Current state of 3D modeling and creativity in primary schools in the Czech republic and in the world

Článek si klade za cíl zmapovat aktuální situaci vztahu 3D modelování a tvořivosti a zaměřuje se na možnost rozvoje tvořivosti pomocí onoho 3D modelování. Shrnuje poznatky v tomto směr, jak v rámci České republiky, tak zbytku světa. 3D modelování pomalu, ale jistě proniká do osnov základních škol a jeví se jako poměrně dobrý a moderní prostředek výuky technických předmětů, který může rozvíjet tvořivost žáků. Jsou zde konfrontovány jednotlivá zjištění ohledně 3D modelování a tvořivosti, která jsou zatím odbornou veřejností vnímána. Samotné téma tvořivosti není v odborné literatuře jednoznačně vymezeno, pravděpodobně proto, že tvořivost se prolíná napříč všemi obory, nicméně tvořivost jako taková je probádána poměrně důkladně.The article aims to map the current situation of the relationship between 3D modeling and creativity and focuses on the possibility of developing creativity using that 3D modeling. It summarizes the knowledge in this direction, both within the Czech Republic and the rest of the world. 3D modeling is slowly but surely penetrating the curriculum of primary schools and appears to be a relatively good and modern means of teaching technical subjects that can develop the creativity of pupils. Individual findings regarding 3D modeling and creativity, which are still perceived by the professional public, are confronted here. The topic of creativity itself is not clearly defined in the professional literature, probably because creativity intertwines across all disciplines, but creativity as such is explored relatively thoroughly

Proceedings of the 1993 Conference on Intelligent Computer-Aided Training and Virtual Environment Technology

The volume 2 proceedings from the 1993 Conference on Intelligent Computer-Aided Training and Virtual Environment Technology are presented. Topics discussed include intelligent computer assisted training (ICAT) systems architectures, ICAT educational and medical applications, virtual environment (VE) training and assessment, human factors engineering and VE, ICAT theory and natural language processing, ICAT military applications, VE engineering applications, ICAT knowledge acquisition processes and applications, and ICAT aerospace applications

Better learning of mechanics through information technology

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2004.Includes bibliographical references (p. 251-254).(cont.) visualize complex geometric arrangements. Finally, the tools developed represent an alternative to what learning technology has always done; transmit academic knowledge to the student. These tools are an example of how IT can be used to go beyond the traditional forms of academic teaching by using technology with an approach that is not attached to this transmission model. They also show how to exploit the adaptive potential of IT to serve a different, more effective kind of learning.The use of Information Technology (IT) in engineering education offers the opportunity to teach concepts more effectively than the methods of instruction most commonly used. IT can assist students in making abstractions and improve their understanding of more complicated concepts starting from simple principles and/or real-world physical phenomena. This thesis presents two interactive computer-aided learning tools. For their development, educational theory is first reviewed from which important learning concepts are extracted. These concepts are proposed as essential elements to be incorporated in computer-assisted learning tools. The thesis also reviews the history of technology in education since the 1600's, including the major contributions, challenges, and reactions encountered during years of technological change. The first tool addresses the teaching of basic solid mechanics. The tool uses simulations and animations in multimedia interactive exercises. Formative testing was conducted during its development, and its effectiveness was assessed through a summative evaluation involving 38 students. Two important conclusions can be drawn from this research. First, a clear overall improvement trend was observed for the students who used the basic mechanics tool. Second, the students who benefited the most from the use of the tool were those who were particularly weak in the subject after having been instructed through conventional teaching methods. The second tool covers the principles and applications of stereographic projections and their application to rock wedge stability analyses. It benefits from the findings of the development, implementation, and assessment process of the first tool. This module uses three-dimensional imagery which helpsby Carlos A. Regalado S.Ph.D

2016-17 Graduate Bulletin

After 2003 the University of Dayton Bulletin went exclusively online. This copy was downloaded from the University of Dayton\u27s website in March 2018.https://ecommons.udayton.edu/bulletin_grad/1047/thumbnail.jp

The Artisan Teacher: A Field Guide to Skillful Teaching

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Michael A. Rutherford on March 26, 2013

Design of an Extended Educational Technology Acceptance Model (EETAM)

Educational technologies provide students with opportunities to learn remotely or on campus, to access learning materials, engage with interactive learning activities and to interact and communicate with the class. Student use may vary depending on several different factors, and technology acceptance models are well-suited to investigate these factors and how they may influence student behaviour. Because of their popularity and utility, many different models exist and there is no apparent pattern in terms of structure and included factors, and only a minority include factors relevant to education and learning. The primary aim of this research was to form a robust and comprehensive technology acceptance model specifically suited to educational technologies and test it in the field. This was achieved using exploratory and confirmatory factor analysis, thematic analysis, and structural equation modelling. The results demonstrated that the final proposed model was statistically sound and measured the majority of the variance of student behavioural intent. It also demonstrated the potential impact that student comfort and well-being may have on formation of student intentions. There was confirmation that the cognitive engagement construct improved the power of the proposed model, which suggested that students think that a technology is useful if it is also engaging. There were further indications that instructor attributes, feedback, and class interaction and communication are also influential, though further confirmation is required in more controlled settings. A final extended educational technology acceptance model is presented here with strong theoretical and statistical justification in response to the perceived heterogeneity and lack of specificity to education in contemporary technology acceptance research.Thesis (Ph.D.) -- University of Adelaide, School of Education, 202

Payload training methodology study

The results of the Payload Training Methodology Study (PTMS) are documented. Methods and procedures are defined for the development of payload training programs to be conducted at the Marshall Space Flight Center Payload Training Complex (PCT) for the Space Station Freedom program. The study outlines the overall training program concept as well as the six methodologies associated with the program implementation. The program concept outlines the entire payload training program from initial identification of training requirements to the development of detailed design specifications for simulators and instructional material. The following six methodologies are defined: (1) The Training and Simulation Needs Assessment Methodology; (2) The Simulation Approach Methodology; (3) The Simulation Definition Analysis Methodology; (4) The Simulator Requirements Standardization Methodology; (5) The Simulator Development Verification Methodology; and (6) The Simulator Validation Methodology