1,340 research outputs found

    LIPIcs, Volume 251, ITCS 2023, Complete Volume

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    LIPIcs, Volume 251, ITCS 2023, Complete Volum

    Improving the Academic Success of Technical College Students with Disabilities: A Multisite Descriptive Case Study

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    Students with disabilities in higher education have lower retention and graduation rates than students without disabilities. While postsecondary administrators are attempting to meet the needs of students by implementing necessary reforms, barriers remain like issues with disclosure, transition planning, and faculty knowledge. This present qualitative descriptive case study sought to explore the instructional practices that were implemented by technical college educators to accommodate students with learning challenges, including students with disabilities, utilizing the Universal Design for Learning framework to determine which current technical college faculty instructional accommodations practices intersect with or diverge from Universal Design for Learning principles. The participants were a purposeful sample of 12 full-time technical college faculty members from six technical colleges in a southern state with at least five years of teaching experience at the postsecondary level and had worked with at least one student with a disability. Data were collected in three phases through the Universal Design for Learning Checklist, Semi-structured Interviews, and Document Analysis of course syllabi. Frequency counts and thematic analysis were utilized to analyze the data. This qualitative research has implications for identifying consistent and best instructional practices that positively impact the academic achievement of college students with disabilities. The findings indicated that technical college faculty have been implementing Universal Design for Learning instructional strategies, both intentionally and unknowingly, in an attempt to provide equitable access to all students regardless of ability and that technical college students can benefit from the implementation of Universal Design for Learning principles into college courses. The findings also implied that professional development training can become a vital aspect of instructors\u27 improvement programs to enlighten them about strategies that are available to improve their work with students with disabilities

    Chatbots for Modelling, Modelling of Chatbots

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    Tesis Doctoral inédita leída en la Universidad Autónoma de Madrid, Escuela Politécnica Superior, Departamento de Ingeniería Informática. Fecha de Lectura: 28-03-202

    Handbook Transdisciplinary Learning

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    What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education

    Aportaciones desde el diseño y la tecnología para el fomento de la creatividad en entornos educativos

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    En un mundo en constante cambio en el que el futuro de la sociedad es incierto, es esencial formar a los futuros profesionales en competencias transversales como la creatividad, entendida como resolución de problemas. Guilford (1950) preguntó en su discurso en la Asociación Americana de Psicología por qué las escuelas no producían personas más creativas. Es cierto que desde entonces el interés por la creatividad ha aumentado y se han conseguido grandes avances hacia un modelo educativo basado en el aprendizaje por competencias; sin embargo, hoy por hoy, todavía es difícil responder a esta pregunta, ya que en la práctica continúa siendo difícil de abordar. Ante esta situación, se identifica la necesidad de seguir avanzando en la búsqueda de soluciones y formas de aprendizaje diferentes a la copia, la memoria o la reproducción, para promover competencias transversales como la creatividad. En este contexto de trayectorias educativas cambiantes, una de las áreas de conocimiento que puede tener una influencia positiva en esta tarea es el campo del diseño y el Design Thinking en su sentido más amplio; que proporciona una mente más abierta y crea un marco eficaz para promover la creatividad como elemento transversal. Asimismo, el terreno de las Tecnologías de la Información y Comunicación (TIC) y el sketching ofrecen posibilidades para compartir ideas y contenido, así como oportunidades para una educación creativa. Por tanto, existe la necesidad de apoyar al profesorado con soluciones prácticas desde el punto de vista de estas disciplinas que les ayuden en su labor docente como entrenadores, proveedores de recursos y diseñadores. Para ello, el trabajo de esta tesis se enmarca bajo una estrategia de investigación basada en ciclos de diseño (desarrollo de soluciones prácticas) y evaluación (testeo en entornos reales). Este proceso se materializa a través de un equipo de especialistas de los ámbitos del diseño, la tecnología y la educación que trabajan conjuntamente desde un enfoque científico. Como punto de partida, se establece un marco teórico basado en 15 factores clave de la creatividad a tener en cuenta a la hora de diseñar un nuevo recurso para el aula: incorporación al currículo, practicidad, novedad, clima, estimulación, análisis, cooperación, motivación intrínseca, participación, flexibilidad, incertidumbre, tiempo de reflexión, divergencia, autoevaluación y redefinición.En base a esto, esta tesis presenta cuatro nuevas estrategias apoyadas en materiales prácticos y flexibles. Por un lado, dos metodologías para fomentar competencias transversales como la creatividad en los entornos educativos: Think-Create-Learn (TCL) para ayudar al profesorado a aplicar el Design Thinking en el aula; y Think-Create-Teach (TCT) para capacitar al futuro personal docente para que sea capaz de formular problemas y crear sus propios materiales didácticos. Por otro lado, dos herramientas de aprendizaje para integrar de manera natural las metodologías desarrolladas: el tablero online DT-based board para mejorar la implementación y gestión de proyectos de diseño a distancia; y Think-Sketch-Create (TSC) para ayudar al alumnado a expresar sus pensamientos e ideas a través del dibujo. El diseño, desarrollo y validación de estas estrategias se aborda a través de seis estudios de investigación, en los que se utilizan métodos mixtos (cualitativos y cuantitativos) para su evaluación en entornos reales con profesorado y alumnado de diferentes especialidades, elegidos intencionalmente de acuerdo con los objetivos de cada estudio. Los resultados de estos estudios demostraron la integración positiva de las nuevas estrategias en las líneas curriculares vigentes, y su validez para desarrollar competencias transversales dentro de los entornos educativos de acuerdo con los 15 factores de la creatividad propuestos. A través de su aplicación, profesorado y alumnado desarrollaron nuevos modos de pensar para cuestionarse, plantear retos y generar soluciones innovadoras. Se demostró que estas nuevas estrategias favorecen un clima adecuado para experimentar sin miedo al fracaso, potencian el trabajo en equipo, combinan pensamiento convergente y divergente, promueven la importancia del proceso más que del resultado final, así como la reflexión, retroalimentación y redefinición.El trabajo aquí reunido aporta nueva teoría, avanza en el conocimiento y reafirma cómo el Design Thinking y la tecnología son una oportunidad para crear nuevas soluciones prácticas que fomenten competencias transversales en los entornos educativos. La investigación en estas líneas es un paso para ayudar al profesorado a responder a la educación cambiante de hoy, mejorando su calidad para las generaciones futuras hacia una sociedad sostenible.<br /

