Creative freedom in the digital age

This thesis is particularly concerned with everyday creativity as a social practice that is taking place within the digital environment. Web 2.0 made it much easier for laypersons to produce and publish digital content and to participate in online communities. Through participation community members can acquire domain-relevant knowledge as well as develop their digital competency. In some areas, online communities of highly motivated amateurs (Pro-Ams) work to professional standards and even achieve better results than their professional colleagues. Open Source software projects or Wikis are among areas that rely on committed amateurs and the strength of a community. The empirical stage of the research comprises two studies that aim to investigate the role of ICT and the Internet in everyday creative activities and how the use of digital tools for creativity can be facilitated and improved. An exploratory online survey revealed that the majority of participants are involved in everyday creative activities many of which are performed with the use of digital tools. However, the lack of digital competency and skills has been proved to be among the main barriers to using software tools for everyday creativity and participation in the digital environment. Taking into account the survey data that revealed digital photo-editing and manipulation to be the most popular creative activity among participants, a powerful, free, image-editing program - the GIMP - was chosen for the experiment. A group of people with no professional knowledge of using image editing programs participated in a single-day workshop where they learned how to do basic image processing with a free software editor, the GIMP. Data collection methods involved questionnaires, observation and follow-up telephone interviews. The GIMP tutorial and practice session proved to be successful in engaging non-professionals in image manipulation with the GIMP and facilitating further use and learning through individual effort

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

Reliability and validity of a model computerized simulation examination for nursing

Health care facilities and schools of nursing are beginning to utilize computer technology. There is limited availability of quality software in nursing for instruction and evaluation. In the present study, a computerized simulation examination to evaluate decision-making in nursing was developed and assessed in terms of its psychometric properties. A clinical situation was established and then converted into a computerized simulation program. The computerized simulation examination was given to groups of nurses and non-nurses in order to improve clarity of instructions and to insure the functioning of the computer program. To obtain data indicating reliability and validity, the computerized simulation examination was given to two additional groups: novices who were college students without nursing experience and experts who were masters in nursing prepared faculty. Each person\u27s performance was converted into three scores (performance index, efficiency index, and usefulness). The known-groups technique was then used to determine criterion-related validity. The faculty group was also given a questionnaire relating to the content validity of the simulation

The Quantum Frontier

The success of the abstract model of computation, in terms of bits, logical operations, programming language constructs, and the like, makes it easy to forget that computation is a physical process. Our cherished notions of computation and information are grounded in classical mechanics, but the physics underlying our world is quantum. In the early 80s researchers began to ask how computation would change if we adopted a quantum mechanical, instead of a classical mechanical, view of computation. Slowly, a new picture of computation arose, one that gave rise to a variety of faster algorithms, novel cryptographic mechanisms, and alternative methods of communication. Small quantum information processing devices have been built, and efforts are underway to build larger ones. Even apart from the existence of these devices, the quantum view on information processing has provided significant insight into the nature of computation and information, and a deeper understanding of the physics of our universe and its connections with computation. We start by describing aspects of quantum mechanics that are at the heart of a quantum view of information processing. We give our own idiosyncratic view of a number of these topics in the hopes of correcting common misconceptions and highlighting aspects that are often overlooked. A number of the phenomena described were initially viewed as oddities of quantum mechanics. It was quantum information processing, first quantum cryptography and then, more dramatically, quantum computing, that turned the tables and showed that these oddities could be put to practical effect. It is these application we describe next. We conclude with a section describing some of the many questions left for future work, especially the mysteries surrounding where the power of quantum information ultimately comes from.Comment: Invited book chapter for Computation for Humanity - Information Technology to Advance Society to be published by CRC Press. Concepts clarified and style made more uniform in version 2. Many thanks to the referees for their suggestions for improvement

Number sense educational game design for dyscalculia and low numeracy children

Dyscalculia is a specific educational difficulty which affects an individual’s acquisition of basic concepts of numbers and prevents them to understand and apply number facts. Dyscalculia can effect on different aspects of learning and performance mathematical skills, but number sense is the most affected issue by Dyscalculia. Studies indicate that approximately 5–8% of school-aged children experience difficulties to understand number sense. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing and understanding mathematical skills. The main objective of this study to propose an effective educational game design guideline for learning number sense for Dyscalculia and low numeracy children. The methodology of this study has five stages which are: awareness of problem, suggestion, development, evaluation and conclusion. Every stage involves activities and output. This study also describes the design, implementation, and evaluation of the 123GO app a mobile educational app that is designed and developed based on the guideline. The principle design of 123GO app based on used the interaction design (IxD) that allowed to identify and apply for an educational game app that can be used by children that have difficulties with low numeracy and thus number sense problem. The evaluation of the app suggests that it is useful and easy-to-use. In conclusion, based on the evaluation results, it is found that the 123GO app is effective in helping Dyscalculia children with number sense difficulties

Judges\u27 Awareness, Understanding, and Application of Digital Evidence

As digital evidence grows in both volume and importance in criminal and civil courts, judges need to fairly and justly evaluate the merits of the offered evidence. To do so, judges need a general understanding of the underlying technologies and applications from which digital evidence is derived. Due to the relative newness of the computer forensics field, there have been few studies on the use of digital forensic evidence and none about judges’ relationship with digital evidence. This paper describes a recent study, using grounded theory methods, into judges’ awareness, knowledge, and perceptions of digital evidence. This study is the first in the U.S. to examine judges and digital forensics, thus opening up a new avenue of research. It is the second time that grounded theory has been employed in a published digital forensics study, demonstrating the applicability of that methodology to this discipline. This paper describes the process of grounded theory, a high-level summary of results, and conclusions from the study. --from the articl

Judges\u27 Awareness, Understanding, and Application of Digital Evidence

As digital evidence grows in both volume and importance in criminal and civil courts, judges need to fairly and justly evaluate the merits of the offered evidence. To do so, judges need a general understanding of the underlying technologies and applications from which digital evidence is derived. Due to the relative newness of the computer forensics field, there have been few studies on the use of digital forensic evidence and none about judges’ relationship with digital evidence. This paper describes a recent study, using grounded theory methods, into judges’ awareness, knowledge, and perceptions of digital evidence. This study is the first in the U.S. to examine judges and digital forensics, thus opening up a new avenue of research. It is the second time that grounded theory has been employed in a published digital forensics study, demonstrating the applicability of that methodology to this discipline. This paper describes the process of grounded theory, a high-level summary of results, and conclusions from the study. --from the articl

Judges’ Awareness, Understanding, and Application of Digital Evidence

As digital evidence grows in both volume and importance in criminal and civil courts, judges need to fairly and justly evaluate the merits of the offered evidence. To do so, judges need a general understanding of the underlying technologies and applications from which digital evidence is derived. Due to the relative newness of the computer forensics field, there have been few studies on the use of digital forensic evidence and none about judges’ relationship with digital evidence. This paper describes a recent study, using grounded theory methods, into judges’ awareness, knowledge, and perceptions of digital evidence. This study is the first in the U.S. to examine judges and digital forensics, thus opening up a new avenue of research. It is the second time that grounded theory has been employed in a published digital forensics study, demonstrating the applicability of that methodology to this discipline. This paper describes the process of grounded theory, a high-level summary of results, and conclusions from the study