10 research outputs found

    Follow for Now, Volume 2

    Get PDF
    "Follow for Now, Vol. 2 picks up and pushes beyond the first volume with a more diverse set of interviewees and interviews. The intent of the first collection was to bring together voices from across disciplines, to cross-pollinate ideas. At the time, social media wasn’t crisscrossing all of the lines and categories held a bit more sway. Volume 2 aims not only to pick up where Follow for Now left off but also to tighten its approach with deeper subjects and more timely interviews. Featuring conversations with thinkers like Carla Nappi, Rita Raley, Dominic Pettman, Ian Bogost, Mark Dery, Douglas Rushkoff, and Dave Allen, and musicians like Tyler, The Creator, Matthew Shipp, Sean Price, Rammellzee, and Sadat X, as well as writers like Ytasha L. Womack, Chris Kraus, Pat Cadigan, Bob Stephenson, Simon Critchley, Simon Reynolds, Malcolm Gladwell, and William Gibson, Follow for Now, Vol. 2 is another critical cross-section of the now.

    The Big Five:Addressing Recurrent Multimodal Learning Data Challenges

    Get PDF
    The analysis of multimodal data in learning is a growing field of research, which has led to the development of different analytics solutions. However, there is no standardised approach to handle multimodal data. In this paper, we describe and outline a solution for five recurrent challenges in the analysis of multimodal data: the data collection, storing, annotation, processing and exploitation. For each of these challenges, we envision possible solutions. The prototypes for some of the proposed solutions will be discussed during the Multimodal Challenge of the fourth Learning Analytics & Knowledge Hackathon, a two-day hands-on workshop in which the authors will open up the prototypes for trials, validation and feedback

    Multimodal Challenge: Analytics Beyond User-computer Interaction Data

    Get PDF
    This contribution describes one the challenges explored in the Fourth LAK Hackathon. This challenge aims at shifting the focus from learning situations which can be easily traced through user-computer interactions data and concentrate more on user-world interactions events, typical of co-located and practice-based learning experiences. This mission, pursued by the multimodal learning analytics (MMLA) community, seeks to bridge the gap between digital and physical learning spaces. The “multimodal” approach consists in combining learners’ motoric actions with physiological responses and data about the learning contexts. These data can be collected through multiple wearable sensors and Internet of Things (IoT) devices. This Hackathon table will confront with three main challenges arising from the analysis and valorisation of multimodal datasets: 1) the data collection and storing, 2) the data annotation, 3) the data processing and exploitation. Some research questions which will be considered in this Hackathon challenge are the following: how to process the raw sensor data streams and extract relevant features? which data mining and machine learning techniques can be applied? how can we compare two action recordings? How to combine sensor data with Experience API (xAPI)? what are meaningful visualisations for these data

    The relationship between research data management and virtual research environments

    Get PDF
    The aim of the study was to compile a conceptual model of a Virtual Research Environment (VRE) that indicates the relationship between Research Data Management (RDM) and VREs. The outcome of this study was that VREs are ideal platforms for the management of research data. In the first part of the study, a literature review was conducted by focusing on four themes: VREs and other concepts related to VREs; VRE components and tools; RDM; and the relationship between VREs and RDM. The first theme included a discussion of definitions of concepts, approaches to VREs, their development, aims, characteristics, similarities and differences of concepts, an overview of the e-Research approaches followed in this study, as well as an overview of concepts used in this study. The second theme consisted of an overview of developments of VREs in four countries (United Kingdom, USA, The Netherlands, and Germany), an indication of the differences and similarities of these programmes, and a discussion on the concept of research lifecycles, as well as VRE components. These components were then matched with possible tools, as well as to research lifecycle stages, which led to the development of a first conceptual VRE framework. The third theme included an overview of the definitions of the concepts ‘data’ and ‘research data’, as well as RDM and related concepts, an investigation of international developments with regards to RDM, an overview of the differences and similarities of approaches followed internationally, and a discussion of RDM developments in South Africa. This was followed by a discussion of the concept ‘research data lifecycles’, their various stages, corresponding processes and the roles various stakeholders can play in each stage. The fourth theme consisted of a discussion of the relationship between research lifecycles and research data lifecycles, a discussion on the role of RDM as a component within a VRE, the management of research data by means of a VRE, as well as the presentation of a possible conceptual model for the management of research data by means of a VRE. This literature review was conducted as a background and basis for this study. In the second part of the study, the research methodology was outlined. The chosen methodology entailed a non-empirical part consisting of a literature study, and an empirical part consisting of two case studies from a South African University. The two case studies were specifically chosen because each used different methods in conducting research. The one case study used natural science oriented data and laboratory/experimental methods, and the other, human orientated data and survey instruments. The proposed conceptual model derived from the literature study was assessed through these case studies and feedback received was used to modify and/or enhance the conceptual model. The contribution of this study lies primarily in the presentation of a conceptual VRE model with distinct component layers and generic components, which can be used as technological and collaborative frameworks for the successful management of research data.Thesis (DPhil)--University of Pretoria, 2018.National Research FoundationInformation ScienceDPhilUnrestricte

