93 research outputs found
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Challenges of Using Augmented Reality to Teach Magnetic Field Concepts and Representations
Many efforts to reform science educational standards and structure have placed an emphasis on directing learners to communicate about concepts using external representations (ERs). Techniques to develop competencies with ERs often ask learners to develop understanding outside of a physical context while concurrently making connections back to the context—a very challenging task that often results in incomplete learning.
This dissertation work is presented in part as a journal article and presents a study that compared the effectiveness of a computer simulation to an augmented reality (AR) simulation for developing magnetic field conceptual and representational knowledge. The AR technology provides a feature called a dynamic overlay that can present ERs in a real-world context. The study was done with six classes of ninth grade physics students and evaluated learning, proficiency of exploration, and intrinsic motivation to engage with the activity and technology.
Results from this study show that contrary to expectations, students who used AR performed similarly to students who used the computer simulation conceptual and representational knowledge assessment. However, students who engaged with AR demonstrated worse exploration on average and had lower levels of intrinsic motivation. These outcomes provide evidence to the difficulty of using AR for teaching the ERs of challenging concepts and the complexities of implementing novel technologies into a standard classroom environment
Smart Universities
Institutions of learning at all levels are challenged by a fast and accelerating pace of change in the development of communications technology. Conferences around the world address the issue. Research journals in a wide range of scholarly fields are placing the challenge of understanding "Education's Digital Future" on their agenda. The World Learning Summit and LINQ Conference 2017 proceedings take this as a point of origin. Noting how the future also has a past: Emergent uses of communications technologies in learning are of course neither new nor unfamiliar. What may be less familiar is the notion of "disruption", found in many of the conferences and journal entries currently.
Is the disruption of education and learning as transformative as in the case of the film industry, the music industry, journalism, and health? If so, clearly the challenge of understanding future learning and education goes to the core of institutions and organizations as much as pedagogy and practice in the classroom.
One approach to the pursuit of a critical debate is the concept of Smart Universities – educational institutions that adopt to the realities of digital online media in an encompassing manner: How can we as smarter universities and societies build sustainable learning eco systems for coming generations, where technologies serve learning and not the other way around? Perhaps that is the key question of our time, reflecting concerns and challenges in a variety of scholarly fields and disciplines? These proceedings present the results from an engaging event that took place from 7th to 9th of June 2017 in Kristiansand, Norway
A design approach to research in technology enhanced mathematics education
EThOS - Electronic Theses Online ServiceGBUnited Kingdo
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A Question Of Language Disorder: Studies Of Assessment, Management And Parent Attitude.
Children labelled "language disordered" failed to make academic progress in schools promoting investigations into the nature of their problems, attendant attitudes and contextual influences. Studies find differences in haptic, auditory and visual processing between normal and language disordered children. Individual management does not acknowledge this range of modality input problems and selectively targets language form for systematic development. The approach does not result in better school attainments. Perhaps the label "language disorder" limits perception of the extent of difficulties in other areas. In contrast, an interactive method is described, taking account of "inside" and "outside" the child factors. Educational success is produced by inter-relating the language system with the learning context. Full implementation of the interactive model seems unlikely given the present styles of professional training and existing institutional constraints. However, consumer dissatisfaction with current language Learning provision suggests this procedure offers a promising alternative
EBook proceedings of the ESERA 2011 conference : science learning and citizenship
This ebook contains fourteen parts according to the strands of the ESERA 2011 conference. Each part is co-edited by one or two persons, most of them were strand chairs. All papers in this ebook correspond to accepted communications during the ESERA conference that were reviewed by two referees. Moreover the co-editors carried out a global reviewing of the papers.ESERA - European Science Education Research Associatio
Multimedia Development of English Vocabulary Learning in Primary School
In this paper, we describe a prototype of web-based intelligent handwriting education
system for autonomous learning of Bengali characters. Bengali language is used by more than
211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the
population does not have the chance to go to school. This research project was aimed to develop
an intelligent Bengali handwriting education system. As an intelligent tutor, the system can
automatically check the handwriting errors, such as stroke production errors, stroke sequence
errors, stroke relationship errors and immediately provide a feedback to the students to correct
themselves. Our proposed system can be accessed from smartphone or iPhone that allows
students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a
multi-stroke input characters with extremely long cursive shaped where it has stroke order
variability and stroke direction variability. Due to this structural limitation, recognition speed is
a crucial issue to apply traditional online handwriting recognition algorithm for Bengali
language learning. In this work, we have adopted hierarchical recognition approach to improve
the recognition speed that makes our system adaptable for web-based language learning. We
applied writing speed free recognition methodology together with hierarchical recognition
algorithm. It ensured the learning of all aged population, especially for children and older
national. The experimental results showed that our proposed hierarchical recognition algorithm
can provide higher accuracy than traditional multi-stroke recognition algorithm with more
writing variability
Arts-based methods for facilitating meta-level learning in management education: Making and expressing refined perceptual distinctions
Arts-based methods are increasingly used to facilitate meta-level learning in management education. Such increased use suggests that these methods are relevant and offer a unique contribution meeting a need in today’s management education. Yet, the literature is not clear on what this unique contribution may be even though it abounds with suggestions of varying quality. To explore this matter, I conduct a systematic literature review focused on arts-based methods, management education, and meta-level learning. I find that the unique contribution of arts-based methods is to foreground the process of making and expressing more refined perceptual distinctions, not to get accurate data, but as integral to our thinking/learning. This finding is important, because it imply that certain (commonly applied) ways of using arts-based methods may limit their potential. Finally, I suggest that future research regarding arts-based methods should focus on exploring the impact the process of learning to make and express more refined perceptual distinctions may have on managerial practice to further understand the relevance of these methods to managers
Artificial general intelligence: Proceedings of the Second Conference on Artificial General Intelligence, AGI 2009, Arlington, Virginia, USA, March 6-9, 2009
Artificial General Intelligence (AGI) research focuses on the original and ultimate goal of AI – to create broad human-like and transhuman intelligence, by exploring all available paths, including theoretical and experimental computer science, cognitive science, neuroscience, and innovative interdisciplinary methodologies. Due to the difficulty of this task, for the last few decades the majority of AI researchers have focused on what has been called narrow AI – the production of AI systems displaying intelligence regarding specific, highly constrained tasks. In
recent years, however, more and more researchers have recognized the necessity – and feasibility – of returning to the original goals of the field. Increasingly, there is a call for a transition back to confronting the more difficult issues of human level intelligence and more broadly artificial general intelligence
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