    Tracing the Critical Reception of Walter Scott in Italy: 1945-2020

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    In The Reception of Sir Walter Scott in Europe (2007), a cura di Murray Pittock, è subito evidente che quando si parla della ricezione europea di Walter Scott, non c’è un capitolo dedicato alla sua influenza in Italia. Sebbene la questione italiana sia brevemente trattata in varie sezioni del volume, lo stesso curatore afferma nell’introduzione che ‘si è rivelato impossibile ottenere una copertura soddisfacente del Portogallo o dell'Italia’. Sebbene esistano studi dedicati alla ricezione italiana di Scott, i quali si concentrano maggiormente sulla sua accoglienza in Italia nell'Ottocento, non esisteva ancora un’analisi completa della sua influenza e risposta in Italia in tempi più recenti. Infatti, il periodo che va dalla seconda metà del Novecento ad oggi non era ancora stato investigato. Lo scopo principale di questa ricerca è stato quindi quello di ripercorrere la storia letteraria e critica di Walter Scott in Italia dal dopoguerra ai giorni nostri, cercando di comprendere i motivi per cui nel corso del 1900 la sua popolarità sperimentò un evidente declino. Il punto di partenza è stata la rassegna e l’analisi degli studi critici dedicati a Scott nel corso del Novecento fino ai giorni nostri. La ricerca ha esplorato poi l’influenza di alcuni dei più importanti intellettuali italiani (e stranieri) sull’accoglienza di Scott in Italia. Tutto il discorso è stato contestualizzato secondo le principali teorie critiche che hanno segnato ogni fase del Novecento e dell’inizio del nuovo millennio per costruire un’analisi complessiva della ricezione italiana di Scott. È stato anche scopo di questa ricerca raccogliere in una lista gli studi critici, le nuove traduzioni, le edizioni e le riedizioni per costruire una cronologia della ricezione italiana di Scott. L’obiettivo finale è stato quindi il tracciare la presenza dell’autore nel Paese e comprendere le fluttuazioni che hanno caratterizzato la sua fama nel corso di settantacinque anni.In The Reception of Sir Walter Scott in Europe (2007), edited by Murray Pittock, it emerges that when speaking about the European reception of Walter Scott, there is not a dedicated chapter to his reception in Italy. Although the Italian situation is briefly treated in various sections of the volume, the editor himself states in the introduction that ‘it proved impossible to get satisfactory coverage of Portugal or Italy’. Although there are studies devoted to Scott’s Italian reception, which specifically focus on his early reception in the nineteenth century, there was not yet a comprehensive analysis of his most recent influence and response in Italy. The entire period from the second half of the twentieth century until today was still uncovered. The main purpose of this research was therefore to retrace the literary and critical history of Walter Scott in Italy, trying to understand the reasons why during 1900 he experienced an evident decline in popularity. The starting point was the review of the critical studies dedicated to Scott during the course of the twentieth century up to the present day. The research then explored the influence of some of the most important Italian (and foreign) intellectuals on Scott’s reception in Italy. The whole discourse was contextualised according to the main critical theories that marked each phase of the twentieth and early twentieth-first centuries to build a comprehensive analysis of Scott’s Italian reception. It was also the aim of this research to collect the critical studies, new translations, editions, and re-editions to build a timeline of Scott’s Italian reception. The final goal was to trace the author’s presence in the country and understand the fluctuations that characterised his fame over the course of seventy-five years

