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Pub Date: |
2013-00-00 |
Pub Type(s): |
Books; Collected Works - General |
Peer Reviewed: |
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Descriptors:
Inclusion; Educational Technology; Virtual Classrooms; Educational Quality; Teaching Methods; School Activities; Instructional Design; Cultural Background; Electronic Learning; Student Diversity; Technological Advancement; Multimedia Materials; Man Machine Systems; Disabilities; Cognitive Style; Voice Disorders; Speech Therapy; Eye Movements; Nonverbal Communication; Feedback (Response); Computer Simulation; Special Needs Students; Mental Retardation; Computer Games; Audience Response Systems; Grading; Spanish
Abstract:
By providing students with the opportunities to receive a high quality education regardless of their social or cultural background, inclusive education is a new area that goes beyond traditional integration approaches. These approaches hope to provide the educative system with the ability to adapt to the diversity of its students. Technologies for Inclusive Education: Beyond Traditional Integration Approaches introduces the basic concepts, current research guidelines and future perspectives on the current state of these approaches. This book aims to make inclusive education a reality in the future by highlighting technological advances in applied e-learning, cognitive learning and education multimedia. Novel approaches to human-computer interaction are essential to make these contents available for every student regardless of their disabilities and learning styles. Contents include: (1) Towards the Use of Dialog Systems to Facilitate Inclusive Education (David Griol Barres, Zoraida Callejas Carrion, Jose M. Molina Lopez, and Araceli Sanchis de Miguel); (2) Experiences Using a Free Tool for Voice Therapy Based on Speech Technologies (William R. Rodriguez, Oscar Saz, and Eduardo Lleida); (3) Eye-Gaze and Facial Expressions as Feedback Signals in Educational Interactions (Kristiina Jokinen and Paivi Majaranta); (4) Embodied Conversational Agents in Interactive Applications for Children with Special Educational Needs (Beatriz Lopez Mencia, David D. Pardo, Alvaro Hernandez Trapote, and Luis A. Hernandez Gomez); (5) Virtual Environments Can Mediate Continuous Learning (Kiran Pala and Suryakanth V. Gangashetty); (6) Education for Inclusion Using Virtual Worlds: An Experience Using OpenSim (Juan Mateu, Maria Jose Lasala, and Xavier Alaman); (7) A Proposal to Model Interaction from the Analysis of Student--Pedagogic Conversational Agent Logs (Diana Perez-Marin and Ismael Pascual-Nieto); (8) On the Use of Speech Technologies to Achieve Inclusive Education for People with Intellectual Disabilities (Ana Perez Perez, Zoraida Callejas Carrion, Ramon Lopez-Cozar Delgado, and David Griol Barres); (9) An Emotional Student Model for Game-Based Learning (Karla Munoz, Paul Mc Kevitt, Tom Lunney, Julieta Noguez, and Luis Neri); (10) Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0 (Ma Luz Guenaga, Iratxe Mentxaka, Susana Romero, and Andoni Eguiluz); (11) School Activities Using Handmade Teaching Materials with Dot Codes (Shigeru Ikuta, Fumio Nemoto, Emi Endo, Satomi Kaiami, Takahide Ezoe); (12) "Evaluator": A Grading Tool for Spanish Learners (Paz Ferrero, Rachel Whittaker, and Javier Alda); (13) New Communication Technologies for Inclusive Education in and outside the Classroom (Ana Iglesias, Belen Ruiz-Mezcua, Juan Francisco Lopez, and Diego Carrero Figueroa); (14) Educational Applications of Clickers in University Teaching (Francisco J. Liebana-Cabanillas, Myriam Martinez-Fiestas, and Francisco Rejon-Guardia); and (15) The Simulator as a University Business School Support Tool: Implementation of Simbrand (Francisco J. Liebana-Cabanillas, Myriam Martinez-Fiestas, and Maria Isabel Viedma-del-Jesus).
