Pengembangan Multimedia Interaktif Berbasis Web dengan Pendekatan Project Based Learning

The development of geogebra web-based interactive media using cybernetix boards with a Project Based Learning (PjBL) approach is a process of developing interactive media that can display mathematical concepts needed by students and can combine images, videos, and worksheets in one geogebra web page and display on a web page. cybernetix board that supports media for students to use together. The purpose of this research is to produce interactive learning media and to know the validity of the resulting product. The method used in this research is a research and development method, the design used in the development of this interactive multimedia is a 5-step design model of Borg and Gall. The results of the validation of learning media products from material experts obtained a percentage score of 97.5% with a valid predicate. The results of the validation of media design experts obtained a score of 90% with a valid predicate. The validation of learning experts obtained a percentage score of 97.5% with a valid predicate. As for the results of the assessment research, the percentage score according to the Likert scale 4 table is above 80% - 100%, which means it is in very good qualification. So that the assessment of web-based interactive learning media with a Project Based Learning (PjBL) approach on the material of Constructing Flat Sided Space with the use of geogebra web and cybernetix boards for class VIII E students of SMP Negeri 5 Karangploso according to the percentage of assessments of three validators with three categories of media is able to become media learning support and stated very well

Examination and Assessment of Commercial Anatomical E-Learning Tools: Software Usability, Dual-Task Paradigms and Learning

Technological innovation is changing the landscape of higher education, and the competing interests and responsibilities of today’s learners have propelled the movement of post-secondary courses into the online environment. In the anatomical sciences, commercialized e-learning tools have become a critical component for teaching the intricacies of the human body when physical classroom space and cadaveric resources are limited. This dissertation comparatively assessed the impact of two commercial anatomical e-learning tools (1) a simple 2-dimensional e-learning tool (A.D.A.M. Interactive Anatomy) and (2) a complex tool that allows for a 3-dimensional perspective (Netter’s 3D Interactive Anatomy). The comparison was then extended to include a traditional visual-kinesthetic method of studying anatomy (i.e. a physical skeleton). Applying cognitive load theory and working memory limitations as guiding principles, a dual-task assessment with cross over design was used to evaluate cognitive load. Students were assessed using baseline knowledge tests, observation task reaction times (a measure of cognitive load), mental rotation test scores (a measure of spatial ability) and anatomy post-tests (a measure of knowledge recall). Results from experiments carried out in this thesis suggest that the value of commercial anatomical e-learning tools cannot be assessed adequately on the basis of an educator’s, or a software developer’s, intuition alone. Despite the delivery benefits offered by e-learning tools and the positive feedback they often receive, this research demonstrates that neither commercial e-learning tool conferred any instructional advantage over textbook images. In fact, later results showed that the visual-kinesthetic experience of physically manipulating a skeleton yielded major positive impacts on knowledge recall that A.D.A.M. Interactive Anatomy, as a visual only tool, failed to deliver. The results of this dissertation also suggest that the design of e-learning tools can differentially influence students based on their spatial ability. Moreover our results suggest that learners with low spatial ability may also struggle to relate anatomical knowledge if they are examined on contralateral images. By objectively assessing commercial anatomical e-learning tools against traditional, visual-kinesthetic modalities, educators can be confident that the learning tool they select will give their students the best chance to acquire an understanding of human anatomy

Making training more cognitively effective: making videos interactive

The cost of health and safety (H&S) failures to the UK industry is currently estimated at up to £6.5 billion per annum, with the construction sector suffering unacceptably high levels of work-related incidents. Better H&S education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to recreate the dynamic realities of managing H&S on site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This paper describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S was explored using a group of 2nd-year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos. Nevertheless, most of the learners believed that a blended approach would be most effective

Design and Assessment of an Interactive Digital Tutorial for Undergraduate-Level Sandstone Petrology

This study describes the goals, features and effectiveness of a digital interactive tutorial which was created to provide undergraduates a 'virtual microscope' resource for learning sandstone petrology. The goal of the tutorial is to provide students exposure to the highly visual subject matter of petrography outside the confines of organized laboratory exercises. The hope is that widespread use of such digital interactive formats will allow students to gain high levels of expertise with description and interpretation of earth materials despite the reduced amounts of hands-on laboratory practice that are allowed by modern curricula. Educational levels: Graduate or professional

Learning to Predict Image-based Rendering Artifacts with Respect to a Hidden Reference Image

Image metrics predict the perceived per-pixel difference between a reference image and its degraded (e. g., re-rendered) version. In several important applications, the reference image is not available and image metrics cannot be applied. We devise a neural network architecture and training procedure that allows predicting the MSE, SSIM or VGG16 image difference from the distorted image alone while the reference is not observed. This is enabled by two insights: The first is to inject sufficiently many un-distorted natural image patches, which can be found in arbitrary amounts and are known to have no perceivable difference to themselves. This avoids false positives. The second is to balance the learning, where it is carefully made sure that all image errors are equally likely, avoiding false negatives. Surprisingly, we observe, that the resulting no-reference metric, subjectively, can even perform better than the reference-based one, as it had to become robust against mis-alignments. We evaluate the effectiveness of our approach in an image-based rendering context, both quantitatively and qualitatively. Finally, we demonstrate two applications which reduce light field capture time and provide guidance for interactive depth adjustment.Comment: 13 pages, 11 figure

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

Creating a test collection to evaluate diversity in image retrieval

This paper describes the adaptation of an existing test collection for image retrieval to enable diversity in the results set to be measured. Previous research has shown that a more diverse set of results often satisfies the needs of more users better than standard document rankings. To enable diversity to be quantified, it is necessary to classify images relevant to a given theme to one or more sub-topics or clusters. We describe the challenges in building (as far as we are aware) the first test collection for evaluating diversity in image retrieval. This includes selecting appropriate topics, creating sub-topics, and quantifying the overall effectiveness of a retrieval system. A total of 39 topics were augmented for cluster-based relevance and we also provide an initial analysis of assessor agreement for grouping relevant images into sub-topics or clusters