Development and evaluation of a multimedia interactive CD: Public speaking interactive media

This paper reports on a study that endeavours to develop a Computer Assisted Learning (CAL) multimedia courseware namely, Public Speaking Interactive Media. This courseware was developed specifically for diploma students undergoing ENG4113 (Business English) and ENG 4153 (Public Speaking Skills) at Kolej Profesional MARA Indera Mahkota, Kuantan, Pahang. The objectives and goals of this study is to develop a CAL courseware which is in-line with the syllabus of the courses using multimedia elements together with the application of behaviorist, cognitive and constructivist learning theories as a basis in the design of the courseware. Moreover, the instructional design and implementation of this CAL multimedia courseware employ active and flexible learning strategies. Utilizing Hannafin and Peck’s Design Model, this courseware was developed using Macromedia Director and Macromedia Authorware to ensure that multimedia elements and simulations can be fully integrated. The findings of the study revealed that the courseware fulfilled its objectives in aiding students in comprehending the concept of public speaking skills better by using multimedia elements. In addition, the courseware is in-line with the syllabus and has incorporated the theories and strategies intended successfully

Design considerations for delivering e-learning to surgical trainees

Copyright © 2011, IGI Global. Distributed with permission.Challenges remain in leveraging e-health technologies for continuous medical education/professional development. This study examines the interface design and learning process features related to the use of multimedia in providing effective support for the knowledge and practice of surgical skills. Twenty-one surgical trainees evaluated surgical content on a CD-ROM format based on 14 interface design and 11 learning process features using a questionnaire adapted from an established tool created to assess educational multimedia. Significant Spearman’s correlations were found for seven of the 14 interface design features – ‘Navigation’, ‘Learning demands’, ‘Videos’, ‘Media integration’, ‘Level of material’, ‘Information presentation’ and ‘Overall functionality’, explaining ratings of the learning process. The interplay of interface design and learning process features of educational multimedia highlight key design considerations in e-learning. An understanding of these features is relevant to the delivery of surgical training, reflecting the current state of the art in transferring static CD-ROM content to the dynamic web or creating CD/web hybrid models of education

The neural correlates of regulating another person's emotions: an exploratory fMRI study

Studies investigating the neurophysiological basis of intrapersonal emotion regulation (control of one's own emotional experience) report that the frontal cortex exerts a modulatory effect on limbic structures such as the amygdala and insula. However, no imaging study to date has examined the neurophysiological processes involved in interpersonal emotion regulation, where the goal is explicitly to regulate another person's emotion. Twenty healthy participants (10 males) underwent fMRI while regulating their own or another person's emotions. Intrapersonal and interpersonal emotion regulation tasks recruited an overlapping network of brain regions including bilateral lateral frontal cortex, pre-supplementary motor area, and left temporo-parietal junction. Activations unique to the interpersonal condition suggest that both affective (emotional simulation) and cognitive (mentalizing) aspects of empathy may be involved in the process of interpersonal emotion regulation. These findings provide an initial insight into the neural correlates of regulating another person's emotions and may be relevant to understanding mental health issues that involve problems with social interaction

Affective feedback: an investigation into the role of emotions in the information seeking process

User feedback is considered to be a critical element in the information seeking process, especially in relation to relevance assessment. Current feedback techniques determine content relevance with respect to the cognitive and situational levels of interaction that occurs between the user and the retrieval system. However, apart from real-life problems and information objects, users interact with intentions, motivations and feelings, which can be seen as critical aspects of cognition and decision-making. The study presented in this paper serves as a starting point to the exploration of the role of emotions in the information seeking process. Results show that the latter not only interweave with different physiological, psychological and cognitive processes, but also form distinctive patterns, according to specific task, and according to specific user

Internet-based psychoeducation for bipolar disorder: a qualitative analysis of feasibility, acceptability and impact

<p>Background: In a recent exploratory randomised trial we found that a novel, internet-based psychoeducation programme for bipolar disorder (Beating Bipolar) was relatively easy to deliver and had a modest effect on psychological quality of life. We sought to explore the experiences of participants with respect to feasibility, acceptability and impact of Beating Bipolar.</p> <p>Methods: Participants were invited to take part in a semi-structured interview. Thematic analysis techniques were employed; to explore and describe participants’ experiences, the data were analysed for emerging themes which were identified and coded.</p> <p>Results: The programme was feasible to deliver and acceptable to participants where they felt comfortable using a computer. It was found to impact upon insight into illness, health behaviour, personal routines and positive attitudes towards medication. Many participants regarded the programme as likely to be most beneficial for those recently diagnosed.</p> <p>Conclusions: An online psychoeducation package for bipolar disorder, such as Beating Bipolar, is feasible and acceptable to patients, has a positive impact on self-management behaviours and may be particularly suited to early intervention. Alternative (non-internet) formats should also be made available to patients.</p&gt

