Interactive Design of Online Oral Training in University English Teaching

Traditionally, asynchronous discussion group is used to realize the interaction of online oral English training in university English teaching, which lacks the training process of reading, listening and speaking skills. This paper puts forward a new interactive design method of online oral English training in university English teaching, which integrates reading, listening and speaking skills with the “integrated task” teaching model and closely combines the input and output process. The instructional design and implementation of LGD online oral training based on CLA model are adopted to realize the interaction of online spoken English training in university English teaching. The experimental results show that the proposed method is more direct and efficient in interaction. There is a significant difference between formal practice strategy R1 and R2 (P<0.001) after the proposed method is used in oral English training, which indicates that the proposed method can improve the overall level of university oral English communicative competence and the interaction performance is good

Becoming a Designer: The value of sensitive design situations for teaching and learning ethical design and design theory

Teaching and learning design theory are challenging tasks. To solely teach design theory through rules or codes of conduct, could be seen as a static way of approaching a complex phenomenon. In this paper, we argue for the importance of engagement in sensitive design situations, an approach that entails a process of de-emphasizing objectivity and promoting subjectivity through real-life sensitive cases to learn from, to foster reflectiveness for the future designers. This study aims to explore how sensitive design situations can be used when teaching and learning design theory. The research approach consists of a case study in a Nordic university, and a course in interaction design in a software engineering program. The sensitive design situation involves designing a digital artifact that can help children that have been diagnosed with cancer, cope with their cancer treatment. The main contribution is a teaching method for cultivating ethical design, which includes the application of sensitive design situations when teaching ethics to students. We illustrate that by forwarding three characteristics that can be used when teaching and learning ethical design through sensitive design situations

The Simulation Triad

This chapter contributes to the discussion on how best to theorise relationships among learning preferences, simulations, role plays and games as modes for learning. It describes the development of a framework called the Simulation Triad which is used to better define online role play by positioning it in relation to simulation and games as a teaching method. For designers of online simulations, the Simulation Triad, and the complementary Design Space Framework, will illustrate design choices around problems, rules and roles, clarifying that designs for role-based simulation emphasise interaction between roles to resolve a problem rather than focus on rules that solve a problem. The examples in this chapter will demonstrate how role-based simulation, with its emphasis on student-to-student interaction and group work to research authentic problems, is a learning design for transforming university teaching into learning

An experiment on the use of disposable plastics as a reinforcement in concrete beams

Illustrated here is the concept of reinforced concrete structures by the use of computer simulation and an inexpensive hands-on design experiment. The students in our construction management program use disposable plastic as a reinforcement to demonstrate their understanding of reinforced concrete and prestressed concrete beams. The plastics used for such an experiment vary from plastic bottles to steel reinforced auto tires. This experiment will show the extent to which plastic reinforcement increases the strength of a concrete beam. The procedure of using such throw-away plastics in an experiment to explain the interaction between the reinforcement material and concrete, and a comparison of the test results for using different types of waste plastics are discussed. A computer analysis to simulate the structural response is used to compare the test results and to understand the analytical background of reinforced concrete design. This interaction of using computers to analyze structures and to relate the output results with real experimentation is found to be a very useful method for teaching a math-based analytical subject to our non-engineering students

Haptic communication to support biopsy procedures learning in virtual environments

International audienceIn interventional radiology, physicians require high haptic sensitivity and fine motor skills development because of the limited real-time visual feedback of the surgical site. The transfer of this type of surgical skill to novices is a challenging issue. This paper presents a study on the design of a biopsy procedure learning system. Our methodology, based on a task-centered design approach, aims to bring out new design rules for virtual learning environments. A new collaborative haptic training paradigm is introduced to support human-haptic interaction in a virtual environment. The interaction paradigm supports haptic communication between two distant users to teach a surgical skill. In order to evaluate this paradigm, a user experiment was conducted. Sixty volunteer medical students participated in the study to assess the influence of the teaching method on their performance in a biopsy procedure task. The results show that to transfer the skills, the combination of haptic communication with verbal and visual communications improves the novices' performance compared to conventional teaching methods. Furthermore, the results show that, depending on the teaching method, participants developed different needle insertion profiles. We conclude that our interaction paradigm facilitates expert-novice haptic communication and improves skills transfer; and new skills acquisition depends on the availability of different communication channels between experts and novices. Our findings indicate that the traditional fellowship methods in surgery should evolve to an off-patient collaborative environment that will continue to support visual and verbal communication, but also haptic communication, in order to achieve a better and more complete skills training

