Structured evaluation of virtual environments for special-needs education

This paper describes the development of a structured approach to evaluate experiential and communication virtual learning environments (VLEs) designed specifically for use in the education of children with severe learning difficulties at the Shepherd special needs school in Nottingham, UK. Constructivist learning theory was used as a basis for the production of an evaluation framework, used to evaluate the design of three VLEs and how they were used by students with respect to this learning theory. From an observational field study of student-teacher pairs using the VLEs, 18 behaviour categories were identified as relevant to five of the seven constructivist principles defined by Jonassen (1994). Analysis of student-teacher behaviour was used to provide support for, or against, the constructivist principles. The results show that the three VLEs meet the constructivist principles in very different ways and recommendations for design modifications are put forward

seeMotif: exploring and visualizing sequence motifs in 3D structures

Sequence motifs are important in the study of molecular biology. Motif discovery tools efficiently deliver many function related signatures of proteins and largely facilitate sequence annotation. As increasing numbers of motifs are detected experimentally or predicted computationally, characterizing the functional roles of motifs and identifying the potential synergetic relationships between them are important next steps. A good way to investigate novel motifs is to utilize the abundant 3D structures that have also been accumulated at an astounding rate in recent years. This article reports the development of the web service seeMotif, which provides users with an interactive interface for visualizing sequence motifs on protein structures from the Protein Data Bank (PDB). Researchers can quickly see the locations and conformation of multiple motifs among a number of related structures simultaneously. Considering the fact that PDB sequences are usually shorter than those in sequence databases and/or may have missing residues, seeMotif has two complementary approaches for selecting structures and mapping motifs to protein chains in structures. As more and more structures belonging to previously uncharacterized protein families become available, combining sequence and structure information gives good opportunities to facilitate understanding of protein functions in large-scale genome projects. Available at: http://seemotif.csie.ntu.edu.tw,http://seemotif.ee.ncku.edu.tw or http://seemotif.csbb.ntu.edu.tw

Using Schema Training to Facilitate Students\u27 Understanding of Challenging Engineering Concepts in Heat Transfer and Thermodynamics

Background: Chi and colleagues have argued that some of the most challenging engineering concepts exhibit properties of emergent systems. However, students often lack a mental framework, or schema, for understanding emergence. Slotta and Chi posited that helping students develop a schema for emergent systems, referred to as schema training, would increase the understanding of challenging concepts exhibiting emergent properties. Purpose: We tested the effectiveness of schema training and explored the nature of challenging concepts from thermodynamics and heat transfer. We investigated if schema training could (a) repair misconceptions in advanced engineering students and (b) prevent them in beginning engineering students. Method: We adapted Slotta and Chi\u27s schema training modules and tested their impact in two studies that employed an experimental design. Items from the Thermal and Transport Concept Inventory and expert-developed multiple-choice questions were used to evaluate conceptual understanding of the participants. The language used by students in their open-ended explanations of multiple-choice questions was also coded. Results: In both studies, students in the experimental groups showed larger gains in their understanding of some concepts—specifically in dye diffusion and microfluidics in Study One, and in the final test for thermodynamics in Study Two. But in neither study did students exhibit any gain in conceptual questions about heat transfer. Conclusion: Our studies suggest the importance of examining the nature of the phenomena underlying the concepts being taught because the language used in instruction has implications for how students understand them. Therefore, we suggest that instructors reflect on their own understanding of the concepts

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection

Refraction Wiggles for Measuring Fluid Depth and Velocity from Video

We present principled algorithms for measuring the velocity and 3D location of refractive fluids, such as hot air or gas, from natural videos with textured backgrounds. Our main observation is that intensity variations related to movements of refractive fluid elements, as observed by one or more video cameras, are consistent over small space-time volumes. We call these intensity variations “refraction wiggles”, and use them as features for tracking and stereo fusion to recover the fluid motion and depth from video sequences. We give algorithms for 1) measuring the (2D, projected) motion of refractive fluids in monocular videos, and 2) recovering the 3D position of points on the fluid from stereo cameras. Unlike pixel intensities, wiggles can be extremely subtle and cannot be known with the same level of confidence for all pixels, depending on factors such as background texture and physical properties of the fluid. We thus carefully model uncertainty in our algorithms for robust estimation of fluid motion and depth. We show results on controlled sequences, synthetic simulations, and natural videos. Different from previous approaches for measuring refractive flow, our methods operate directly on videos captured with ordinary cameras, do not require auxiliary sensors, light sources or designed backgrounds, and can correctly detect the motion and location of refractive fluids even when they are invisible to the naked eye.Shell ResearchMotion Sensing Wi-Fi Sensor Networks Co. (Grant 6925133)National Science Foundation (U.S.). Graduate Research Fellowship (Grant 1122374)Microsoft Research (PhD Fellowship

Understanding parents’ emotional experiences for neonatal education:A narrative, interpretive approach

Aims and objectives: To explore the emotional experiences of parents who have had premature babies to inform and educate neonatal nurses and health professionals in this field. Background: Parents find the neonatal unit a daunting and unfamiliar place leading to anxiety, uncertainty and fear about the future of their baby. Parents have significant emotional needs in relation to assisting them to cope with their neonatal experience. In line with a family-centred approach to neonatal education, it is essential to teach health professionals about the emotional impact of neonatal care based on an appreciation of the parent experience. Design: A narrative-based, interpretive approach was undertaken in line with constructivist learning theory. Methods: Twenty narrative interviews took place, with a total of 23 parents of premature babies. Following core story creation to create coherent stories from the raw transcripts, thematic analysis of the narrative constructs using the principles of Braun and Clarke's, International Journal of Qualitative Studies on Health and Well-Being, 2014, 9, 1, framework was undertaken. The study methods were compliant with the consolidated criteria for reporting qualitative research (COREQ). Findings: Thematic analysis revealed key themes relating to the following: parents’ emotions through the whole neonatal experience, feelings towards the baby, the environment, the staff and the transitions through the different phases of neonatal care. Both negative and positive experiences were reported. Conclusion: Understanding the emotional experience from the parent's perspective, following birth of their premature baby, informs empathic, family-centred teaching and learning within the neonatal education arena. Relevance to clinical practice: Students and health professionals alike can learn what is important in the delivery of care that addresses the emotional needs of parents and families. Educators can use narratives and key messages from parents, both negative and positive, to teach family-centred principles to nurses and health professionals as a core component of a narrative curricula and potentially to enhance empathy

Graduates

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