61,172 research outputs found
Technology, Pedagogy and Digital Production: A Case Study of Children Learning New Media Skills
This article presents an analysis of data from a project which investigated children and young people's learning of digital cultures in informal settings in Britain. The project aimed to build links between young peoples' leisure and learning experiences, by engaging with the content and styles of learning connected with digital cultures in homes and community centres. The focus of this article is on a computer games making course for young people age 9 â 13. The article looks specifically at issues around technology and pedagogy. Questions are raised about types of software used with this age range, and the article includes a discussion of the models of learning which describe young people?s interactions with digital cultures
Teaching and Learning Data Visualization: Ideas and Assignments
This article discusses how to make statistical graphics a more prominent
element of the undergraduate statistics curricula. The focus is on several
different types of assignments that exemplify how to incorporate graphics into
a course in a pedagogically meaningful way. These assignments include having
students deconstruct and reconstruct plots, copy masterful graphs, create
one-minute visual revelations, convert tables into `pictures', and develop
interactive visualizations with, e.g., the virtual earth as a plotting canvas.
In addition to describing the goals and details of each assignment, we also
discuss the broader topic of graphics and key concepts that we think warrant
inclusion in the statistics curricula. We advocate that more attention needs to
be paid to this fundamental field of statistics at all levels, from
introductory undergraduate through graduate level courses. With the rapid rise
of tools to visualize data, e.g., Google trends, GapMinder, ManyEyes, and
Tableau, and the increased use of graphics in the media, understanding the
principles of good statistical graphics, and having the ability to create
informative visualizations is an ever more important aspect of statistics
education
Impact of change on Attitudes, Skills and Professional Learning Requirements: Survey of secondary teachers of Craft, Design, Engineering and Graphics
This is an independent report based on a national survey. It forms part of a funded project with Education Scotland. It is designed to capture the attitudes and thoughts of teachers currently involved in the implementation of the new curriculum arrangements and the teaching, learning and assessment inherent in delivery. The purpose of this report is to guide and inform future support, advice and guidance for professional learning and further research enquiry. Critically, it offers an overview of current thoughts, as a snap shot of time, set in the context of the roll out of the senior phase of DET
Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age
This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment
Emerging cad and bim trends in the aec education: An analysis from students\u27 perspective
As the construction industry is moving towards collaborative design and construction practices globally, training the architecture, engineering, and construction (AEC) students professionally related to CAD and BIM became a necessity rather than an option. The advancement in the industry has led to collaborative modelling environments, such as building information modelling (BIM), as an alternative to computer-aided design (CAD) drafting. Educators have shown interest in integrating BIM into the AEC curriculum, where teaching CAD and BIM simultaneously became a challenge due to the differences of two systems. One of the major challenges was to find the appropriate teaching techniques, as educators were unaware of the AEC studentsâ learning path in CAD and BIM. In order to make sure students learn and benefit from both CAD and BIM, the learning path should be revealed from studentsâ perspective. This paper summarizes the background and differences of CAD and BIM education, and how the transition from CAD to BIM can be achieved for collaborative working practices. The analysis was performed on freshman and junior level courses to learn the perception of students about CAD and BIM education. A dual-track survey was used to collect responses from AEC students in four consecutive years. The results showed that students prefer BIM to CAD in terms of the friendliness of the user-interface, help functions, and self-detection of mistakes. The survey also revealed that most of the students believed in the need for a BIM specialty course with Construction Management (CM), Structure, and Mechanical-Electrical-Plumbing (MEP) areas. The benefits and challenges of both CAD and BIM-based software from studentsâ perspectives helps to improve the learning outcomes of CAD/BIM courses to better help students in their learning process, and works as a guideline for educators on how to design and teach CAD/BIM courses simultaneously by considering the learning process and perspectives of students. © 2018 The autho
Cleveland College of Art and Design: report from the Inspectorate (FEFC inspection report; 48/96 and 94/00)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1995-96 and 1999-2000
An Immersive Telepresence System using RGB-D Sensors and Head Mounted Display
We present a tele-immersive system that enables people to interact with each
other in a virtual world using body gestures in addition to verbal
communication. Beyond the obvious applications, including general online
conversations and gaming, we hypothesize that our proposed system would be
particularly beneficial to education by offering rich visual contents and
interactivity. One distinct feature is the integration of egocentric pose
recognition that allows participants to use their gestures to demonstrate and
manipulate virtual objects simultaneously. This functionality enables the
instructor to ef- fectively and efficiently explain and illustrate complex
concepts or sophisticated problems in an intuitive manner. The highly
interactive and flexible environment can capture and sustain more student
attention than the traditional classroom setting and, thus, delivers a
compelling experience to the students. Our main focus here is to investigate
possible solutions for the system design and implementation and devise
strategies for fast, efficient computation suitable for visual data processing
and network transmission. We describe the technique and experiments in details
and provide quantitative performance results, demonstrating our system can be
run comfortably and reliably for different application scenarios. Our
preliminary results are promising and demonstrate the potential for more
compelling directions in cyberlearning.Comment: IEEE International Symposium on Multimedia 201
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