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Visualizing 3D geology in web browsers using X3DOM
Get PDFThis work presents an application for visualizing subsurface geological data in 3D in web browsers, using the X3DOM framework. The data supported is 3D terrain, vertical subsurface cross sections and subsurface measurements from wells. Data is visualized for the area of Svalbard. To avoid low-level development, we use X3DOM, which hides the details of graphics rendering in high-level, declarative XML syntax. The resulting application is cross-platform and runs on computers, tablets and mobile phones with adequate graphics capabilities. The work is a summarization of the first author’s master’s thesis
Human Activity Recognition by machine learning methods
Get PDFRecognition of human activity from sensor data is a research field of great potential. Giving autonomous systems the ability to identify what a human subject is doing at a given time is highly useful in many industries, particularly in health care and security monitoring. Our results, using a public domain dataset, show that the state- of-the-art decision tree ensemble algorithm XGBoost gives an accuracy of 94.6% validated on an independent test set. Previously published results using support vector machines (SVM) gave an accuracy of 90.2%. As far as we know, our result is the new state of the art for this data set. Recognition of human activity carries potential privacy concerns, which to some degree constrain the choice of sensor technology. Therefore, systems such as ours which can identify activities from simple inertial sensors, e.g. accelerators and gyroscopes are of particular interest. Data from such inertial sensors are difficult to interpret using mechanistic models; hence the field of Machine Learning is particularly interesting for this application
An experience report using Scrimba: An interactive and cooperative web development tool in a blended learning setting
Get PDFIn a blended learning environment, face-to-face classroom practices are combined with computer-mediated activities. New technical possibilities may deeply influence the way we organize our educational setting, but may also lead to smaller adjustments within a more static learning environment featuring lectures and traditional lab sessions.
In this study we look at an online, freely accessible code editor under development: Scrimba. Scrimba offers new possibilities for collaborative and interactive learning among a teacher and her students both inside and outside the classroom. Students and teachers may easily live stream coding performed in a browser, and may at any time branch the code into separate projects. These coding session may also be recorded with sound and reproduced as a video. As the tool was not initially exclusively developed with education in mind, we define different use cases for use of the tool in a learning environment.
These use cases were tested in a course delivery. The subject topic was introductory web programming with HTML, CSS and JavaScript. An effort was made to see if available functionality for collaboration and sharing of code in Scrimba within a classroom setting could have a positive effect on a course delivery, both for the students and the teacher. Data was collected using observation in the classroom, a questionnaire for the students and an interview with the teacher.
Early results from this paper suggest that the use of a tool that facilitates interaction and cooperation in an introductory web programming course is well accepted both by the teacher and the students. Easily jumping into live student code in class is especially promising for creating discussion and code modification as a class activity. Coding errors can easily be addressed and corrected live, and students can comment on different solutions to a problem
Quality of learning materials
Get PDFWith this article, we wish to discuss what learning materials are and how they can be included in didactic strategies. The question of what makes a good learning material can be answered in several ways, and places demands on professional judgement. Firstly, the answer will depend on how we view the learning material, as well as what type of learning material we are looking at, which is why we will start with a definition and typology of learning materials. Secondly, we will look at learning materials from three time perspectives: the potential didactic potential, the actualised didactic potential and the realised didactic potential. We will then attempt to identify five quality perspectives, each of which can contribute to the assessment of a learning material’s quality based on objective, users, effect, standard and organisational system. As an example of how one can interpret the perspectives, we present quality principles for digital learning materials that have been formulated on the basis of existing knowledge of learning materials’ design and effect. Finally, we reflect on the significance of professional judgement in the assessment of the quality of a learning material.El arti?culo propone discutir lo que son los materiales de aprendizaje y co?mo puedenincluirse en las estrategias dida?cticas. La pregunta sobre que? es un buen material de aprendizaje puede ser contestada de muchas maneras y demanda juicio profesional.En primer lugar, la respuesta dependera? de co?mo se considera el aprendizaje mate-rial, asi? como cual tipo de material que se esta? analizando, razo?n por la cual el arti?culo comienza con una definicio?n y clasificacio?n de los materiales. En segundo lugar, seanalizara?n los materiales de aprendizaje desde tres perspectivas temporales: poten- cial dida?ctico, potencial dida?ctico actualizado y potencial dida?ctico realizado. Luego,se trata de identificar cinco perspectivas de calidad, cada una de las cuales puede contribuir a la evaluacio?n de la calidad de un material de aprendizaje basado en objeti-vos, usuarios, efectos, sistema padro?n y organizacional. Para ilustrar co?mo se puedeinterpretar tales perspectivas, se presentan principios de calidad para los materialesde aprendizaje digital, formulados en base al conocimiento existente sobre el disen?o y el efecto de los materiales. Por u?ltimo, se propone una reflexio?n