STRATEGI GURU GEOGRAFI DALAM PENGGUNAAN MEDIA PEMBELAJARAN PADA PEMBELAJARAN ONLINE

This article will reveal strategies for using learning media from Geography teachers during online learning (learning in networks). The aim is to find out what media is used in online geography learning and also the teacher's competence in using Geographic Information System (GIS) media in geography learning. It is hoped that the outcome of the research will be used as an evaluation material and recommendation for the next action in an effort to increase the quantity of relevant media and the quality of learning outcomes of Geography in schools. By planning training in Community Service programs. The data collection method used a special interview system for the main resource person, namely the Geography Teacher by using an online questionnaire for a random sample and secondary data documentation. The results obtained are the class media that is most often used in geography learning the first choice is to use the Whatsapp Group chat application, then Google Classroom and for face-to-face virtual use of video conferencing applications such as zoom or google meet. Meanwhile, the media for teaching teacher material still uses map media, both printed and digital, books or modules, and powerpoint presentations. Meanwhile, GIS applications are still very minimally utilized. The reasons stated are because of the relevance of the material, the easier process if using more general media and the availability of supporting facilities in the agency. However, the perception of his ability to prepare learning media is considered quite good. The only obstacle or challenge is increasing student motivation, and personal self-motivation to work that needs to be improved.

University of Maine Connection to the vBNS

This award is made under the high performance connections portion of ANIR\u27s Connections to the Internet announcement, NSF 96-64. It provides partial support for two years for a DS-3 connection to the vBNS. Applications include projects in artificial intelligence and underwater vehicle research, wood science anf forest engineering, tribology, ceramic film characterization, insect population dynamics, digital libraries, conflict and violence, and oceanography. Collaborating institutions include the Naval Postgraduate School; Pennsylvania State University; University of New Hampshire; Brookhaven, Argonne and Oak Ridge National Labs; Naval Research Lab; University of Illinois; Naval Undersea Weapons Center; University of California - Santa Barbara; Woods Hole; Dartmouth; Bedford Institute of Oceanography; several European institutions; Oregon State University; University of Rhode Island; and Goddard Space Flight Center. For additional information: http://homeland.maine.edu

PROCEEDINGS OF THE IEEE SPECIAL ISSUE ON APPLICATIONS OF AUGMENTED REALITY ENVIRONMENTS 1 Augmented Reality for Construction Site Monitoring and Documentation

Abstract—Augmented Reality allows for an on-site presentation of information that is registered to the physical environment. Applications from civil engineering, which require users to process complex information, are among those which can benefit particularly highly from such a presentation. In this paper, we will describe how to use Augmented Reality (AR) to support monitoring and documentation of construction site progress. For these tasks, the staff responsible usually requires fast and comprehensible access to progress information to enable comparison to the as-built status as well as to as-planned data. Instead of tediously searching and mapping related information to the actual construction site environment, our AR system allows for the access of information right where it is needed. This is achieved by superimposing progress as well as as-planned information onto the user’s view of the physical environment. For this purpose, we present an approach that uses aerial 3D reconstruction to automatically capture progress information and a mobile AR client for on-site visualization. Within this paper, we will describe in greater detail how to capture 3D, how to register the AR system within the physical outdoor environment, how to visualize progress information in a comprehensible way in an AR overlay and how to interact with this kind of information. By implementing such an AR system, we are able to provide an overview about the possibilities and future applications of AR in the construction industry

Showcase of Active Learning and Teaching Practices in Spatial Data Infrastructure (SDI) Education

The new concept of Open Spatial Data Infrastructures (Open SDIs) has emerged from an increased interest in open data initiatives together with national and international directives, such as the EU Open Data Directive (Directive (EU) 2019/1024), and the large investment of European public authorities in developing SDIs for sharing spatial data within public authorities. Open SDIs have the potential to boost reaching SDIs’ general aims and goals of facilitating the exchange and sharing of spatial data to support planning and decision-making by including public participation and increased openness in all aspects of SDIs, including Open SDI Education. The open SPatial data Infrastructure eDucation nEtwoRk (SPIDER) project aims to address Open SDI Education by particular emphasis on studying Active Learning and Teaching (ALT) methods for SDI education. This article provides a theoretical basis of ALT for SDI methodologies. We show in which way ALT practices were already implemented in SDI education at the Partner universities before the COVID-19 pandemic. We also describe how the pandemic functioned as a catalyst for implementing ALT practices to an online environment, and how students evaluated these practices. The outcomes of our research can serve as an inspiration for SDI education in other countries

Technology 2002: The Third National Technology Transfer Conference and Exposition, volume 2

Proceedings from symposia of the Technology 2002 Conference and Exposition, December 1-3, 1992, Baltimore, MD. Volume 2 features 60 papers presented during 30 concurrent sessions

Phase 1 User Needs Identification and Requirements Planning - University of Washington ITS4US Deployment Project

693JJ321C000004This report is the User Needs Identification and Requirements Planning (UNIRP) document for the Transportation Data Equity Initiative project, an effort funded by the Federal Highway Administration\u2019s ITS4US program. The project, led by the University of Washington\u2019s Taskar Center for Accessible Technology and the Washington State Transportation Center, will develop a national pipeline of sidewalk data intended to help all people navigate more easily. The project will also help extend the national data standards for on-demand transit services (GTFS-Flex) and for mapping of multi-level transit stations (GTFS-Pathways).The project will demonstrate the use of those data and standards in three applications: a multi-modal, accessible travel planner (an extension of Access Map), an expansion of Microsoft\u2019s Soundscape application, which helps blind and low-vision people navigate and explore the environment, and a simulation tool to be built by Unity Technologies that allows travelers to explore the layout of transit stations prior to using those facilities. The UNIRP describes the plan for identifying and prioritizing user needs, and the process by which those needs will be handled within the project. This includes recruiting and working with stakeholders

Multi-server collaboration system for disaster relief mission planning

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2001.Includes bibliographical references (p. 123-125).by Chang Kuang.S.M

Situated Displays in Telecommunication

In face to face conversation, numerous cues of attention, eye contact, and gaze direction provide important channels of information. These channels create cues that include turn taking, establish a sense of engagement, and indicate the focus of conversation. However, some subtleties of gaze can be lost in common videoconferencing systems, because the single perspective view of the camera doesn't preserve the spatial characteristics of the face to face situation. In particular, in group conferencing, the `Mona Lisa effect' makes all observers feel that they are looked at when the remote participant looks at the camera. In this thesis, we present designs and evaluations of four novel situated teleconferencing systems, which aim to improve the teleconferencing experience. Firstly, we demonstrate the effectiveness of a spherical video telepresence system in that it allows a single observer at multiple viewpoints to accurately judge where the remote user is placing their gaze. Secondly, we demonstrate the gaze-preserving capability of a cylindrical video telepresence system, but for multiple observers at multiple viewpoints. Thirdly, we demonstrated the further improvement of a random hole autostereoscopic multiview telepresence system in conveying gaze by adding stereoscopic cues. Lastly, we investigate the influence of display type and viewing angle on how people place their trust during avatar-mediated interaction. The results show the spherical avatar telepresence system has the ability to be viewed qualitatively similarly from all angles and demonstrate how trust can be altered depending on how one views the avatar. Together these demonstrations motivate the further study of novel display configurations and suggest parameters for the design of future teleconferencing systems