    An illustrated atlas of the vertebral morphology of extant non-caenophidian snakes, with special emphasis on the cloacal and caudal portions of the column

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    Abstract We here present a thorough documentation of the vertebral morphology and intracolumnar variation across non-caenophidian snakes. Our studied sample of multiple individuals covers a large number of genera (67) and species (120), pertaining to almost all extant non-caenophidian families. Detailed figuring of multiple vertebrae across the trunk, cloacal, and caudal series for many different individuals / taxa documents the intracolumnar, intraspecific, and interspecific variation. An emphasis is given in the trunk-to-caudal transition and the pattern of the subcentral structures in that region of the column. Extant non-caenophidian snakes show an astonishing diversity of vertebral morphologies. Diagnostic vertebral features for extant families and many genera are given, though admittedly vertebral distinction among genera in certain groups remains a difficult task. A massive compilation of vertebral counts for 270 species, pertaining to 78 different genera (i.e., almost all known valid genera) and encompassing all extant non-caenophidian families, is provided based on our observations as well as an extensive literature overview. More particularly, for many taxa, detailed vertebral counts are explicitly given for the trunk, cloacal, and caudal portions of the column. Extant non-caenophidian snakes witness an extremely wide range of counts of vertebrae, ranging from 115 up to 546. A discussion on the diagnostic taxonomic utility and potential phylogenetic value of certain vertebral structures is provided. Comparisons of the subcentral structures of the cloacal and caudal vertebral series are also made with caenophidian lineages. We anticipate that this illustrative guide will set the stage for more vertebral descriptions in herpetological works but will also be of significant aid for taxonomic identifications in ophidian palaeontology and archaeozoology

    The mad manifesto

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    The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment

    CelticGraph: Drawing Graphs as Celtic Knots and Links

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    Celtic knots are an ancient art form often attributed to Celtic cultures, used to decorate monuments and manuscripts, and to symbolise eternity and interconnectedness. This paper describes the framework CelticGraph to draw graphs as Celtic knots and links. The drawing process raises interesting combinatorial concepts in the theory of circuits in planar graphs. Further, CelticGraph uses a novel algorithm to represent edges as B\'ezier curves, aiming to show each link as a smooth curve with limited curvature.Comment: Appears in the Proceedings of the 31st International Symposium on Graph Drawing and Network Visualization (GD 2023

    Understanding Visual Arts Experiences of Blind People

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    Visual arts play an important role in cultural life and provide access to social heritage and self-enrichment, but most visual arts are inaccessible to blind people. Researchers have explored different ways to enhance blind people’s access to visual arts (e.g., audio descriptions, tactile graphics). However, how blind people adopt these methods remains unknown. We conducted semi-structured interviews with 15 blind visual arts patrons to understand how they engage with visual artwork and the factors that influence their adoption of visual arts access methods. We further examined interview insights in a follow-up survey (N=220). We present: 1) current practices and challenges of accessing visual artwork in-person and online (e.g., Zoom tour), 2) motivation and cognition of perceiving visual arts (e.g., imagination), and 3) implications for designing visual arts access methods. Overall, our findings provide a roadmap for technology-based support for blind people’s visual arts experiences. Skip Supplemental Material Sectio
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