Pengembangan Media Pembelajaran Interaktif Menggunakan Model Missouri Mathematics Project Untuk Meningkatkan Kemampuan Komunikasi Matematik Peserta Didik Di Kelas VIII SMP

This research was motivated by the low mathematical communication skills of junior high school students. This study aims to produce Interactive Learning Media using a valid, practical, and effective Missouri Mathematics Project model to facilitate mathematical communication skills. This research is a development research carried out with the Plomp development model. The Plomp development model consists of three stages, namely preliminary investigation, prototyping stage, and assessment phase. This research was conducted at SMP Negeri 3. Data collection instruments in the form of interviews, documentation, questionnaires and test questions. The data obtained are analyzed by quantitative and qualitative data analysis techniques. The results showed that the interactive learning media for mathematics using the Missouri Mathematics Project model developed was classified as a very valid category (86.62% for RPP and 83.93% for media) and very practical at 87% and 86.85% respectively (for RPP and small group media) 88.1% and 88.02% (for RPP and large group media). Meanwhile, based on the test results of the mathematical communication ability test questions, 83.33% of students knew the criteria for the success of the mathematical communication ability test > 80%, meaning that interactive learning media using the Missouri Mathematics Project model was very effective on methematic communication skill

Common Knowledge and Consensus with Noisy Communication

Parikh and Krasucki (1990, JET 52) have suggested in an informal manner that a consensus does not require common knowledge. Weyers (1992, CORE DP 9228) has proved that their model does not permit such a conclusion, and that a more general one has to be constructed. Heifetz (1996, JET 70) has given an example with three agents, inspired by computer science works, which illustrates the intuition of the first authors, i.e. where a consensus is obtained without common knowledge of it. We propose a general setting of noisy communication to confirm this result. We show that for any non public and noisy communication, no event can become common knowledge if it was not at the beginning, but that under some assumptions a consensus and arbitrary high levels of interactive knowledge are achievable. A minimal example is given, with two agents and two states. Nevertheless, for public and noisy communication, some results on common knowledge are obtained, depending on the richness of available language. We apply our results to describe some conditions that ensure or prevent epistemic conditions for Nash equilibrium. In general, non public and noisy communication is not sufficient for the conjectures to form, during time, a Nash equilibrium, even if the game and mutual rationality are mutually known. However, with only two agents, or with a noisy and public communication protocol, sufficient conditions are given for the conjectures to form a Nash equilibrium in a finite number of communication periods.

Fostering PT-PTA Student Relationships, Pilot Study

Purpose: The purpose of this study was to assess physical therapist (PT) and physical therapist assistant (PTA) students\u27 attitudes toward working in a team, direction and supervision, preparation for effective communication, and respect for and the value of physical therapist/physical therapist assistant (PT/PTA) teams following an interactive classroom session via a brief online questionnaire. Methods: PT students in the second year of their doctor of physical therapy graduate studies in St Louis, MO and PTA students in the second year of their associate’s degree program in St Louis, MO were involved. A questionnaire was completed prior to and after attending an interactive classroom session. The interactive session included four stations; curriculum and education, communication and documentation, PT/PTA teamwork scenarios in different practice settings, and social interaction. The questionnaire consisted of six questions asking students to indicate their level of agreement or disagreement. Results: Attendance status at the interactive session was related to student responses on the questionnaire for both PT and PTA students. Among PTA students, responses on three of six questionnaire items were found not to be independent of attendance status. PTA students indicated they felt more prepared for PT/PTA communication, had more respect for the similarities in roles of PTs and PTAs, and felt more strongly that effective PT/PTA teams were essential to optimal patient care. Among the PT student population, the only questionnaire item found to be independent of interactive session attendance status was the belief in effective PT/PTA teams. Generally, students’ responses tended to be more positive after attending the interactive session, with “Strongly agree” responses increasing by as much as 24 percent on some questionnaire items. Increases in weighted means for PTA students were not found to be statistically significant; however, among PT students these increases were significant across three questionnaire items. Conclusions: The findings suggest that both PT and PTA students experienced increased comfort with the idea of working as part of a PT/PTA team after the interactive event where communication was the focus. The affective behavior of “comfort” in working as part of a PT/PTA team increased in our study among both PT and PTA students. The interactive session was easy to implement and had no cost associated with it. Follow-up study or methodologies could provide more robust results to further support these findings. This activity could also be replicated across healthcare professions that utilize professional and paraprofessional assistant relationships

Effects of early intervention on pragmatic language in children with autism

Autism appears in the first three years of a child\u27s life, involving impairments in social and verbal and nonverbal communication. Children with Autism Spectrum Disorder with core deficits in social and communication, struggle to effectively accomplish social interactive goals through pragmatic language. Early intervention programs may strengthen expressive communication and increase functional communication by some children with autism. The current study examined if participation in an intensive early intervention program increases functional communication in social situations with children with autism. I hypothesized that participation in an early learning program would increase functional communication in social situations for children with autism. Results indicated that all three children decreased their ADOS-2 scores on module two posttest when compared to module one pretest, demonstrating a decrease in symptoms of autism. Results of functional communication demonstrated that participation in the early learning program did not increase functional communication, however participation did increase the types of functional communication used by all three children. At the end of the intervention each child was able to discriminate between different types of functional communication and utilize their new behaviors to communicate --Leaf iv

Is Twitter a Public Sphere for Online Conflicts? A Cross-Ideological and Cross-Hierarchical Look

The rise in popularity of Twitter has led to a debate on its impact on public opinions. The optimists foresee an increase in online participation and democratization due to social media's personal and interactive nature. Cyber-pessimists, on the other hand, explain how social media can lead to selective exposure and can be used as a disguise for those in power to disseminate biased information. To investigate this debate empirically, we evaluate Twitter as a public sphere using four metrics: equality, diversity, reciprocity and quality. Using these measurements, we analyze the communication patterns between individuals of different hierarchical levels and ideologies. We do this within the context of three diverse conflicts: Israel-Palestine, US Democrats-Republicans, and FC Barcelona-Real Madrid. In all cases, we collect data around a central pair of Twitter accounts representing the two main parties. Our results show in a quantitative manner that Twitter is not an ideal public sphere for democratic conversations and that hierarchical effects are part of the reason why it is not.Comment: To appear in the 6th International Conference on Social Informatics (SocInfo 2014), Barcelon

Sensory-motor interactions in speech perception, production and imitation: behavioral evidence from close shadowing, perceptuo-motor phonemic organization and imitative changes.

