Toward a Semiotic Framework for Using Technology in Mathematics Education: The Case of Learning 3D Geometry

This paper proposes and examines a semiotic framework to inform the use of technology in mathematics education. Semiotics asserts that all cognition is irreducibly triadic, of the nature of a sign, fallible, and thoroughly immersed in a continuing process of interpretation (Halton, 1992). Mathematical meaning-making or meaningful knowledge construction is a continuing process of interpretation within multiple semiotic resources including typological, topological, and social-actional resources. Based on this semiotic framework, an application named VRMath has been developed to facilitate the learning of 3D geometry. VRMath utilises innovative virtual reality (VR) technology and integrates many semiotic resources to form a virtual reality learning environment (VRLE) as well as a mathematical microworld (Edwards, 1995) for learning 3D geometry. The semiotic framework and VRMath are both now being evaluated and will be re-examined continuously

Building a Socio-technical Perspective of Community Resilience with a Semiotic Approach

Situated in the diversity and adversity of real-life contexts facing crisis situations, this research aims at boosting the resilience process within communities supported by digital and social technology. In this paper, eight community leaders in different parts of the world are invited to express their issues and wishes regarding the support of technology to face social challenges. Methods and artefacts based on the Organisational Semiotics (OS) and the Socially-Aware computing have been applied to analyse and consolidate this data. By providing both a systemic view of the problem and also leading to the identification of requirements, the analysis evidences some benefits of the OS-based approach to consolidate perspectives from different real-life scenarios towards building a socio-technical solution

Some thoughts on the importance of open source and open access for emerging digital scholarship

Both the open source and the open access movements have their roots in the ‘hard’ sciences rather than in the social Sciences and Humanities (SSH). They have been concerned, traditionally, with open access to source code for computational data processing and with open access to scienti?c information published as journal articles. Still, the basic assumption of the present contribution is that there is a specific open source and open access agenda within the SSH and that this may affect these disciplines—once such an agenda is fully in place — in a way hardly conceivable in the ‘hard’ sciences. However, understanding the full impact and potential of such approaches in the SSH requires reflection upon broader methodological issues. Two vectors or primary oppositions are of specific interest in this respect: the scholarly information continuum as a whole and its evolution from print based to electronic working paradigms and the revolutionary changes that can be foreseen as a consequence the speci?c difference of the SSH as opposed to the Science-TechnologyMedicine (STM) culture of relating signi?ers to signi?cates and the specific impact of the digital revolution resulting from this specific difference. Exploring these two vectors this contribution will try to indicate constituent elements of an ‘open’ agenda for the digital humanities

Knowledge Construction of 3D Geometry Concepts and Processes Within a Virtual Reality Learning Environment

A consensus has emerged within the mathematics education community about the limitations of traditional approaches for teaching and learning 3D geometry. Therefore, it has been suggested that new approaches based on the use of computers need to be adopted. One such new approach that has been proposed utilises Virtual Reality Learning Environment (VRLE). This paper reports on the initial phases of a research study whose major aim is to design and evaluate a VRLE to facilitate the construction of knowledge about 3D geometry concepts and processes. This research study investigates two primary school students’ construction of 3D geometry knowledge whilst engaged within a VRLE developed by the researcher. A design experiments research methodology was employed in this study. This is research that iterates through cycles of design and research with the objective of arriving at theoretical and design principles that will have application both within and beyond the immediate research study. Therefore, the results being reported in this paper will be used to inform the modification not only of the VRLE but also of theoretical frameworks underlying the design and implementation of VRLEs

Interpreting text and image relations in violent extremist discourse: A mixed methods approach for big data analytics

This article presents a mixed methods approach for analysing text and image relations in violent extremist discourse. The approach involves integrating multimodal discourse analysis with data mining and information visualisation, resulting in theoretically informed empirical techniques for automated analysis of text and image relations in large datasets. The approach is illustrated by a study which aims to analyse how violent extremist groups use language and images to legitimise their views, incite violence, and influence recruits in online propaganda materials, and how the images from these materials are re-used in different media platforms in ways that support and resist violent extremism. The approach developed in this article contributes to what promises to be one of the key areas of research in the coming decades: namely the interdisciplinary study of big (digital) datasets of human discourse, and the implications of this for terrorism analysis and research

