Possible uses in law and order

Challenges and Opportunities in using Analytics Combined with Visualisation Techniques for Finding Anomalies in Digital Communications, Mithileysh Sathiyanarayanan, City, University of London, UK, Cagatay Turkay,  https://www.academia.edu/33308750/Challenges_and_Opportunities_in_using_Analytics_Combined_with_Visualisation_Techniques_for_Finding_Anomalies_in_Digital_Communications

The concepts described in this paper will lead to a more efficient way to analyse digital communications including emails.

Some questions about “learning” outcomes

In the following thesis the author investigated the effects of using tablets on learning.  The important take away from this study is that the researcher found no effect on success rate nor on grades.  However, the students using tablet learning devices were able to display other types of learning and its effects.  Most notably the students who used tablets conducted independent research, shared their ideas with peers and in the opinion of the researcher created new knowledge.  Specifically, users reported that the tablets’ portability and storage capacity for resources enhanced usage outside the classroom and enabled communications and information sharing with peers.   Such learning outcomes are not part of standardized testing and not always included as a grading criteria but are extremely desired in the work place.

tableB

EFFECTIVENESS OF TABLET LEARNING DEVICES IN ONLINE AND BLENDED COURSES AT THE UNIVERSITY OF THE SOUTH PACIFIC by Pritika Reddy, University of South Pacific

“Interestingly, the tablet devices did not have any effect on the success rate and quality of the student grades for the respective courses they were enrolled in. The study also showed that the tablet devices were a good sharing and knowledge creating tool as the devices enabled students to conduct independent research, share ideas with peers and create new form of knowledge from the concepts they learnt.”

 

http://digilib.library.usp.ac.fj/gsdl/collect/usplibr1/index/assoc/HASH01b9.dir/doc.pdf

Another NYT Media Adventure

 

Graphic Storytelling Grows Up

This time, the Times Sunday magazine was published in an all comics issue telling 12 stories of the city.  Graphic fiction has become a big seller and provides an outlet for visual storytelling.  This electronic version of the magazine has the potential to be used by students as a model for story telling and as an alternative to traditional essay or report writing.  Opens up a variety of presentation styles for instructional designers who believe in universal design for all learners.  The prestige of the New York Times gives value to the media and enhances the professionalism of graphic storytellers.

Innovate Impact

Tomorrow I will be attending Innovate Impact at Ohio State University and hope to hear the latest in instructional design methods and the use of animation and visuals to improve instructional design strategies.

$DuoFinances

“With Impact as our theme for 2017, we’re sharing innovations that let educators re-imagine their instruction without sacrificing pedagogical quality and rigor. It’s fun to experiment and enjoy the novelty of cutting edge technologies, but we’re always looking at the way that technology has a positive impact on our students, instructor best practices, the educational community and beyond.

Innovate is a time for bringing people together across disciplines and across adoption barriers. The conference is built with the educator in mind: you don’t have to be tech savvy to fully participate in this day of presentations, demonstrations and valuable dialog.

 

Example of research results for Static and Dynamic Content

In this article the researchers have some strong results in their comparisons of the instructional effects using either static or dynamic content. Such results go a long way in affecting the use of animations for better instruction. I applaud these researchers as the results are meaningful and clearly presented.

“There is an increase between the grade obtained by the students in the pre-test and post-test, indicating that the augmented reality application developed and both approaches for static and dynamic contents, are effective in teaching the concepts described in second section as is observed in Figure 4 and 5. Additionally, the average increment grade for the second approach is higher (M=4.53, SD=0.971) than the obtained using the first approach (M=3.594, SD=1.102). Besides, it is worth to mention that the interaction of students with the application was short and the amount of taught and tested concept was high. p. 312

From the results can be concluded that the augmented reality application using the two approaches for configuring dynamic and static contents are effective for teaching concepts of the fundamentals of electronics course. Additionally, it can be observed that there is a difference in the learning performance of students when they use dynamic contents, besides better results were obtained using the second approach.
On the other side, the perception of students is that learning the concepts is more easily when they use dynamic contents than when they use static ones. Additionally, a major percentage of students consider that it is easier to understand the concepts using the second M. H. Montoya et al.
approach than using the first approach. This last conclusion is affirmed by the performance results obtained. pp. 315-316

EURASIA Journal of Mathematics Science and Technology Education © Authors. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply. Correspondence: Mauricio Hincapié Montoya, Institución Universitaria Salazar y Herrera, Carrera 70 N° 52-49, Barrio los colores, 0000 Medellín, Colombia mauricio.hincapie@salazaryherrera.edu.co
Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality based Learning Application
Mauricio Hincapié Montoya Institución Universitaria Salazar y Herrera, COLOMBIA Christian Andrés Díaz
Institución Universitaria Salazar y Herrera, COLOMBIA Gustavo Adolfo Moreno Institución Universitaria Salazar y Herrera, COLOMBIA