Enhancing Classroom Interaction in Distance Education Utilizing the World Wide Web

study utilized the World Wide Web and a Class Page to evaluate interaction strategies in a distance education setting. Participants were primarily elementary school teachers (n= 47 graduate students) who completed survey instruments concerning their participation on the Class Page , interactions with both the instructor and other students, and utilization of linked Web resources. An initial survey regarding students’ computer literacy skills and usage proficiencies was followed by seven additional surveys which focused upon Page ” use and interaction patterns. Among the findings were: student views regarding the value of getting to know fellow classmates shifted from zero percent (Week 2) to 88 percent (Week 15); students judging they were able freely to express their views went from 11 percent (Week 2) to 91 percent (Week 15). Increases were also noted concerning student out-of-class participation, enjoyment using the Internet, use of e-mail, and appreciation of the distance environment tools for encouraging involvement and interaction. Although many students questioned the usefulness of the Page at the beginning of the semester, the final survey found all students viewed the Page as beneficial. Analysis of the data found both interaction and class involvement were greatly enhanced through the Class Page and the Web based tools which supported the “Page” in this distance education environment

Student Perspectives: Responses to Internet Opportunities in a Distance Learning Environment

This qualitative study examined student responses toward an interactive Internet site supplementing a multimedia graduate level distance learning course at Ball State University. The course, Elementary School Curriculum, was taught in a studio classroom and transmitted to five distant sites in Indiana. Technology included two-way audio signals and one-way video signals for in-class interaction and an Internet World Wide Web site for out-of-class interaction. Qualitative evidence collection techniques included focus group interviews, telephone interviews, and eight survey instruments. Analysis of students’ responses to the Internet site focused on coping strategies developed by students to manage the stresses and benefits of their computer involvement. Students reported strategies for managing personal resources, the computer environment, self, and others. Predominant themes in student reactions included concerns associated with communication issues, with computer involvement, and with computer and Internet access. Benefits most frequently identified were the sense of empowerment and the satisfaction of sharing a space with fellow classmates. Implications drawn include the value of moderator leadership, the importance of a face-to-face encounter, the challenge of the on-line text-based medium, the influence of learning and temperament styles, and the development of computer-supported collaborative learning opportunities

Enhancing Elementary Curricula through Internet Technology

Radical advancements in Internet technology over the last decade have created endless opportunities to expand the realm of the elementary classroom. The World Wide Web (WWW), e-mail, Newsgroups, and Internet Relay Chat (IRC) are four of the most prominent utilizations of Internet technology. This paper demonstrates how one mid-western, suburban elementary classroom has enhanced its curriculum and improved classroom interaction by maximizing Internet technology. In addition to reviewing the merits of this case study, the reader will also: (a) be presented with a rationale for utilizing Internet technology with existing curricula, (b) examine the current debate on the issue of networking schools, (c) compare and contrast the pros and cons of utilizing Internet technology in elementary classrooms, and (d) consider the coalescence of curriculum and technology. An overview regarding the current application of Internet technology in an elementary setting highlights its true benefits: students conducting research on a topic of interest, communication and collaborative projects between students around the world, and the opportunity for students to publish original work

Appropriate Educational Applications of the World Wide Web Today

Although the majority of web based educational tools of today are unremarkable, are sometimes difficult to access and are not completely reliable, there is a mounting push for students and faculty to use these tools. The formidable technical challenges that confront students and faculty attempting to implement these technologies often quickly overshadows the more fundamental question—how should existing and future technologies be used in the teaching and learning process? Assuming, for example, that a given piece of technology could be implemented universally without difficulty and perform exactly as expected, what is the impact? Having made fair and unbiased evaluations concerning a given technology, important questions regarding implementation remain. For those that have resigned themselves to providing course material via the web, a common question for both educational institutions as well as individual faculty is if now is the best time to begin. One workable, logical progression path involves using a four-step process. The foundation of this process begins with experimentation, moves to deployment from templates, then to redeveloping pages based on need and student feedback, and finally to using this experience in innovation specifically tailored to the class needs

Observation of Instruction via Distance Learning: The Need for a New Evaluation Paradigm

