21,399 research outputs found
Dublin City University video track experiments for TREC 2001
Get PDFDublin City University participated in the interactive search task and Shot Boundary Detection task* of the TREC Video Track. In the interactive search task experiment thirty people used three different digital video browsers to find video segments matching the given topics. Each user was under a time constraint of six minutes for each topic assigned to them. The purpose of this experiment was to compare video browsers and so a method was developed for combining independent usersâ results for a topic into one set of results. Collated results based on thirty users are available herein though individual usersâ and browsersâ results are currently unavailable for comparison. Our purpose in participating in this TREC track was to create the ground truth within the TREC framework, which will allow us to do direct browser performance comparisons
The WEB Book experiments in electronic textbook design
Get PDFThis paper describes a series of three evaluations of electronic textbooks on the Web, which focused on assessing how appearance and design can affect users' sense of engagement and directness with the material. The EBONI Project's methodology for evaluating electronic textbooks is outlined and each experiment is described, together with an analysis of results. Finally, some recommendations for successful design are suggested, based on an analysis of all experimental data. These recommendations underline the main findings of the evaluations: that users want some features of paper books to be preserved in the electronic medium, while also preferring electronic text to be written in a scannable style
Graduate Quantum Mechanics Reform
Full text linkWe address four main areas in which graduate quantum mechanics education can
be improved: course content, textbook, teaching methods, and assessment tools.
We report on a three year longitudinal study at the Colorado School of Mines
using innovations in all these areas. In particular, we have modified the
content of the course to reflect progress in the field in the last 50 years,
used textbooks that include such content, incorporated a variety of teaching
techniques based on physics education research, and used a variety of
assessment tools to study the effectiveness of these reforms. We present a new
assessment tool, the Graduate Quantum Mechanics Conceptual Survey, and further
testing of a previously developed assessment tool, the Quantum Mechanics
Conceptual Survey. We find that graduate students respond well to
research-based techniques that have been tested mainly in introductory courses,
and that they learn much of the new content introduced in each version of the
course. We also find that students' ability to answer conceptual questions
about graduate quantum mechanics is highly correlated with their ability to
solve calculational problems on the same topics. In contrast, we find that
students' understanding of basic undergraduate quantum mechanics concepts at
the modern physics level is not improved by instruction at the graduate level.Comment: accepted to American Journal of Physic
A Systematic Review of Music Teacher Education Research within the United States:1982-2010
Get PDFMusic education researchers have explored several issues within music teacher education (MTE) including: coursework, teacher and musicianship skills, design and implementation of undergraduate programs, and music teacher identity development. An examination and discussion of this research will assist those responsible for educating future music teacher educators with developing meaningful and effective teacher training programs. In this systematic review, I examined the research published in peer-review journals between 1982 and 2010 and defended music education dissertations between 2005 and 2010. The purpose of the current synthesis was to synthesize peer-review research relating to MTE and to recount the findings and connections of existing research for current music teacher educators. Before studies were included in the synthesis, I reviewed each one to ensure they met the following inclusion criteria: (a) relevant to the proposed research questions under consideration; (b) published in a peer-review journal or a defended dissertation between 2005-2010; (c) printed in English; (d) published between 1982 and July 2010; (e) involved subjects who were members of an undergraduate teacher preparation program in the United States; (f) detailed in the presentation of the methodology; and (g) presented the content so that relevant information could be attained. To further explore the implications of the current synthesis' findings, three practicing music teacher educators completed a two-part questionnaire designed to elicit information about their perspectives of MTE research and opinions of the current findings. I reviewed, categorized, and reported responses from each questionnaire as part of the research synthesis intending to identify the role of research in MTE, commonalities, possible concerns, and possible future research needs for meaningful research agendas specific to music teacher education
Evaluating Teaching Methods: Is It Worth Doing Right?
Get PDFReviewers of manuscripts on classroom experiments often ask the authors to provide evidence of the effectiveness of the method, presumably to justify substituting experiments for lectures. After reviewing the current state of evaluation methodology, we argue that such evidence may be neither sufficient nor even necessary for the purpose.Teaching/Communication/Extension/Profession,
Research, Teaching and Service: Why Shouldn't Women's Work Count?
Get PDFThis article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the contemporary academy wherein research is implicitly deemed "men's work" and is explicitly valued, whereas teaching and service are characterized as "women's work" and explicitly devalued
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