Electromyogram (EMG) Driven System Based Virtual Reality for Prosthetic and Rehabilitation Devices

The users of current prosthetic and rehabilitation devices are facing problems to adapt to their new hosts or not receiving any bio-feedback despite rehabilitation process and retraining, particularly when working with Electromyogram (EMG) signals. In characterizing virtual human limbs, as a potential prosthetic device in 3D virtual reality, patients are able to familiarize themselves with their new appendage and its capabilities in a virtual training environment or can see their movements intention. This paper presents a Virtual Reality (VR) based design and implementation of a below-shoulder 3D human arm capable of 10-class EMG based motions driven system of biomedical EMG signal. The method considers a signal classification output as potential control stimulus to drive the virtual prosthetic prototype. A hierarchical design methodology is adopted based on anatomical structure, congruent with Virtual Reality Modeling Language (VRML) architecture. The resulting simulation is based on a portable, self-contained VR model implementation paired with an instrumental virtual control-select board capable of actuating any combinations of singular or paired kinematic 10-class EMG motions. The built model allows for multiple degree of freedom profiles as the classes can be activated independently or in conjunction with others allowing enhanced arm movement

Facebook as a Virtual Learning Space to Connect Multiple Language Classrooms

This study examined the potential of the Facebook group utility inassisting 54 university Spanish students and pre-service Spanishteachers as they explored their roles as teachers and learners.Participants represented two Spanish language classes and twoSpanish teaching methods classes at the university level. These classeswere combined into a Facebook group and student interactions wererecorded. A qualitative case study was used to frame the 12 weekresearch project. Data were collected from the Facebook group wall,weekly student reports, and a final optional survey (n = 42). Resultswere organized with respect to how participants used the Facebookgroup, how the virtual and physical learning spaces were connected,benefits of participation as perceived by the students, and genuinenessof student contributions. Recommendations are offered for thoseconsidering the implementation of similar virtual learning spaces asextensions of face-to-face foreign language or teacher trainingclassrooms

THE IMPLEMENTATION OF VIRTUAL PEER MENTORING IN MICRO TEACHING CLASSES

This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills

Application of OSCE using a Virtual Assessment Platform

Introduction: This study describes the development and implementation of a virtual objective structured clinical examination (OSCE) at the Harvard School of Dental Medicine (HSDM) as an alternative to in-person OSCEs during the COVID-19 pandemic and evaluates its efficacy and reception by students and faculty.Methods: The virtual OSCE was conducted over Zoom (Zoom Video Communications, Inc. San Jose, CA) with students rotating through each discipline via Breakout Rooms. This study examined all 241 OSCE results from the HSDM classes of 2016-2022, with 170 in-person OSCE results and 71 virtual OSCE results. Descriptive and linear regression analysis were used to report the difference in OSCE experience and scores between virtual and in-person OSCEs.Results: Out of 100, the adjusted average score difference was 0.66 higher in virtual OSCE experience compared to in-person assessment, but it was not statistically significant (95%CI=-0.45, 1.78). A total of 35 students (49%) and 14 faculty responded to a survey regarding their virtual OSCE experience. Most students surveyed agreed that the virtual OSCE was effective (94%), accessible (97%), and should be offered post-pandemic (74%). The majority of faculty were neutral regarding the virtual OSCE as a comparable learning experience (76%) and in its accessibility (71%), and only 14% agreed that virtual OSCE should be offered in the future.Conclusion: The results show that the virtual OSCE can be a reasonable alternative to the in-person OSCE when primarily considering its clinical impact and suggest a viable role for virtual OSCE post-pandemic. Technological proficiency training could improve perceptions regarding future virtual OSCE implementation

Flipped Learning: Learning Based On Students Experience.

The article devoted to the questions of implementing the technology of "flipped" learning into the practice of higher education in Ukraine and Poland: it is defined the principles of technology development and it is determined the need for information support; it is offered online platforms and resources; it is developed recommendations on resource selection based on analysis of the needs of modern students in the process of implementation of the proposed model. Problem of Research. The virtual learning environment of modern educational institution not always take accounts a learning needs of its students, content and technology that they use in creating and maintaining their own personal educational environments. Research question: Or the quality of the virtual learning environment of modern educational institution must be based on learning needs of its students, content and technology? During research has been identify the tools and technologies that students prefer during their preparation for classes and presenting results of their own activities

