How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

The Impact of Science on Society

Four speeches delivered as part of a public lecture series to assess the impact of science on society are presented. The computerization of society, space exploration and habitation, the mechanisms of technological change, and cultural responses are addressed

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 product’s 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

Children s Acceptance of a Collaborative Problem Solving Game Based on Physical Versus Digital Learning Spaces

[EN] Collaborative problem solving (CPS) is an essential soft skill that should be fostered from a young age. Research shows that a good way of teaching such skills is through video games; however, the success and viability of this method may be affected by the technological platform used. In this work we propose a gameful approach to train CPS skills in the form of the CPSbot framework and describe a study involving 80 primary school children on user experience and acceptance of a game, Quizbot, using three different technological platforms: two purely digital (tabletop and handheld tablets) and another based on tangible interfaces and physical spaces. The results show that physical spaces proved to be more effective than the screen-based platforms in several ways, as well as being considered more fun and easier to use by the children. Finally, we propose a set of design considerations for future gameful CPS systems based on the observations made during this study.Spanish Ministry of Economy and Competitiveness and the European Regional Development Fund (project TIN2014-60077-R); Spanish Ministry of Education, Culture and Sport (with fellowship FPU14/00136) and Conselleria d'Educacio, Cultura i Esport (Generalitat Valenciana, Spain) (grant ACIF/2014/214).Jurdi, S.; García Sanjuan, F.; Nácher-Soler, VE.; Jaén Martínez, FJ. (2018). Children s Acceptance of a Collaborative Problem Solving Game Based on Physical Versus Digital Learning Spaces. Interacting with Computers. 30(3):187-206. https://doi.org/10.1093/iwc/iwy006S18720630

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Texas Student Medi

OK, Google, Will Artificial Intelligence Replace Human Lawyering?

Will Artificial Intelligence (AI) replace human lawyering? The answer is no. Despite worries that AI is getting so sophisticated that it could take over the profession, there is little cause for concern. Indeed, the surge of AI in the legal field has crystalized the real essence of effective lawyering. The lawyer’s craft goes beyond what AI can do because we listen with empathy to clients’ stories, strategize to find the story that might not be obvious, thoughtfully use our imagination and judgment to decide which story will appeal to an audience, and creatively tell those winning stories. This Article reviews the current state of AI in legal practice and contrasts that with the essence of exclusively human lawyering skills—empathy, imagination, and creativity. As examples, we use three Supreme Court cases to illustrate these skills

ICarbS, Volume 4, Issue 2

Contents The Composition and Final Text of W.B. Yeats\u27s Crazy Jane on the King by Richard J. Finneran / 67 Lennox Robinson on the Dublin Drama League: A Letter to Gabriel Fallon by Gary Phillips / 75 Joyce\u27s Notes on the Gorman Biography by Willard Potts / 83 Lost in Translation: The Ending of Capek\u27s R. U.R. by Mary Anne Fox / 101 Dr. Tom Rennie and Tender is the Night by John M. Howell / 111 The Making of a Collector: Laukhuff\u27s of Cleveland by Philip Kaplan / 117 Contributors / 127 Illustrations Yeats\u27s corrected typescript title Crazy Jane and the King / 68 Lennox Robinson a.l.s. to Gabriel Fallon, 3 June [1940] / 76 Biographer Herbert Gorman with James and Nora Joyce / 84 Galley proofs of Gorman biography with Joyce-dictated revisions / 92 Mordecai Gorelik\u27s set design for final scene of R.U.R. / 100 Capek note for Edward Marsh / 106 Capek\u27s rendering of suppressed finale / 108 F. Scott Fitzgrald presentation inscription to Dr. Thomas Rennie / 110 Title page of first edition of Tender is the Night / 112 Richard Laukhuff\u27s announcement for bookstore opening, 1916 / 116 Bookmark designed for Laukhuff by architect/customer William Lescaze / 122 Hart Crane presentation inscription to Philip Kaplan / 124 Mordecai Gorelik set design for Karel Capek\u27s R.U.R. / Cove