A Consensus on the Definition and Knowledge Base for Computer Graphics

Despite several decades of historical innovation, measurable impacts, and multiple specializations the existing knowledge base for Computer Graphics (CG) lacks consensus, and numerous definitions for it have been published based on distinct contexts. Disagreement among post-secondary academics has divided CG programs into three contextual areas that emphasize different topics. This division has resulted in the decontextualization of CG education, and CG programs now face several challenges in meeting the needs of industry. Employing the Delphi Method, this investigation explored the perceptions among post-secondary educators and industry professionals about the definition of CG and how it is identified in terms of characteristics and context. The outcomes of this investigation identified CG in the technological paradigm, and provided a road map towards a true definition and distinct knowledge base necessary for establishing CG as a formal computing discipline

Music conducting pedagogy and technology : a document analysis on best practices

This document analysis was designed to investigate pedagogical practices of music conducting teachers in conjunction with research of technologists on the use of various technologies as teaching tools. I sought to discern how conducting teachers and pedagogues are applying recent technological advancements into their teaching strategies. I also sought to understand what paths research is taking about the use of software, hardware, and computer systems applied to the teaching of music conducting technique. This dissertation was guided by four main research questions: (1) How has technology been used to aid in the teaching of conducting? (2) What is the role of technology in the context of conducting pedagogy? (3) Given that conducting is a performative act, how can it be developed through technological means? (4) What technological possibilities exist in the teaching of music conducting technique? Data were collected through music conducting syllabi, conducting textbooks, and research articles. Documents were selected through purposive sampling procedures. Analysis of documents through the constant comparative approach identified emerging themes and differences across the three types of documents. Based on a synthesis of information, I discussed implications for conducting pedagogy and made suggestions for conducting educators.Includes bibliographical references

Learning differences & digital equity in the classroom

This chapter addresses digital equity in the classroom for students with learning differences, as well as the role of technology in the provision of equitable education for the full diversity of students. The chapter discusses the evolving opportunities and challenges that information technology in the classroom presents to students with learning differences and their teachers. To meaningfully understand this topic requires an understanding of the complex context, the forces at play, and their relation to students with learning differences. Among the forces at play are policies, regulations, the accessibility movement, technical trends, instructional design strategies, educational publishing, open educational resources, pedagogical trends, quality control approaches in education, and governance of formal education. The chapter highlights the benefits to all students of designing the classroom experience for students with learning differences

Digital information support for concept design

This paper outlines the issues in effective utilisation of digital resources in conceptual design. Access to appropriate information acts as stimuli and can lead to better substantiated concepts. This paper addresses the issues of presenting such information in a digital form for effective use, exploring digital libraries and groupware as relevant literature areas, and argues that improved integration of these two technologies is necessary to better support the concept generation task. The development of the LauLima learning environment and digital library is consequently outlined. Despite its attempts to integrate the designers' working space and digital resources, continuing issues in library utilisation and migration of information to design concepts are highlighted through a class study. In light of this, new models of interaction to increase information use are explored

An educational game on the theories of driver education curriculum: An evaluation

The purpose of this study was to evaluate the effectiveness of using an educational game application among driving school students on their understanding of driving rules and regulations. The application was developed and named as An Educational Game on the Theories of Driver Education Curriculum (DEC) to help students improve their visualization, understanding and memorization of the theories of driving rules and regulations as well as to be more prepared before taking the driving theory test. A preliminary study was conducted and it indicated that students had a hard time in visualizing, understanding and memorizing the theories of driving. The Game Development Life Cycle (GDLC) was implemented as a methodology to develop the DEC application which consists of initiation, pre-production, production, testing, beta, and release phases. The effectiveness of the DEC application was measured by Game-Based Learning Evaluation Model (GEM). The findings indicated that educational game helped students to visualize, memorize and understand the theories of driving easily

Digital Atlas of Anatomical Subdivisions and Boundaries of the Rat Hippocampal Region

The rat hippocampal region is frequently studied in relation to learning and memory processes and brain diseases. The region is complex, consisting of multiple subdivisions that are challenging to delineate anatomically. Published atlases of the rat brain typically lack the underlying histological criteria necessary to identify boundaries, and textbooks descriptions of the region are often inadequately illustrated and thus difficult to relate to experimental data. An overview of both anatomical features and criteria used to delineate boundaries is required to assign location to experimental material from the hippocampal region. To address this issue, we have developed a web-based atlas application in which images of histological sections are integrated with new and up-to-date criteria for subdividing the rat hippocampus formation, fasciola, and associated parahippocampal regions. The atlas application consists of an interactive image viewer with high-resolution images of an extensive series of sections stained for NeuN, calbindin, and parvalbumin, and an index of structures with detailed descriptions of the criteria used to define the boundaries. Images can be inspected with a graphical overlay of selected subregions. Bi-directional links between images and the index of structures are provided. In summary, we provide a novel content-rich digital atlas resource facilitating identification of morphological features relevant for delineating the anatomical subdivisions of the rat hippocampal region. The atlas application is available at http://www.rbwb.org

Integrating Human-Computer Interaction Development into the Systems Development Life Cycle: A Methodology

Incorporating a human computer interaction (HCI) perspective into the systems development life cycle (SDLC) is necessary to information systems (IS) success and, in turn, to the success of businesses. However, modern SDLC models are based more on organizational needs than human needs. The human interaction aspect of an information system is usually considered far too little (only the screen interface) and far too late in the IS development process (only at the design stage). Thus, often a gap exists between satisfying organizational needs and supporting and enriching human users. This problem can be addressed by carefully integrating HCI development into the SDLC process to achieve a truly human-centered IS development approach. This paper examines the roles of HCI in systems development, justifies the importance of considering HCI through out the entire systems development life cycle, presents a methodology for human-centered IS development, and demonstrates how to apply this methodology to develop human-centered information systems

A Teaching Module of No-Code Business App Development

No-code / low-code app development is transforming traditional information system development paradigms. This paper presents a pedagogical design and teaching method for no-code business app development. The contents of the teaching module include vital concepts of business app development and assignments for students. The teaching module can be customized and demands a portion of a one-credit-hour workload, embeddable in a three-credit-hour IS course. Suitable courses include introductory computer programming courses, web application development courses, or e-commerce courses. A preliminary assessment of student learning resulted in positive outcomes for this module of instruction

Augmented reality in architecture and construction education: state of the field and opportunities

Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students’ skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry