Drawing enhances cross-modal memory plasticity in the human brain: a case study in a totally blind adult

In a memory-guided drawing task under blindfolded conditions, we have recently used functional Magnetic Resonance Imaging (fMRI) to demonstrate that the primary visual cortex (V1) may operate as the visuo-spatial buffer, or “sketchpad,” for working memory. The results implied, however, a modality-independent or amodal form of its operation. In the present study, to validate the role of V1 in non-visual memory, we eliminated not only the visual input but all levels of visual processing by replicating the paradigm in a congenitally blind individual. Our novel Cognitive-Kinesthetic method was used to train this totally blind subject to draw complex images guided solely by tactile memory. Control tasks of tactile exploration and memorization of the image to be drawn, and memory-free scribbling were also included. FMRI was run before training and after training. Remarkably, V1 of this congenitally blind individual, which before training exhibited noisy, immature, and non-specific responses, after training produced full-fledged response time-courses specific to the tactile-memory drawing task. The results reveal the operation of a rapid training-based plasticity mechanism that recruits the resources of V1 in the process of learning to draw. The learning paradigm allowed us to investigate for the first time the evolution of plastic re-assignment in V1 in a congenitally blind subject. These findings are consistent with a non-visual memory involvement of V1, and specifically imply that the observed cortical reorganization can be empowered by the process of learning to draw

Effective uses of technology in the classroom

Research Questions: How is technology being effectively used in the elementary, middle, and high schools both by the teachers and the students? What are some effective pieces of software students are utilizing in their learning? What is the best way to integrate technology into the curriculum

A Review On The Comparative Roles Of Mathematical Softwares In Fostering Scientific And Mathematical Research

Mathematical software tools used in science, research and engineering have a developmental trend. Various subdivisions for mathematical software applications are available in the aforementioned areas but the research intent or problem under study, determines the choice of software required for mathematical analyses. Since these software applications have their limitations, the features present in one type are often augmented or complemented by revised versions of the original versions in order to increase their abilities to multi-task. For example, the dynamic mathematics software was designed with integrated advantages of different types of existing mathematics software as an improved version for understanding numerical related problems for advanced mathematical content (advanced simulation). In recent times, science institutions have adopted the use of computer codes in solving mathematics related problems. The treatment of complex numerical analysis with the aid of mathematical software is currently used in all branches of physical, biological and social sciences. However, the programming language for mathematics related software varies with their functionalities. Many invaluable researches have been compromised within the confines of unacceptable but expedient standards because of insufficient understanding of the valuable services the available variety of mathematical software could offer. In the developing countries, some mathematical software like Matlab and MathCAD are very common. A comparative review for some mathematical software was embarked upon in order to understand the advantages and limitations of some of the available mathematical software

An Examination Of Preservice Teachers\u27 Use Of Learning Trajectories To Guide Instruction

In order for teachers to support students’ mathematical thinking, Battista (2004) believed they must identify core mathematical concepts, recognize conceptual frameworks for understanding children’s thinking, and use appropriate assessment tasks. In his view, learning trajectories provide teachers with information on children’s cognitive abilities as well as a structure for assessment. The present study investigated the ways in which preservice teachers used, and reflected on their use of, learning trajectories to assess, plan, and instruct during a one-on-one tutoring project focused on geometric shapes. In addition, preservice teachers were asked to reflect on the ways in which they might use learning trajectories during small-group and whole-group instruction. This study employed collective case study methodology as a qualitative research design methodology. The goal of the research was to understand how three preservice teachers interpreted their experience. Participants were preservice teachers seeking K-8 teaching certification with a minor in mathematics education. Throughout the twelve-week study, digital recordings of fieldwork and interviews were collected, along with journal entries, lesson plans, and fieldnotes. The data analysis strategy followed Stake’s (2006) methodology for collective case study analysis. Trustworthiness was accomplished through thick description, triangulation of data, and member checks. Supported by constructivist learning theory as the theoretical framework guiding the research, the study found that during the assessment phase, learning trajectories gave preservice teachers flexibility in identifying their students’ level of mathematical thinking. While planning, preservice teachers created lesson plans that encouraged active learning and were within their students’ zone of proximal development. And during instruction, learning trajectories were used as a tool for formative assessment. When asked to reflect on how learning trajectories might be used during small-group and whole-group instruction, preservice teachers surmised that learning trajectories could be used to create hetero-homogeneous groupings and used to ask questions that increase in sophistication, respectively

Integrating Science and Mathematics Education Research into Teaching: A Conference for Students, Teachers and University Faculty in Science, Mathematics, and Related Fields

This proposal from the University of Maine Center for Science and Mathematics Education is a request for a TPC Conference/Symposium to fund a six-day national conference and summer academy entitled Integrating Science and Mathematics Education Research into Teaching. The purposes of the conference are: (1) to bring together all participants in the science and mathematics education research enterprise (teachers, administrators, scientists and mathematicians, education faculty, future teachers) to exchange ideas about research and curriculum innovation ongoing in their fields; and (2) help teachers integrate research-based instructional strategies, particularly those that depend on innovative uses of technology, into their teaching practices

ROTOЯ Review

The ROTOЯ partnership between Huddersfield Art Gallery and the University of Huddersfield was established in 2011. ROTOЯ I and II was a programme of eight exhibitions and accompanying events that commenced in 2012 and was completed in 2013. ROTOЯ continues into 2014 and the programme for 2015 and 2016 is already firmly underway. In brief, the aim of ROTOЯ is to improve the cultural vitality of Kirklees, expand audiences, and provide new ways for people to engage with and understand academic research in contemporary art and design. Why ROTOЯ , Why Now? As Vice Chancellors position their institutions’ identities and future trajectories in context to national and international league tables, Professor John Goddard1 proposes the notion of the ‘civic’ university as a ‘place embedded’ institution; one that is committed to ‘place making’ and which recognises its responsibility to engaging with the public. The civic university has deep institutional connections to different social, cultural and economic spheres within its locality and beyond. A fundamental question for both the university sector and cultural organisations alike, including local authority, is how the many different articulations of public engagement and cultural leadership which exist can be brought together to form one coherent, common language. It is critical that we reach out and engage the community so we can participate in local issues, impact upon society, help to forge well-being and maintain a robust cultural economy. Within the lexicon of public centered objectives sits the Arts Council England’s strategic goals, and those of the Arts and Humanities Research Council – in particular its current Cultural Value initiative. What these developments reveal is that art and design education and professional practice, its projected oeuvre as well as its relationship to cultural life and public funding, is now challenged with having to comprehensively audit its usefulness in financially austere times. It was in the wake of these concerns coming to light, and of the 2010 Government Spending Review that ROTOЯ was conceived. These issues and the discussions surrounding them are not completely new. Research into the social benefits of the arts, for both the individual and the community, was championed by the Community Arts Movement in the 1960s. During the 1980s and ‘90s, John Myerscough and Janet Wolff, amongst others, provided significant debate on the role and value of the arts in the public domain. What these discussions demonstrated was a growing concern that the cultural sector could not, and should not, be understood in terms of economic benefit alone. Thankfully, the value of the relationships between art, education, culture and society is now recognised as being far more complex than the reductive quantification of their market and GDP benefits. Writing in ‘Art School (Propositions for the 21st Century)’, Ernesto Pujol proposes:‘…it is absolutely crucial that art schools consider their institutional role in support of democracy. The history of creative expression is linked to the history of freedom. There is a link between the state of artistic expression and the state of democracy.’ When we were approached by Huddersfield Art Gallery to work collaboratively on an exhibition programme that could showcase academic staff research, one of our first concerns was to ask the question, how can we really contribute to cultural leadership within the town?’ The many soundbite examples of public engagement that we might underline within our annual reports or website news are one thing, but what really makes a difference to a town’s cultural identity, and what affects people in their daily lives? With these questions in mind we sought a distinctive programme within the muncipal gallery space, that would introduce academic research in art, design and architecture beyond the university in innovative ways

Effectiveness of Employing Multimedia Principles in The Design of Computer-Based Math Tutorials for Students with Learning Disabilities

This study was designed as an extension of a formative pilot study to enhance the Blending Assessment with Instruction Program (BAIP) developed by the Center for Educational Testing and Evaluation (CETE) and the eLearning Design Lab (eDL). The animated tutorial prototype, which was studied as part of this project, was for young children. The study evaluated a prototype of online instructional tutorial in mathematics designed for students with disabilities. The tutorial prototype was instructional, interactive, and aligned with the state assessment standards and indicator at the fourth grade level. The goal of the study was to obtain formative data from subject matter experts (SMEs), special education teachers and multimedia/technology experts regarding the usability and accessibility of the tutorial design for students with disabilities. The tutorial was designed based on the principles of designing multimedia instruction given by Mayer (2005). A purposeful sampling process was used. Three groups of individuals were invited to participate in the study; they were subject matter experts in mathematics (SME), special education teachers, and multi-media/technology experts. Participants within each group were selected as based on their expertise and experience. Out of the 17 invitations, 10 individuals agreed to participate. They included - three SMEs, four special education teachers, and three multimedia/technology experts. Frequency results from the survey instruments and formative data gathered through online comments and suggestions provided valuable information regarding the design and accessibility of the tutorial prototype. These data, in turn, will be used to enhance the tutorial prototype to be tested in the second study researching the effectiveness of the revised prototype in teaching students with learning disabilities in authentic instructional settings