Technology as a tool used to enhance instruction must be viewed in its proper perspective. Instruction via distance learning is an excellent example. Instruction must be appropriate for the intended audience, and must be observed and evaluated within the expectations of criteria used for evaluating effective teaching. Traditional criteria may be appropriate for evaluating regular classroom instruction, but not appropriate for distance learning instruction. Criteria such as “wait time and questioning techniques,” are well documented, but were derived through tedious observation and recordings of repetitive behaviors within a regular classroom. As an administrator or evaluator observes in a classroom where instruction is being delivered via television, consideration must be given for adaptations that must be made for observing the distance learning classroom. Observation training in the distance learning classroom will be tedious, but new examples and innovative ways of documenting teaching behaviors are needed. The authors present a case for the development of new criteria for evaluating distance learning instruction

Future Proofing Faculty: The Struggle to Create Technical Lifelong Learners

College faculty can minimize valuable time and resources invested in inappropriate technologies by staying in step with technological progress. A future proof approach to technology recognizes and welcomes small failures, considering them part of the ongoing process of absorbing technology into the learning process. Future proofing attempts to understand the factors that influence and impact technology upon learners. The factors that comprise the concept of future proofing include:market dominance solutions: based on a strong market presence this often proves to be the single greatest factor in decision making; ease of use: users of technology prefer simplicity over functionality; the best-practice approach: since technology is a delivery medium, proven successful teaching and learning practices are likely to work when technology is added; technology non-reliance: users should avoid relying too heavily on the expertise of technical gurus; least cost: free software should be rigorously reviewed and users should plan on receiving limited or no technical support, since software freely available may disappear or fall victim to programmer neglect; and best guess-roulette: creative and effective solutions evolve from combinations of technology only possible from experimentation

Role of Reuniens Nucleus Projections to the Medial Prefrontal Cortex and to the Hippocampal Pyramidal CA1 Area in Associative Learning

We studied the interactions between short- and long-term plastic changes taking place during the acquisition of a classical eyeblink conditioning and following high-frequency stimulation (HFS) of the reuniens nucleus in behaving mice. Synaptic changes in strength were studied at the reuniens-medial prefrontal cortex (mPFC) and the reuniens-CA1 synapses. Input/output curves and a paired-pulse study enabled determining the functional capabilities of the two synapses and the optimal intensities to be applied at the reuniens nucleus during classical eyeblink conditioning and for HFS applied to the reuniens nucleus. Animals were conditioned using a trace paradigm, with a tone as conditioned stimulus (CS) and an electric shock to the trigeminal nerve as unconditioned stimulus (US). A single pulse was presented to the reuniens nucleus to evoke field EPSPs (fEPSPs) in mPFC and CA1 areas during the CS-US interval. No significant changes in synaptic strength were observed at the reuniens-mPFC and reuniens-CA1 synapses during the acquisition of eyelid conditioned responses (CRs). Two successive HFS sessions carried out during the first two conditioning days decreased the percentage of CRs, without evoking any long-term potentiation (LTP) at the recording sites. HFS of the reuniens nucleus also prevented the proper acquisition of an object discrimination task. A subsequent study revealed that HFS of the reuniens nucleus evoked a significant decrease of paired-pulse facilitation. In conclusion, reuniens nucleus projections to prefrontal and hippocampal circuits seem to participate in the acquisition of associative learning through a mechanism that does not required the development of LTP