Generating Narrative Spaces from Events History

For a successful distributed teamwork it is vital to provide team-members with awareness on collaborative activities. One way of achieving this is through applying a narrative based approach to construct the events that have taken place on documents and folders in a project workspace, as various members make changes to its content. The research presented in this paper investigates the possibility of exploring the history of activities performed by team members. Past events are aggregated in the form of a three dimensional environment time tunnel, providing the team-members with a generative tool to visualize the project?s events history in various configurations, in order to reveal the usually hidden relationships between separate pieces of events. Furthermore we provide a tool for managing and inspecting the folder?s contents: the DocuDrama Timetunnel. Here we present preliminary findings showing how the visualisation of a sequence of connected actions and happenings using a temporal and spatial narrative based approach may lead to a better understanding of the project-related events history

What’s in a face? Making sense of tangible information systems in terms of Peircean semiotics

Within this paper, we utilise a delimited area of philosophy to help make sense of a delimited area of design science as it pertains to a class of contemporary information systems. The philosophy is taken from that of Charles Sanders Peirce; the design science is directed at the construction of visual devices in that area known as visual management. The utilisation of such devices within their wider visual management systems we take to be instances of what we refer to as tangible information systems. Tangible information systems use tangible artefacts, such as whiteboards and magnetic tokens, to accomplish information. We particularly use Peircean semiotics to analyse the use of tangible emoticons articulated upon performance boards within a large-scale manufacturing facility. We infer from our analysis of these informative artefacts that certain integrated aspects of Peircean philosophy offers an alternative way of framing notions of a proper design science, design theory and design artefact for the discipline of information systems

'Breaking the glass': preserving social history in virtual environments

New media technologies play an important role in the evolution of our society. Traditional museums and heritage sites have evolved from the ‘cabinets of curiosity’ that focused mainly on the authority of the voice organising content, to the places that offer interactivity as a means to experience historical and cultural events of the past. They attempt to break down the division between visitors and historical artefacts, employing modern technologies that allow the audience to perceive a range of perspectives of the historical event. In this paper, we discuss virtual reconstruction and interactive storytelling techniques as a research methodology and educational and presentation practices for cultural heritage sites. We present the Narrating the Past project as a case study, in order to illustrate recent changes in the preservation of social history and guided tourist trails that aim to make the visitor’s experience more than just an architectural walk through

Two Turns Must Take Turns: Primary School Students' Cognition about 3D Rotation in a Virtual Reality Learning Environment

This paper reports on five primary school students’ explorations of 3D rotation in a virtual reality learning environment (VRLE) named VRMath. When asked to investigate if you would face the same direction when you turn right 45 degrees first then roll up 45 degrees, or when you roll up 45 degrees first then turn right 45 degrees, the students found that the different order of the two turns ended up with different directions in the VRLE. This was contrary to the students’ prior predictions based on using pen, paper and body movements. The findings of this study showed the difficulty young children have in perceiving and understanding the non-commutative nature of 3D rotation and the power of the computational VRLE in giving students experiences that they rarely have in real life with 3D manipulations and 3D mental movements

Unleashing the Power of Sound: Revisiting the Physics of Notations for Modelling with auditory symbols

Sound - the oft-neglected sense for Software Engineering - is a crucial component of our daily lives, playing a vital role in how we interact with the world around us. In this paper, we challenge the traditional boundaries of Software Engineering by proposing a new approach based on sound design for using sound in modelling tools that is on par with visual design. By drawing upon the seminal work of Moody on the `Physics' of Notations for visual design, we develop a comprehensive catalogue of principles that can guide the design of sound notations. Using these principles, we develop a catalogue of sounds for UML and report on an empirical study that supports their usefulness. Our study lays the foundation for building more sophisticated sound-based notations. The guidelines for designing symbolic sounds for software models are an essential starting point for a new research thread that could significantly and effectively enable the use of sound in modelling tools