    Science Handbook 2009

    Get PDF

    Scholarly Communication Librarianship and Open Knowledge

    Get PDF
    The intersection of scholarly communication librarianship and open education offers a unique opportunity to expand knowledge of scholarly communication topics in both education and practice. Open resources can address the gap in teaching timely and critical scholarly communication topics—copyright in teaching and research environments, academic publishing, emerging modes of scholarship, impact measurement—while increasing access to resources and equitable participation in education and scholarly communication. Scholarly Communication Librarianship and Open Knowledge is an open textbook and practitioner’s guide that collects theory, practice, and case studies from nearly 80 experts in scholarly communication and open education. Divided into three parts: *What is Scholarly Communication? *Scholarly Communication and Open Culture *Voices from the Field: Perspectives, Intersections, and Case Studies The book delves into the economic, social, policy, and legal aspects of scholarly communication as well as open access, open data, open education, and open science and infrastructure. Practitioners provide insight into the relationship between university presses and academic libraries, defining collection development as operational scholarly communication, and promotion and tenure and the challenge for open access. Scholarly Communication Librarianship and Open Knowledge is a thorough guide meant to increase instruction on scholarly communication and open education issues and practices so library workers can continue to meet the changing needs of students and faculty. It is also a political statement about the future to which we aspire and a challenge to the industrial, commercial, capitalistic tendencies encroaching on higher education. Students, readers, educators, and adaptors of this resource can find and embrace these themes throughout the text and embody them in their work

    Teaching Engineering, Second Edition

    Get PDF
    The majority of professors have never had a formal course in education, and the most common method for learning how to teach is on-the-job training. This represents a challenge for disciplines with ever more complex subject matter, and a lost opportunity when new active learning approaches to education are yielding dramatic improvements in student learning and retention. This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format useful for both new and experienced teachers. It is organized to start with specific, practical teaching applications and then leads to psychological and educational theories. The practical orientation section explains how to develop objectives and then use them to enhance student learning, and the theoretical orientation section discusses the theoretical basis for learning/teaching and its impact on students. Written mainly for PhD students and professors in all areas of engineering, the book may be used as a text for graduate-level classes and professional workshops or by professionals who wish to read it on their own. Although the focus is engineering education, most of this book will be useful to teachers in other disciplines. Teaching is a complex human activity, so it is impossible to develop a formula that guarantees it will be excellent. However, the methods in this book will help all professors become good teachers while spending less time preparing for the classroom. This is a new edition of the well-received volume published by McGraw-Hill in 1993. It includes an entirely revised section on the Accreditation Board for Engineering and Technology (ABET) and new sections on the characteristics of great teachers, different active learning methods, the application of technology in the classroom (from clickers to intelligent tutorial systems), and how people learn. Preface Chapter 1: Introduction: Teaching Engineering Chapter 2: Efficiency Chapter 3: Designing Your First Class Chapter 4: Courses: Objectives, Textbooks, and Accreditation Chapter 5: Problem Solving and Creativity Chapter 6: Lectures Chapter 7: Active Learning Chapter 8: Teaching with Technology Chapter 9: Design and Laboratory Chapter 10: One-to-One Teaching and Advising Chapter 11: Testing, Homework, and Grading Chapter 12: Student Cheating, Discipline, and Ethics Chapter 13: Psychological Type and Learning Chapter 14: Models of Cognitive Development: Piaget and Perry Chapter 15: Learning Theories Chapter 16: Evaluation of Teaching Chapter 17: Professional Concerns Appendix A: Obtaining an Academic Position Appendix B: Sample Teaching Engineering Course Outlinehttps://docs.lib.purdue.edu/purduepress_ebooks/1060/thumbnail.jp