Detection of brown dwarf-like objects in the core of NGC3603

We use near-infrared data obtained with the Wide Field Camera 3 (WFC3) on the Hubble Space Telescope to identify objects having the colors of brown dwarfs (BDs) in the field of the massive galactic cluster NGC 3603. These are identified through use of a combination of narrow and medium band filters spanning the J and H bands, and which are particularly sensitive to the presence of the 1.3-1.5{\mu}m H2O molecular band - unique to BDs. We provide a calibration of the relationship between effective temperature and color for both field stars and for BDs. This photometric method provides effective temperatures for BDs to an accuracy of {\pm}350K relative to spectroscopic techniques. This accuracy is shown to be not significantly affected by either stellar surface gravity or uncertainties in the interstellar extinction. We identify nine objects having effective temperature between 1700 and 2200 K, typical of BDs, observed J-band magnitudes in the range 19.5-21.5, and that are strongly clustered towards the luminous core of NGC 3603. However, if these are located at the distance of the cluster, they are far too luminous to be normal BDs. We argue that it is unlikely that these objects are either artifacts of our dataset, normal field BDs/M-type giants or extra-galactic contaminants and, therefore, might represent a new class of stars having the effective temperatures of BDs but with luminosities of more massive stars. We explore the interesting scenario in which these objects would be normal stars that have recently tidally ingested a Hot Jupiter, the remnants of which are providing a short-lived extended photosphere to the central star. In this case, we would expect them to show the signature of fast rotation.Comment: 26 Pages, 8 Figures, Accepted for publication on Ap

What the ‘Moonwalk’ Illusion Reveals about the Perception of Relative Depth from Motion

When one visual object moves behind another, the object farther from the viewer is progressively occluded and/or disoccluded by the nearer object. For nearly half a century, this dynamic occlusion cue has beenthought to be sufficient by itself for determining the relative depth of the two objects. This view is consistent with the self-evident geometric fact that the surface undergoing dynamic occlusion is always farther from the viewer than the occluding surface. Here we use a contextual manipulation ofa previously known motion illusion, which we refer to as the‘Moonwalk’ illusion, to demonstrate that the visual system cannot determine relative depth from dynamic occlusion alone. Indeed, in the Moonwalk illusion, human observers perceive a relative depth contrary to the dynamic occlusion cue. However, the perception of the expected relative depth is restored by contextual manipulations unrelated to dynamic occlusion. On the other hand, we show that an Ideal Observer can determine using dynamic occlusion alone in the same Moonwalk stimuli, indicating that the dynamic occlusion cue is, in principle, sufficient for determining relative depth. Our results indicate that in order to correctly perceive relative depth from dynamic occlusion, the human brain, unlike the Ideal Observer, needs additionalsegmentation information that delineate the occluder from the occluded object. Thus, neural mechanisms of object segmentation must, in addition to motion mechanisms that extract information about relative depth, play a crucial role in the perception of relative depth from motion

Food venue choice, consumer food environment, but not food venue availability within daily travel patterns are associated with dietary intake among adults, Lexington Kentucky 2011

Objective The retail food environment may be one important determinant of dietary intake. However, limited research focuses on individuals’ food shopping behavior and activity within the retail food environment. This study’s aims were to determine the association between six various dietary indicators and 1) food venue availability; 2) food venue choice and frequency; and 3) availability of healthy food within food venue. Methods In Fall, 2011, a cross-sectional survey was conducted among adults (n=121) age 18 years and over in Lexington, Kentucky. Participants wore a global position system (GPS) data logger for 3-days (2 weekdays and 1 weekend day) to track their daily activity space, which was used to assess food activity space. They completed a survey to assess demographics, food shopping behaviors, and dietary outcomes. Food store audits were conducted using the Nutrition Environment Measurement Survey-Store Rudd (NEMS-S) in stores where respondents reported purchasing food (n=22). Multivariate logistic regression was used to examine associations between six dietary variables with food venue availability within activity space; food venue choice; frequency of shopping; and availability of food within food venue. Results 1) Food venue availability within activity space – no significant associations. 2) Food Venue Choice – Shopping at farmers’ markets or specialty grocery stores reported higher odds of consuming fruits and vegetables (OR 1.60 95% CI [1.21, 2.79]). Frequency of shopping - Shopping at a farmers’ markets and specialty stores at least once a week reported higher odds of consumption of fruits and vegetables (OR 1.55 95% CI [1.08, 2.23]). Yet, shopping frequently at a super market had higher odds of consuming sugar-sweetened beverages (OR 1.39 95% CI [1.03, 1.86]). 3) Availability of food within store – those who shop in supermarkets with high availability of healthy food has lower odds of consuming sugar-sweetened beverages (OR 0.65 95% CI [0.14, 0.83]). Conclusion Interventions aimed at improving fruit and vegetable intake need to consider where individuals’ purchase food and the availability within stores as a behavioral and environmental strategy