International audienceSpeech communication can be viewed as an interactive process involving a functional coupling between sensory and motor systems. In the present study, we combined three classical experimental paradigms to further test perceptuomotor interactions in both speech perception and production. In a first close shadowing experiment, auditory and audiovisual syllable identification led to faster oral than manual responses. In a second experiment, participants were asked to produce and to listen to French vowels, varying from height feature, in order to test perceptuo-motor phonemic organization and idiosyncrasies. In a third experiment, online imitative changes on the fundamental frequency in relation to acoustic vowel targets were observed in a non-interactive situation of communication during both unintentional and voluntary imitative production tasks. Altogether our results appear exquisitely in line with a functional coupling between action and perception speech systems and provide further evidence for a sensory-motor nature of speech representations

Sensory-motor interactions in speech perception, production and imitation: behavioral evidence from close shadowing, perceptuo-motor phonemic organization and imitative changes.

International audienceSpeech communication can be viewed as an interactive process involving a functional coupling between sensory and motor systems. In the present study, we combined three classical experimental paradigms to further test perceptuomotor interactions in both speech perception and production. In a first close shadowing experiment, auditory and audiovisual syllable identification led to faster oral than manual responses. In a second experiment, participants were asked to produce and to listen to French vowels, varying from height feature, in order to test perceptuo-motor phonemic organization and idiosyncrasies. In a third experiment, online imitative changes on the fundamental frequency in relation to acoustic vowel targets were observed in a non-interactive situation of communication during both unintentional and voluntary imitative production tasks. Altogether our results appear exquisitely in line with a functional coupling between action and perception speech systems and provide further evidence for a sensory-motor nature of speech representations

Vodcast Impact on Students\u27 Attitudes and Behavioral Intentions

Purpose: This paper uses structural equation modeling to assess the effectiveness of Vodcasts (video podcasts) as part of a university’s communication strategy with prospective students. Design/methodology/approach: Three theoretical models were tested using a structural equation model. Findings: We find that perceived informativeness, credibility, and irritation of the advertising are directly related to the value of the Vodcast advertising. However of those three factors, only the informativeness is directly related to the intent to take further action toward enrollment. In addition, while prior work has suggested that perceived entertainment of advertising positively influences its perceived value, we find that for these university Vodcasts, perceived entertainment is not a statistically significant factor. Research limitations/implications: The results suggest that for Vodcasts used for these purposes, less attention should be given to entertainment value, and more attention should be focused on providing useful information in a manner that is credible and not irritating to students. Originality/value: Vodcasts have become part of the Internet multimedia experience and have been integrated into universities’ web-based promotion strategies. While prior work has examined general advertising on the web, few studies have considered the impact of the interactive medium of Vodcasts on attitudes and behavioral intentions

THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY

Scholars have examined a variety of dimensions and models of interactivity in an attempt to articulate a comprehensive definition. Outcome Interactivity Theory (OIT) considers interactivity to be the result of a communication event involving the successful integration of three predictive dimensions: the presence of actual interactive technological features, the presence of similarly reactive content elements, and relevant user experiences that empower the user to employ these interactive elements within the communication event toward a desirable outcome. This dissertation accomplishes three major objectives: clarify the literature relating to the interactivity construct; introduce Outcome Interactivity Theory as a new theory-based conceptualization of the interactivity construct; and test Outcome Interactivity Theory using a pre-test post-test control group full experimental design. The study tests the impact of interactivity on knowledge acquisition and satisfaction student learning outcomes. In addition, the OIT model itself is tested to measure the effect of interactivity on knowledge acquisition and satisfaction. Finally, this study presents a new set of highly reliable interactivity measurement scales to quantify the influence of specific individual dimensions and elements on interactivity as defined by the OIT model. Results are described, and limitations and practical implications are discussed

Online educational counselling for students with special needs: Building rapport

This paper reports the findings from a study that investigated the effects of providing online counselling for undergraduate students with long‐term health problems. Issues associated with learning at a distance for such students include fatigue, manual dexterity, academic and social isolation, together with a need for better interactive communication with support agencies (Debenham, 1996a). The results of a feasibility study undertaken in 1996 suggested that for students with special needs personal rapport with their educational counsellor is considered important for problems to be aired and addressed (Debenham, 1998a). This raises interesting questions relating to how such rapport can be developed using computer‐mediated communication (CMC). Participants in the study reported appreciation of a small amount of informal contact with the counsellor in a closed peer‐group conference; this conference is described in Debenham (1996b). Building on this finding, a main study was undertaken which was modified by the addition of a counselling topic ‐ a ‘Virtual Study’ for the counsellor ‐ within this conference area (Debenham, 1998b). The counsellor was encouraged to participate informally in the other student‐led topics. This added a group dimension to the study. The results are encouraging: increased levels of motivation and enjoyment of the study process were reported by more than three‐quarters of the sample and in the degree of autonomy by more than half the sample. These findings throw light on the support of students with special needs and also contribute to the development of knowledge in the wider fields of academic advising and the use of CMC in distance education