Learning to Look: Lessons from Iris Murdoch

Roll 174a. Fr. Finn's Rel. Teach. Conven. (Religious Teaching Convention)/McGill's/John White's. Image 5 of 32. (21 December, 1954; 25 December, 1954; 26 December, 1954) [PHO 1.174a.5]The Boleslaus Lukaszewski (Father Luke) Photographs contain more than 28,000 images of Saint Louis University people, activities, and events between 1951 and 1970. The photographs were taken by Boleslaus Lukaszewski (Father Luke), a Jesuit priest and member of the University's Philosophy Department faculty

Learning to Look Around: Intelligently Exploring Unseen Environments for Unknown Tasks

It is common to implicitly assume access to intelligently captured inputs (e.g., photos from a human photographer), yet autonomously capturing good observations is itself a major challenge. We address the problem of learning to look around: if a visual agent has the ability to voluntarily acquire new views to observe its environment, how can it learn efficient exploratory behaviors to acquire informative observations? We propose a reinforcement learning solution, where the agent is rewarded for actions that reduce its uncertainty about the unobserved portions of its environment. Based on this principle, we develop a recurrent neural network-based approach to perform active completion of panoramic natural scenes and 3D object shapes. Crucially, the learned policies are not tied to any recognition task nor to the particular semantic content seen during training. As a result, 1) the learned "look around" behavior is relevant even for new tasks in unseen environments, and 2) training data acquisition involves no manual labeling. Through tests in diverse settings, we demonstrate that our approach learns useful generic policies that transfer to new unseen tasks and environments. Completion episodes are shown at https://goo.gl/BgWX3W

Learning to Look, Looking to Learn

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students: (a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view student learning and behavior; and (c) facilitating collaboration among general education and special education teachers in using these tools to assess student learning and plan lessons. The combination of careful observations, a neurodevelopmental lens through which to see and interpret the observations, and the different perspectives of general and special education teachers, builds a foundation for planning appropriately leveled and rigorous lessons that leverage students’ strengths while supporting them in their weaker areas.https://educate.bankstreet.edu/faculty-staff/1057/thumbnail.jp

Learning to look : photographic image and audiovisual literacy

Este artículo centra su atención en la potencialidad de la fotografía como recurso educativo a través del desarrollo de una experiencia en el ámbito de la alfabetización audiovisual. Se trata de los Talleres de Fotografía para Niños y Niñas, impartidos en el Colegio de Educación Infantil y Primaria José María del Campo (Sevilla) y en la Facultad de Comunicación de la Universidad de Sevilla, que tenían como objetivo desarrollar la capacidad de comprender, crear y producir imágenes fotográficas reconociendo en ellas un medio privilegiado de expresión artística, comunicación e información. Las sesiones de trabajo pusieron de manifiesto como niños y niñas aprenden con rapidez a manejar el lenguaje audiovisual y son capaces de interiorizar conceptos como los de planos, angulación, composición y secuencia de imágenes. El proyecto también ha evidenciado la autonomía de los pequeños al utilizar una cámara fotográfica y el uso de criterios como el de encuadre, perspectiva, selección de elementos e iluminación, así como la potencialidad de la fotografía como instrumento de aproximación a otras culturas y como herramienta de interés en el aprendizaje de idiomas.This article is focused on the potential of photography as an educational resource through the development of an experience in the field of audiovisual literacy. This consists of Photography Workshops for Children, taught at the School of Childhood Education and Elementary José María del Campo and the Faculty of Communication at the University of Seville, which aimed to develop the ability to understand, create and produce photographic images recognizing in them a privileged means of artistic expression, communication and information. The working sessions revealed how fast children learn to handle the visual language and are able to internalize concepts such as shots, angulation, composition and sequence of images. The project has also demonstrated the kids autonomy when using a camera, the use of criteria like framing, perspective, items selection and lighting, as well as the potential of the photography as a way to approach other cultures and as useful tools for language learning

The Loupe : tangible augmented reality for learning to look at Ancient Greek art

With the advent of digital museum interactives as a widely available learning offer in all types of museums, including history of art and archaeology museums, an ongoing debate has been established: Do these - usually screen-based - museum interactives assist visitors in focusing on museum objects and artefacts? Or do they distract and take away the attention from the real museum objects on display? We present the Loupe, a tangible Augmented Reality prototype in form of a magnifying lens, which allows museum visitors to get information in context about museum artefacts. We detail the design and content creation process that was employed in order to create a thematic tour for the the Greek Gallery of Allard Pierson Museum in Amsterdam. An evaluation study with 22 adult participants was carried out, using both qualitative and quantitative evaluation methodologies, so as to explore the utility and usability of the Loupe as well its learning and affective impact. Our findings suggest that the acceptance of the Loupe as a museum interactive and learning resource, was related both with its qualities as a tangible as well as with the structure of the content and the narratives revealed

Learning to look : evaluating the student experience of an interactive image appraisal activity

Introduction: Student radiographers have expressed difficulty in performing image appraisal tasks. The purpose of this study was to investigate the value of a workshop delivered to level 4 undergraduate students. All students completed an image appraisal activity, inputting their appraisal into software that displayed their response alongside an expert opinion. They were asked to identify and discuss any discrepancy. Methods: All Level 4 students participated in an image appraisal workshop and were subsequently invited to take part in a focus group immediately after the activity. Twenty-three students took part in three focus groups (n = 7; n = 8; n = 8). A thematic analysis of transcripts was performed alongside validation from observations during the image appraisal activity. Results: Findings demonstrate that despite teaching and resources being available, students had focused on learning a generic checklist for image appraisal, had not appreciated the application of projection specific criteria and felt underprepared. The use of specific criteria and repetition within the task was considered useful. They identified learning needs and misconceptions through peer discussion and via the expert opinion, highlighting the value of feedback. Students enjoyed the workshop and made suggestions for implementation into the curriculum. Conclusion: Educators must not assume that the provision of resources will result in students developing deep knowledge. Teaching and learning strategies that are task specific are recommended to avoid a surface approach to learning. Time, repetition and appropriate feedback are essential to enable learners to develop competence and confidence for complex visual tasks, such as image appraisal

Learning to Look With One Eye: The Use of Head Turn by Normals and Strabismics

AbstractWhen asked to look through a tube, young children (normal, strabismic, monocularly enucleated) place it between the eyes, while older children turn the head or shut one eye. We videotaped 174 children (normals and strabismics, 2–17 yr of age) and 16 normal adults to find out when and why head turn occurs. In learning to look with one eye, children progressed through a sequence of four responses, categorized by age or amount of head turn. Binocular children use head turn apparently to avoid diplopia, then, most learn to shut one eye. Adults, forced to use the “non-preferred” eye, revert to turning the head. Copyright © 1996 Elsevier Science Ltd