Translation and human-computer interaction

This paper seeks to characterise translation as a form of human-computer interaction. The evolution of translator-computer interaction is explored and the challenges and benefits are enunciated. The concept of cognitive ergonomics is drawn on to argue for a more caring and inclusive approach towards the translator by developers of translation technology. A case is also made for wider acceptance by the translation community of the benefits of the technology at their disposal and for more humanistic research on the impact of technology on the translator, the translation profession and the translation process

Fostering Students’ Creativity through Video Game Development

This study focuses on the impact of video game development as an approach to educate individuals for the demands of creative industries such as video games. Questionnaires were administered to 38 students enrolled in two educational programs which involved developing video games. Findings suggest that developing video games creates an exceptional setting to promote the students’ creativity, due to characteristics of the task and of the work environment generated by this activity

Cracking the Code on Stem: A People Strategy for Nevada\u27s Economy

Nevada has in place a plausible economic diversification strategy—and it’s beginning to work. Now, the state and its regions need to craft a people strategy. Specifically, the state needs to boost the number of Nevadans who possess at least some postsecondary training in the fields of science, technology, engineering, or math—the so-called “STEM” disciplines (to which some leaders add arts and design to make it “STEAM”). The moment is urgent—and only heightened by the projected worker needs of Tesla Motors’ planned “gigafactory” for lithium-ion batteries in Storey County. Even before the recent Tesla commitment, a number of the more high-tech industry sectors targeted by the state’s new economic diversification strategy had begun to deliver significant growth. Most notable in fast-growing sectors like Business IT Ecosystems (as defined by the Governor’s Office for Economic Development) and large sectors like Health and Medical Services, this growth has begun to increase the demand in Nevada for workers with at least a modicum of postsecondary training in one or more STE M discipline. However, there is a problem. Even though many available opportunities require no more than the right community college certificate, insufficient numbers of Nevadans have pursued even a little STEM training. As a result, too few Nevadans are ready to participate in the state’s emerging STEM economy. The upshot: Without concerted action to prepare more Nevadans for jobs in STEM-intensive fields, skills shortages could limit growth in the state’s most promising target industries and Nevadans could miss out on employment that offers superior paths to opportunity and advancement. Which is the challenge this report addresses: Aimed at focusing the state at a critical moment, this analysis speaks to Nevada’s STEM challenge by providing a new assessment of Nevada’s STEM economy and labor market as well as a review of actions that leaders throughout the state—whether in the public, private, civic, or philanthropic sectors—can take to develop a workforce capable of supporting continued growth through economic diversification

AM-OER: An Agile Method for the Development of Open Educational Resources

Open Educational Resources have emerged as important elements of education in the contemporary society, promoting life-long and personalized learning that transcends social, eco- nomic and geographical barriers. To achieve the potential of OERs and bring impact on education, it is necessary to increase their development and supply. However, one of the current challenges is how to produce quality and relevant OERs to be reused and adapted to different contexts and learning situations. In this paper we proposed an agile method for the development of OERs – AM-OER, grounded on agile practices from Software Engineering. Learning Design practices from the OULDI project (UK Open University) are also embedded into the AM-OER aiming at improving quality and facilitating reuse and adaptation of OERs. In order to validate AM-OER, an experiment was conducted by applying it in the development of an OER on software testing. The results showed preliminary evidences on the applicability, effectiveness and ef ciency of the method in the development of OERs

The teacher as action researcher : Using technology to capture pedagogic form

The paper argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers – the 'teaching community', and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the paper proposes the use of an online learning activity management system (LAMS) as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and paper shows how teachers could use the Conversational Framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution

Open educational resources : conversations in cyberspace

172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

Sustainable exhibit design: guidelines for designers of small scale interactive and travelling exhibits

This study was commissioned as part of Lincolnshire County Council’s FLOWS ‘2B’ Information and Symbols Project and UK match funding for this particular FLOWS Project has been provided by East Midlands Development Agency. The aim of FLOWS is to improve the sustainability of development in flood risk areas through development of ‘good practice’, by improved integration of flood risk information into decision-support systems for spatial planning and water management. FLOWS involves over 40 individual projects which are based in four Work Packages. Lincolnshire County Council is jointly leading Work Package 3 (Spatial Planning) and is also leading on Projects in Work Package 2 (Public Perception/Dissemination). This study has been produced as part of Lincolnshire County Council’s ‘FLOWS 2B Information and Symbols Project’ and in the wider context, is focussing on raising public awareness of flooding and flood risk by exploring innovative methods of disseminating information on the subject of flood risk to the public. This project involves the production of interactive exhibits aimed at raising the awareness of flood risk in Lincolnshire and is a partnership between Lincolnshire County Council and the School of Architecture at the University of Lincoln. A study focussing on creating sustainable exhibitions has been undertaken via the University of Lincoln that will directly inform the FLOWS exhibits. As detailed in the project brief, this study on Sustainable Exhibit Design will investigate best practice in sustainable exhibit design and produce a report setting out guidelines for designers of small interactive and travelling exhibits, guidelines which are directly applicable to the proposed FLOWS exhibit. The report will form a contribution to exhibition design knowledge through wider distribution via the University of Lincoln and FLOWS websites and a conference presentation

Promoting Healthy Communities and Reducing Childhood Obesity: Legislative Options

Summarizes legislation proposed or enacted in 2007-08 in the areas of healthy eating and physical activity such as nutrition, physical education, and obesity prevention and treatment, as well as healthy community design and access to healthy food

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K12 Education in Wisconsin

Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition - a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians wrote to President-elect Obama urging him to "not lose sight of the critical role that STEM education plays in enabling the United States to remain the economic and technological leader of the 21st century global marketplace." While that imperative appears to have resonated in Washington, has it and should it resonate in Madison? This report attempts to answer that question by examining the extent to which STEM skills are a necessity for tomorrow's Wisconsin workforce, whether our schools are preparing students to be STEM-savvy workers, and where STEM falls in the state's list of educational priorities