Dynamic Facial Expression of Emotion Made Easy

Facial emotion expression for virtual characters is used in a wide variety of areas. Often, the primary reason to use emotion expression is not to study emotion expression generation per se, but to use emotion expression in an application or research project. What is then needed is an easy to use and flexible, but also validated mechanism to do so. In this report we present such a mechanism. It enables developers to build virtual characters with dynamic affective facial expressions. The mechanism is based on Facial Action Coding. It is easy to implement, and code is available for download. To show the validity of the expressions generated with the mechanism we tested the recognition accuracy for 6 basic emotions (joy, anger, sadness, surprise, disgust, fear) and 4 blend emotions (enthusiastic, furious, frustrated, and evil). Additionally we investigated the effect of VC distance (z-coordinate), the effect of the VC's face morphology (male vs. female), the effect of a lateral versus a frontal presentation of the expression, and the effect of intensity of the expression. Participants (n=19, Western and Asian subjects) rated the intensity of each expression for each condition (within subject setup) in a non forced choice manner. All of the basic emotions were uniquely perceived as such. Further, the blends and confusion details of basic emotions are compatible with findings in psychology

Designing professional learning

The Designing Professional Learning report provides a snapshot of the key elements involved in creating effective and engaging professional learning in a globally dispersed market. AITSL commissioned Learning Forward to undertake this study to give greater guidance around the ‘how’ of professional learning. Learning design involves making careful decisions based on an integration of theories, research and models of human learning in order to contribute to the effectiveness of professional learning. This work is not presented as definitive findings, but seeks to draw attention to observed trends and areas of commonality between learning designs that have demonstrated success. Following an analysis of a broad range of professional learning activities, a Learning Design Anatomy was developed to provide a framework for understanding the elements of effective professional learning. Each learning design element is framed by a detailed series of questions that challenge users to refine and clarify aims, intended learning outcomes and the most effective ways in which to engage—taking into consideration the unique context for learning. Examples of professional learning design are provided to illustrate elements of the Anatomy. The report is designed to be of use to teachers, school leaders, policy makers, system administrators and professional learning providers. It is intended that this report and the Anatomy will serve as provocation for a broader conversation about the composition of professional learning and the elements that establish the strongest correlation between participants, environment, delivery and action

MINDtouch embodied ephemeral transference: Mobile media performance research

This is the post-print version of the final published article that is available from the link below. Copyright @ Intellect Ltd 2011.The aim of the author's media art research has been to uncover any new understandings of the sensations of liveness and presence that may emerge in participatory networked performance, using mobile phones and physiological wearable devices. To practically investigate these concepts, a mobile media performance series was created, called MINDtouch. The MINDtouch project proposed that the mobile videophone become a new way to communicate non-verbally, visually and sensually across space. It explored notions of ephemeral transference, distance collaboration and participant as performer to study presence and liveness emerging from the use of wireless mobile technologies within real-time, mobile performance contexts. Through participation by in-person and remote interactors, creating mobile video-streamed mixes, the project interweaves and embodies a daisy chain of technologies through the network space. As part of a practice-based Ph.D. research conducted at the SMARTlab Digital Media Institute at the University of East London, MINDtouch has been under the direction of Professor Lizbeth Goodman and sponsored by BBC R&D. The aim of this article is to discuss the project research, conducted and recently completed for submission, in terms of the technical and aesthetic developments from 2008 to present, as well as the final phase of staging the events from July 2009 to February 2010. This piece builds on the article (Baker 2008) which focused on the outcomes of phase 1 of the research project and initial developments in phase 2. The outcomes from phase 2 and 3 of the project are discussed in this article

The power of connection: sharing epistemological approaches to reach beyond knowledge and skill acquisition in an Australian higher education context

[Abstract]: The profiles of today‘s adult learners in higher education are complex and diverse. Supporting these students in their learning journey needs to go beyond the acquisition of knowledge, skills and abilities requiring a paradigm shift in pedagogical approach. In this paper, two tertiary educators from a regional Australian university share how they support adult learners enrolled both locally and globally to connect effectively with course content and with each other. One author, working primarily in undergraduate education courses has proposed a ―Winning Formula‖ approach to her pedagogy with an emphasis on student engagement, contextualised learning and choice of learning resources. The second author who works online with postgraduate learners shares outcomes of her research in online design with a focus on the principle of the ―CHE factor‖ (qualities of Connectivity, Humanness and Empathy) which she has found is the central tenet of effective online learning and teaching. As a result of a categorical analysis of multiple data sources from their individual research activities, the two authors were able to identify a number of shared learning and teaching principles which they have found support learners in making connections between their learning and the real world environments in which they live and work. Principles, however, cannot exist in a vacuum and need to be considered according to the educational contexts within which they are applied. The authors critique these key principles and the application to their own teaching contexts and share some anecdotal comments from students. The paper concludes with an invitation to others to consider the application (and possible adaptation) of the principles to their own educational contexts