia. The distance turned out to be 31.0 pm 3 Mpc. In addition, the heavily obscured SN 2002cv was also detected on the I frame taken on JD 2452434 (June 8, 2002), and a variable star is found in the field, very close to the host galaxy.Comment: accepted by Astronomy and Astrophysic

A course template for undergraduate courses

We present in this paper a template for Moodle courses according to Universidade Aberta’s pedagogical model. The template for first cycle (undergraduate) courses enables teachers with little technical knowledge to deliver their online courses according to a pre-defined format. UAb's pedagogical model defines several features that can be directly implemented in a VLE, particularly in Moodle: course plan, learning card, assessment decision, and assignments, with proper configurations. This gave origin to a template that saves work and avoids technical problems caused by misconfigurations. Procedural guidelines were written to help teachers in their handling of the mechanisms implemented in the template. We found that the use of the template allowed teachers to concentrate on their pedagogical activity rather than on technical details. Some teachers that already had given online courses felt an improvement in their interaction with the VLE, since they didn't have to build things from scratch, especially those resources that weren't directly connected to their teaching activities, and were common to the University's model. An institution that is changing rapidly from paper-based distance learning to online learning must provide resources and mechanisms so that teachers and students may accomodate to the new model. Change, particularly the re-organization of the institution and the training of staff takes time, so any pre-configured package such as the proposed template is welcome

The reentry hypothesis: The putative interaction of the frontal eye field, ventrolateral prefrontal cortex, and areas V4, IT for attention and eye movement

Attention is known to play a key role in perception, including action selection, object recognition and memory. Despite findings revealing competitive interactions among cell populations, attention remains difficult to explain. The central purpose of this paper is to link up a large number of findings in a single computational approach. Our simulation results suggest that attention can be well explained on a network level involving many areas of the brain. We argue that attention is an emergent phenomenon that arises from reentry and competitive interactions. We hypothesize that guided visual search requires the usage of an object-specific template in prefrontal cortex to sensitize V4 and IT cells whose preferred stimuli match the target template. This induces a feature-specific bias and provides guidance for eye movements. Prior to an eye movement, a spatially organized reentry from occulomotor centers, specifically the movement cells of the frontal eye field, occurs and modulates the gain of V4 and IT cells. The processes involved are elucidated by quantitatively comparing the time course of simulated neural activity with experimental data. Using visual search tasks as an example, we provide clear and empirically testable predictions for the participation of IT, V4 and the frontal eye field in attention. Finally, we explain a possible physiological mechanism that can lead to non-flat search slopes as the result of a slow, parallel discrimination process

The impact of an aesthetic online course design template on the learner user experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand

Online learning is becoming ubiquitous, and increasing numbers of higher education providers use online delivery, usually managed through learning management systems, as part of their core business of education. A substantial body of literature exists in areas of online learning such as theoretical approaches or general principles of course design. However, there is little research that explores the user experience of online learners accessing their learning through learning management systems, and in particular, how the presentation or layout of the online courses impacts the learner user experience. As a result, online courses are often designed according to the preferences of the individuals responsible for their delivery, rather than as the end result of an evidence-based approach. This mixed-methods study sought to evaluate the impact of a course template, designed to create an aesthetic learning experience, on the learner user experience. The study was conducted in one college of a New Zealand university. Data was collected, using an online questionnaire and semi-structured interviews, from staff facilitating and students enrolled in first-year courses. Findings indicate that the use of a template that incorporated evidence-based design principles had a significant positive effect on learner user experience. Narrative was shown to be an important aesthetic construct, and the use of the aesthetic template was found to reduce the extraneous cognitive load of courses, increasing learners’ sense of engagement and, motivation, and self-efficacy