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Electronics; Learning Modules; Man Machine Systems; Computer System Design; Cost Effectiveness; Educational Experiments; Educational Equipment; Science Course Improvement Projects; Computer Software; Program Descriptions; Engineering Technology; Science Laboratories
Abstract:
Experimentation is important for learning and research in the field of power electronics and drives. However, a great deal of equipment is required to study the various topologies, controllers, and functionalities. Thus, the cost of establishing good laboratories and research centers is high. To address this problem, the authors have developed a "Power Electronics and Drives Experimental Bench" (PEDEB), whose details are given in this paper. This unique kit includes reconfigurable hardware modules, which can be interconnected to achieve more than 14 different circuit topologies. Moreover, the software (controller) is accessible to users, thereby facilitating quick verification and testing of new ideas. A 2-kVA prototype of the PEDEB was developed and tested for various possible modes of operation. The kit is being used for a first-semester post-graduate laboratory course on "Power Electronics and Drives." This paper includes observations and learning from experiments on dc-dc buck converter, an induction motor drive, and a grid feeding inverter conducted using the PEDEB. (Contains 10 figures and 2 tables.)
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Author(s): |
Phillips, Donald |
Source: |
Computers in Libraries, v32 n7 p6, 8, 10, 14-15 Sep 2012 |
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
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Descriptors:
Computer Interfaces; Computer System Design; Man Machine Systems; Personality Traits; Use Studies; Information Seeking; Pattern Recognition; Consumer Economics; Purchasing
Abstract:
A "user interface" is the part of an interactive system that bridges the user and the underlying functionality of the system. But people sometimes forget that the best interfaces will provide a platform to optimize the users' interactions so that they support and extend the users' activities in effective, useful, and usable ways. To look at it another way, users and systems are bound in an infinite loop of questions and answers. Ineffective interactions will occur if an interface does not fully enable the users' questions to be posed, whereas the best interfaces are known to not only be able to support all the questions asked by users but also recommend interactions that extend the user's activity in ways that make his or her journey through the system more effective and satisfying. In this article, the author discusses how to design a user interface by developing personas around the various active users of the products.
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Instruction; Teacher Student Relationship; Classroom Techniques; Classroom Environment; Classroom Communication; Architectural Education; Design; Man Machine Systems; Ethnography
Abstract:
Studio-based instruction, as traditionally enacted in design disciplines such as architecture, product design, graphic design, and the like, consists of dedicated desk space for each student, extended time blocks allocated to studio classes, and classroom interactions characterized by independent and group work on design problems supplemented by frequent public and individual critiques. Although the surface features and pedagogy of the studio have been well-documented, relatively little attention has been paid to student and teacher participation structures through which design knowledge is co-produced among instructors and students within the studio. The purpose of this study was to investigate the nature of faculty-student interactions through which students learn to think and act as designers. To that end, we have collected and analyzed ethnographic data from five studio classrooms across three design disciplines (architecture, industrial design, and human-computer interaction). Our findings provide insight as to the ways that dialogue--the "right kind of telling"--and particular social practices in the studio support students as they learn to solve ill-structured design problems while being simultaneously inducted into practices that reflect the professional world of their discipline. In each of the studio classrooms, the instructors were able to create an environment where students and faculty practiced reflection-in-action and listening-in as a form of intentional participation, design knowledge was conveyed through modeling and meta-discussions, and focused assignments and in-progress critiques enhanced opportunities for the individual and group processes through which design knowledge was co-constructed in these studio classrooms.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Technology; Engineering Education; Engineering; High Schools; Robotics; Teaching Methods; Learning Strategies; Learning Experience; Educational Equipment; Technology Uses in Education; Computer Software; Man Machine Systems
Abstract:
Numerous efforts seek to increase awareness, interest, and participation in scientific and technological fields at the precollege level. Studies have shown these students are at a critical age where exposure to engineering and other related fields such as science, mathematics, and technology greatly impact their career goals. A variety of advanced learning technologies have emerged to enhance learning, promote hands-on experiences, and increase interest in engineering. However, creating and sustaining technology-infused learning environments at the precollege level is a challenging task, as many schools have limited resources and expertise. Moreover, while numerous technology solutions are available to support ambitious engineering-learning goals, choosing the right technology to align to program goals and resources may be a daunting task. In this work, we fill the gap between the applicability of educational implements and suitable teaching methods for precollege engineering. We present an overview of available hardware- and software-based technologies, and characterize these technologies based on criteria such as median price, the type of learning activities fostered, and the required users' expertise levels. In addition, we outline how these technologies align with deductive and inductive teaching methods that emphasize direct-instruction, inquiry-, problem-, and project-based methods, as studies have shown these methods are effective for precollege engineering education. (Contains 4 tables, 11 figures, and 3 footnotes.)
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