    Washington University School of Medicine bulletin, 1994-1995

    Get PDF

    The Essential Science Fiction Television Reader

    Get PDF
    Once confined solely to literature and film, science fiction has emerged to become a firmly established, and wildly popular, television genre over the last half century. The Essential Science Fiction Television Reader provides insight into and analyses of the most important programs in the history of the genre and explores the breadth of science fiction programming. Editor J. P. Telotte and the contributors explain the gradual transformation of the genre from low-budget cinematic knockoffs to an independent and distinct televisual identity. Their essays track the dramatic evolution of early hits such as The Twilight Zone and Star Trek into the science fiction programming of today with its more recent successes such as Lost and Heroes. They highlight the history, narrative approaches, and themes of the genre with an inviting and accessible style. In essays that are as varied as the shows themselves, the contributors address the full scope of the genre. In his essay “The Politics of Star Trek: The Original Series,” M. Keith Booker examines the ways in which Star Trek promoted cultural diversity and commented on the pioneering attitude of the American West. Susan George takes on the refurbished Battlestar Galactica series, examining how the show reframes questions of gender. Other essays explore the very attributes that constitute science fiction television: David Lavery’s essay “The Island’s Greatest Mystery: Is Lost Science Fiction?”calls into question the defining characteristics of the genre. From anime to action, every form of science fiction television is given thoughtful analysis enriched with historical perspective. Placing the genre in a broad context, The Essential Science Fiction Television Reader outlines where the genre has been, where it is today, and where it may travel in the future. No longer relegated to the periphery of television, science fiction now commands a viewership vast enough to sustain a cable channel devoted to the genre. J. P. Telotte, professor of literature, communication, and culture at the Georgia Institute of Technology, is the author or editor of numerous books. “This well-edited collection offers a richly detailed and critically penetrating overview of science fiction television, from the plucky adventures of Captain Video to the postmodern paradoxes of The X-Files and Lost. Sixteen essays by major scholars in the field address topics ranging from the politics of Star Trek to the mythic resonances of The Twilight Zone, from the complexities of adapting material from other media to the science-fictionality of television itself. Teachers, students, and fans of SFTV will learn much from this engaging, indispensible volume.”--Rob Latham, coeditor of Science Fiction Studies “Telotte’s volume makes clear how much science fiction is on television (and how much television has been the subject of science fiction). The contributors to this volume demonstrate how much this matters. These are well-written, accessible, and informative essays that cover the subject in depth, from Captain Video to Star Trek; from The X-Files to Firefly.”—Robert Kolker, University of Virginia “Recommended for academic libraries with an interest in communication, media, and culture.” --Rosalind Dayen, Library Journal J. P. Telotte, a leading authority in the field of media studies, has compiled an impressive and qualified list of contributors to provide a synthesis of insight and analysis of the most important programs in the history of the genre’s progress. --Paintsville Herald The huge increase in the number of complex, culturally significant series in the last twenty years makes the genre a vital one for close study. --Joe Milicia, The New York Review of Science Fiction Renowned scholar J. P. Telotte explores how animation has confronted the blank template, and how responses to that confrontation have changed. --thebookstallblog.blogspot.com Provides a provocative glimpse into cultural perspectives of space as a method for understanding both a technological and aesthetic history of animation and the evolution from a modern to postmodern mind-set. --Humanitieshttps://uknowledge.uky.edu/upk_american_popular_culture/1007/thumbnail.jp

    Maritime expressions:a corpus based exploration of maritime metaphors

    Get PDF
    This study uses a purpose-built corpus to explore the linguistic legacy of Britain’s maritime history found in the form of hundreds of specialised ‘Maritime Expressions’ (MEs), such as TAKEN ABACK, ANCHOR and ALOOF, that permeate modern English. Selecting just those expressions commencing with ’A’, it analyses 61 MEs in detail and describes the processes by which these technical expressions, from a highly specialised occupational discourse community, have made their way into modern English. The Maritime Text Corpus (MTC) comprises 8.8 million words, encompassing a range of text types and registers, selected to provide a cross-section of ‘maritime’ writing. It is analysed using WordSmith analytical software (Scott, 2010), with the 100 million-word British National Corpus (BNC) as a reference corpus. Using the MTC, a list of keywords of specific salience within the maritime discourse has been compiled and, using frequency data, concordances and collocations, these MEs are described in detail and their use and form in the MTC and the BNC is compared. The study examines the transformation from ME to figurative use in the general discourse, in terms of form and metaphoricity. MEs are classified according to their metaphorical strength and their transference from maritime usage into new registers and domains such as those of business, politics, sports and reportage etc. A revised model of metaphoricity is developed and a new category of figurative expression, the ‘resonator’, is proposed. Additionally, developing the work of Lakov and Johnson, Kovesces and others on Conceptual Metaphor Theory (CMT), a number of Maritime Conceptual Metaphors are identified and their cultural significance is discussed
    corecore