Will the teacher's laptop transform learning?

This article explores how Year to 3 teachers have made use of laptops for teaching and learning in their classroom, examining how they fit with current recommendations for effective teaching, and whether teachers' use of a laptop has lead to a transformation in teaching and learning. Findings show that there was an increasing degree of laptop integration into all areas of the curriculum over the three-year evaluation period. It appears that teachers are providing their students with the opportunity to experience transformative learning

Quo vadimus? The 21st Century and multimedia

The concept is related of computer driven multimedia to the NASA Scientific and Technical Information Program (STIP). Multimedia is defined here as computer integration and output of text, animation, audio, video, and graphics. Multimedia is the stage of computer based information that allows access to experience. The concepts are also drawn in of hypermedia, intermedia, interactive multimedia, hypertext, imaging, cyberspace, and virtual reality. Examples of these technology developments are given for NASA, private industry, and academia. Examples of concurrent technology developments and implementations are given to show how these technologies, along with multimedia, have put us at the threshold of the 21st century. The STI Program sees multimedia as an opportunity for revolutionizing the way STI is managed

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Electronic Collaboration Across Cultures in a Web-based Project for English Writing Instruction

The paper highlights the importance of experimentation and an innovative approach to English language writing instruction with the help of information communication technology (ICT or IT). First, it describes the local situation of English language teaching at The Chinese University of Hong Kong (CUHK). Then, it summarizes the development of IT proficiency and student-led collaborative learning groups at CUHK. Third, it reports on an International Web-based writing project involving six collaborating schools in different parts of the world including China, the United States, Indonesia, and Hong Kong in the year 1999-2000. In the report, the author-presenter will share with the audience a new ELT course development titled "English Online: Writing on the Web." He will explain the course objectives, the background of participating classes, the Web Course Tools (WebCT), the design of the project, the evaluation of course effectiveness and the outcome of the new curricular initiative. Finally, the paper presents a summary of a practical guide to electronic collaboration and some of the lessons the writer has learnt in five years\u27 experience of participant-observation in English teaching practice using the Web

Educational Implications from the Meng hexagram of Chinese I-Ching

Most educators, especially those in Chinese speaking regions, have a common observation that most contemporary students have become incapacitated or incompetent in learning given that advanced teaching technologies and skills are furnished in the classroom settings. Meanwhile, teachers unavoidably feel frustrated and helpless in the course of instruction. Such ubiquitous educational scenario can be improved by borrowing wisdom from Chinese I-Ching. This paper seeks to explore educational implications embedded in the Meng hexagram of Chinese I-Ching. The Meng hexagram, one of the 64 hexagrams, has much to do with education, and is believed to be intriguing and inspiring for Chinese educators, just like other hexagrams for other aspects in daily life. This paper tries to answer, through text analyses, two questions: 1) what implications are there in the text of Meng hexagram? and 2) what does the role of teachers play in the context of instructional settings in relation to Vygotsky’s social constructivism? By answering these two questions, two translated texts about the Meng hexagram will be analyzed

Introduction to Ecology

This Grants Collection for Introduction to Ecology was created under a Round Eight ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/biology-collections/1019/thumbnail.jp

Wayfinding in Complex Multi-storey Buildings: A vision-simulation-augmented wayfinding protocol study

Wayfinding in complex multi-storey buildings often brings newcomers and even some frequent visitors uncertainty and stress. However, there is little understanding on wayfinding in 3D structure which contains inter-storey and inter-building travelling. This paper presents the method of vision-simulation-augmented wayfinding protocol for the study of such 3D structure to find its application from investigating pedestrians’ wayfinding behaviour in general-purpose complex multi-storey buildings. Based on Passini’s studies as a starting point, an exploratory quasi-experiment was developed during the study and then conducted in a daily wayfinding context, adopting wayfinding protocol method with augmentation by the real-time vision simulation. The purpose is to identify people’s natural wayfinding strategies in natural settings, for both frequent visitors and newcomers. It is envisioned that the findings of the study can inspire potential design solutions for supporting pedestrian’s wayfinding in 3D indoor spaces. From the new method developed and new analytic framework, several findings were identified which differ from other wayfinding literature, such as (1) people seem to directly “make sense” of wayfinding settings, (2) people could translate recurring actions into unconscious operational behaviours, and (3) physical rotation and constrained views, instead of vertical travelling itself, should be problems for wayfinding process, etc. Keywords: Wayfinding Protocol; Real-time Vision Simulation; 3D Indoor Space; Activity Theory; Structure of Wayfinding process</p

A Typographic Dilemma: Reconciling the old with the new using a new cross-disciplinary typographic framework

Current theory and vocabulary used to describe typographic practice and scholarship are based on a historically print-derived framework. As yet, no new paradigm has emerged to address the divergent path that screen-based typography is taking from its traditional print medium. Screen-based typography is becoming as common and widely used as its print counterpart. It is now timely to re-evaluate current typographic references and practices under these environments, which introduces a new visual language and form. This paper will attempt to present an alternate typographic framework to address these growing changes by appropriating concepts and knowledge from different disciplines. This alternate typographic framework has been informed through a study conducted as part of a research Doctorate in the School of Design at Northumbria University, UK. This paper posits that the current typographic framework derived from the print medium is no longer sufficient to address the growing differences between the print and screen media. In its place, an alternate cross-disciplinary typographic framework should be adopted for the successful integration and application of typography in screen-based interactive media. The development of this framework will focus mainly on three key characteristics of screen-based interactive media ¬¬– hypertext, interactivity and time-based motion – and will draw influences from disciplines such as film, computer gaming, interactive digital arts and hypertext fictions

Exploring Taoism philosophy: A Visual interactive interpretation

Thesis URL: http://www.yangdan.info/thesis Exploring Taoism Philosophy: A Visual Interactive Interpretation is an interactive graphic design project which introduces the Taoism philosophy to college students, it\u27s also a personal graphic interpretation of Taoism. This project is a flash website that runs on any computer that has access to the Internet. My goal for this project is to explore the history, principles, and rules of Taoism philosophy, its applications in modern society and to interpret Taoism through creative interactive graphic solutions based on personal understanding. My targeted audience is college students from 18 to 25 who have interests in Taoism, philosophy, or Chinese culture; I wish that by introducing Taoism to a young western audience, they can benefit from this ancient eastern philosophy by learning Taoist theories and also try some of its relaxing practices. There are four parts: about, learn, watch, and practice . About is the reason I created the project; Learn is the introduction of Taoism philosophy; Watch introduces the principles of Taoism by motion graphics; And, in practice users can follow instructions and practice Taoist applications like meditation. I started the project by user investigation and have been doing user testing through the process, which includes the initial brainstorming and sketching, test mockups in Adobe Flash, storyboards in Adobe Illustrator, and production in Flash and After Effect. Through this project I achieved my personal goal of exploring more theories and applications of Taoism and have developed a deeper understanding of effective marketing to a Western audience. Most Taoist websites are text-heavy and lack interactivity; by creating a graphical, interactive, and user-centered site, I hope young people can really benefit from learning and practicing the Taoism philosophy in their own lives

Integrable e-lements for Statistics Education

Without doubt modern education in statistics must involve practical, computer-based data analysis but the question arises whether and how computational elements should be integrated into the canon of methodological education. Should the student see and study high-level programming code right at the beginning of his or her studies? Which technology can be presented during class and which computational elements can re-occur (at increasing level of complexity) during the different courses? In this paper we address these questions and discuss where e-techniques have their limits in statistics education.electronic books, hypertext, e-supported teaching, statistical software