An eLearning Standard Approach for Supporting PBL in Computer Engineering

Problem-based learning (PBL) has proved to be a highly successful pedagogical model in many fields, although it is not that common in computer engineering. PBL goes beyond the typical teaching methodology by promoting student interaction. This paper presents a PBL trial applied to a course in a computer engineering degree at the University of Seville, Spain. To promote the reusability and interoperability of the PBL trial, a design-driven approach was used, based on the Internet protocol Multimedia Subsystems (IMS) Learning Design (LD) standard. This paper presents the outcomes of using this method to innovate teaching practices in a blended learning environment. Design and implementation results, as well as users' opinions, are presented and analyzed.Ministerio de Educación y Ciencia TIN2006-15617-C03-03Junta de Andalucía P06-TIC-0229

Haptic communication to support biopsy procedures learning in virtual environments

International audienceIn interventional radiology, physicians require high haptic sensitivity and fine motor skills development because of the limited real-time visual feedback of the surgical site. The transfer of this type of surgical skill to novices is a challenging issue. This paper presents a study on the design of a biopsy procedure learning system. Our methodology, based on a task-centered design approach, aims to bring out new design rules for virtual learning environments. A new collaborative haptic training paradigm is introduced to support human-haptic interaction in a virtual environment. The interaction paradigm supports haptic communication between two distant users to teach a surgical skill. In order to evaluate this paradigm, a user experiment was conducted. Sixty volunteer medical students participated in the study to assess the influence of the teaching method on their performance in a biopsy procedure task. The results show that to transfer the skills, the combination of haptic communication with verbal and visual communications improves the novices' performance compared to conventional teaching methods. Furthermore, the results show that, depending on the teaching method, participants developed different needle insertion profiles. We conclude that our interaction paradigm facilitates expert-novice haptic communication and improves skills transfer; and new skills acquisition depends on the availability of different communication channels between experts and novices. Our findings indicate that the traditional fellowship methods in surgery should evolve to an off-patient collaborative environment that will continue to support visual and verbal communication, but also haptic communication, in order to achieve a better and more complete skills training

Pengaruh Metode Mengajar Inquiry dan Minat Membaca Terhadap Kemampuan Menulis Cerita Pendek Siswa Kelas XI SMA Negeri Sekota Samarinda

This research aims to find out the difference between teaching inquiry methods and teaching methods of two stay two strays; differences of students who have high and low interest in reading; as well as the interaction between teaching methods and reading interest in the ability to write short stories. The research method is a 2x2 factorial design experiment research, with the research population of all students of Samarinda City State High School. Research data is obtained through tests of writing short stories and reading interest questionnaires. Based on the analysis of data obtained results, there is a difference between students with teaching method inquiry and two stay two stray from the statistical results Fh = 21.57 > Ft = 4.01; there is a difference in ability between students interested in high reading and low reading interest with statistical results Fh = 15.12 > Ft = 4.01; There is an interaction between teaching methods and reading interest in short story writing skills with statistical results Fh = 6.41 > Ft = 4.01. The conclusion of this study is: the method of teaching inquiry is better than two stay two strays; high reading interest is better than low reading interest; there is also an interaction between teaching inquiry methods and reading interest in short story writing skills

Modeling Design History in a Graphic Design Curriculum

Graphic design history can be a valuable resource, contributing to graphic design students\u27 understanding of design theories, and applied to problem solving exploration. According to many graphic design educators, current history courses are too often taught as superficial surveys of graphic style with no examinations of social, cultural, and political contexts, and have little interaction with practical studio courses. It is essential to bridge the gap between graphic design history and practical studio classes to further enhance graphic design education. This thesis will develop a means by which to show the tangible connection between graphic design history and applied problem-solving in a graphic design curriculum. The main goal of this thesis is to find a way to deliver graphic design history so as to enable students to apply useful historic knowledge to graphic design projects. This thesis will examine methods currently used to teach history in an attempt to develop an alternative method for teaching graphic design history