VIRTUAL DIFFERENTIATED INSTRUCTION AND ITS IMPLEMENTATION IN MANDARIN TEACHING: A REVIEW

Differentiated instruction, also known as differentiated learning, is a teaching philosophy that considers the needs of all students, including when they are in a virtual learning environment. Virtual strategies and differentiated instruction could be tailored to every learner’s needs and are more convincing than the traditional “one-size-fits-all” approach to teaching. Virtual differentiated instruction shows concerns about students’ existence, encouraging engagement while fulfilling the needs of high-performance students. However, there is little information regarding the application of virtual differentiated instruction by teachers. Besides, teachers might not regularly adapt instruction to students’ specific characteristics. Hence, this research intends to determine the status of differentiated instruction’s implementation in Mandarin virtual learning. The review demonstrates that educators are aware of the existence and importance of differentiated instruction. The practice of differentiated instruction is growing among Mandarin educators, with voices urging for proper training and guidance for its realisation. Of late, Mandarin researchers have been focusing on technology-enhanced learning. Scholars have directly or indirectly been applying the differentiated instruction approach in their teaching practices, with positive impacts on students’ learning. Nevertheless, some discrepancies need to be considered in ensuring its success. An understanding of differentiated instruction in Mandarin virtual classes can help instructors adopt the approach efficiently with attuned strategies to cater to students’ diversity. It could also provide ideas to other educators in differentiating their teaching strategies towards enhancing students’ learning performances.   Keywords: Differentiated instruction, virtual learning, Mandarin foreign language, technology-enhance learning, students’ diversity.   Cite as: Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Zaid, C. M., … Shen, D. M. (2021). Virtual differentiated instruction and its implementation in Mandarin teaching: A review.  Journal of Nusantara Studies, 6(2), 231-249. http://dx.doi.org/10.24200/jonus.vol6iss2pp231-24

Community Health Educators’ Perspectives on Curriculum Resources in Newly Adapted Virtual Diabetes Cooking Classes

The COVID-19 pandemic forced educators with Extension to shift in-person delivery of community health education programs to virtual delivery. One such program, a diabetes cooking class, was developed for in-person programming and included hands-on activities like recipe demonstrations as an important resource for increasing participants’ behavioral skills. The diabetes cooking class also provided opportunities for participants’ social support. The problem in this study is that it is not known if the tools and resources from the in-person diabetes cooking class curriculum are impactful when used in virtual delivery. This study was developed to assess educators’ implementation of the diabetes cooking class in a virtual setting and collect their recommendations for impactful tools and resources. The mixed methods study was designed to conduct a formative evaluation of the diabetes cooking class curriculum while assessing implementation of the virtual program and ability to support social cognitive theory approaches. Findings from the seven research questions were reported using the RE-AIM framework. Results of this study revealed that educators do plan to continue some use of virtual program delivery going forward, thus warranting the need for modifications to the teaching resources in the curriculum. Overall, curriculum components were rated higher for impact on learning than they were for engaging participants. Engaging audience members was also most frequently reported as the biggest challenge in virtual classes. The study gathered educators’ feedback on tools and resources that could be created to foster participant engagement in virtual program delivery

Implementation of Virtual Practicum in the learning process of MIPA (Mathematics and Natural Sciences) in the Pandemic Period, Case Study on Junior High School in Lhokseumawe City

This research was conducted in a junior high school in Lhokseumawe City. Based on the results of early observations of the study, virtual practicum activities are still rarely conducted in a number of schools in Lhokseumawe City. To pursue the government programs, learning has been shifted to online classes, so that the students can still get their right to acquire knowledge but stay safe at home during pandemics. The condition of online learning during pandemic providing efficiency of time and carrying out health protocols habit, but basically emerge several urgent problems among teachers, students and parents. This research type is descriptive in the form of case studies. This research is conducted deeply on a situation or condition in a systematic way starting from making observations, collecting data, analyzing information, and reporting results. Based on the results of interviews, it can be concluded that schools in Lhokseumawe have implemented online learning, planning online learning by preparing syllabus, lesson plans, and teaching materials. The results of this closed questionnaire research are used to find out things that support the implementation of virtual practicum. From the results of the questionnaire, it is known that the implementation of learning through the virtual practicum module is very effective, this can be seen from the final report of the students' practicum score are 100%, which means students understand the use of virtual modules. and able to make a final practicum report perfectl

Bridging the gap between design and implementation of components libraries

Object-oriented design is usually driven by three main reusability principles: step-by-step design, design for reuse and design with reuse. However, these principles are just partially applied to the subsequent object-oriented implementation, often due to efficienc y constraints, yielding to a gap between design and implementation. In this paper we provide a solution for bridging this gap for a concrete framework, the one of designing and implementing container-like component libraries, such as STL, Booc h Components, etc. Our approach is based on a new design pattern together with its corresponding implementation. The proposal enhances the same principles that drive the design process: step-by--step implementation (adding just what is needed in every step), implementation with reuse (component implementations are reused while library implementation progresses and component hierarchies grow) and implementation for reuse (intermediate component implementations can be reused in many different points o f the hierarchy). We use our approach in two different manners: for building a brand-new container-like component library, and for reengineering an existing one, Booch Components in Ada95.Postprint (published version