sobre el significado de juicio profesional en la evaluacio?n de la calidad de un material dida?ctico.O artigo propo?e discutir o que sa?o materiais de aprendizagem e como eles podemser inclui?dos em estrate?gias dida?ticas. A pergunta sobre o que e? um bom material deaprendizagem pode ser respondida de muitas formas e traz demandas de julgamentoprofissional. Primeiramente, a resposta dependera? de como se considera o materialde aprendizagem, bem como qual e? o tipo de material que se esta? analisando, raza?opela qual o artigo comec?a com uma definic?a?o e uma classificac?a?o dos materiais. Emsegundo lugar, os materiais de aprendizagem sera?o analisados a partir de tre?s pers- pectivas temporais: potencial dida?tico, potencial dida?tico atualizado e potencial dida?ti- co realizado. Em seguida, procura-se identificar cinco perspectivas de qualidade, cadauma das quais podendo contribuir para a avaliac?a?o da qualidade de um material de aprendizagem com base em objetivos, usua?rios, efeitos, sistema padra?o e organiza-cional. Para exemplificar como se pode interpretar tais perspectivas, apresentam-seprinci?pios de qualidade para materiais de aprendizagem digital, formulados com baseno conhecimento existente sobre design e efeito dos materiais. Finalmente, propo?e-se uma reflexa?o sobre o significado do julgamento profissional na avaliac?a?o da qualidadede um material dida?tico
Systematic, digital student feedback for differentiated teaching
Get PDFThe article reports results from a qualitative study of Elevbaro, a prototype of a digital tool for student feedback developed in connection with the demonstration school project, Inclusion, and differentiated teaching in digital learning environments. At the same time the study represents the first step of validating Elevbaro as a systematic feedback tool. There is general consensus that feedback is central to the quality of teaching, but the focus on and the exploration of systematic student feedback is an overlooked topic. Especially as regards differentiated teaching and complex teaching patterns, there is a need for supplementary and digital monitoring of a group of students and of individual students. The article examines how students and teachers understand and use Elevbaro, which is built on frequent ratings of five set statements in connection with teaching over a certain period of time. There is reason to assume that the usage of Elevbaro affects teachers’ professional assessment of students as well as students’ reflections of their work and acquisition process. This requires an active approach to Elevbaro and the integration of the tool into the teacher’s usual assessment and teaching practice. In our view, there is didactic potential for teachers’ data-informed teaching development
Flipped classroom in higher Norwegian IT education
Get PDFIn recent years, Flipped Classroom has been a well described approach to organizing a learning environment. The approach is, and has been, in use at many levels of educational systems in many parts of the world and within different subject areas. In this study, we narrow the scope and focus on the use of Flipped Classroom within higher Information Technology (IT) education in Norway. We want to investigate if Flipped Classroom is in use, and if so, to what degree? What are the stories from educators who have tried Flipped Classroom when teaching IT related courses in higher education?
Through semi structured interviews we want to investigate the motivation behind choosing this pedagogical method, and the results of course deliveries in a Flipped Classroom setting.
The findings suggest that the use of Flipped Classroom in higher Norwegian IT education is limited. The experiences of using the approach, conveyed through the interviews, are positive. Most students are satisfied. The teacher is happy. The academic results are as good or even better than those achieved prior to flipping the classroom. So why is the use of Flipped Classroom limited when the results are good? The interviewees have their opinions on that question also.
The study provides a look into the current status of Flipped Classroom usage in the higher Norwegian IT education. It also provides good tips to those who are planning to flip the classroom for the first time
MOOCs as contemporary forms of books: new educational services between control and conversation
Get PDFThis text is devoted to an analysis of the Moocs, taking the viewpoint of the participants in these distance courses. Drawing on the emergence of new practices of training consumption, it tries to make the link between different perspectives of research: those coming from distance education, those relating to the analysis of educational resources, from textbooks. Taking into account the evolutions of books, especially with digital and Internet, it shows that considering Moocs as contemporary forms of educational (or cultural) books leads to change certain research issues and, more simply, the analyses devoted to them. Finally, it discusses two central processes in education, conversation and control, and shows how their articulation is reflected in the Moocs and how they are designed and used.Este texto volta-se a uma análise dos Moocs, considerando o ponto de vista dos parti- cipantes em cursos a distância. Com base no surgimento de novas práticas de forma- ção, busca-se estabelecer o vínculo entre diferentes perspectivas de pesquisa: as que procedem da educação a distância e as relacionadas à análise de recursos educacio- nais, a partir de livros didáticos. Tendo em conta a evolução dos livros, especialmente com o suporte digital e a internet, mostra-se que considerar Moocs como formas con- temporâneas de livros educacionais (ou culturais) leva a mudar certos problemas de pesquisa, bem como as análises a eles relacionadas. Finalmente, discutem-se dois processos centrais na educação, a conversa e o controle, mostrando como sua articu- lação se reflete nos Moocs, na forma como eles são projetados e usados
La formación de los docentes en Educación para el Desarrollo y su relación con los materiales didácticos editados por las ONGD
Get PDFThis article summarizes the results of a study about didactical material edited by Non-Governmental Development Organizations (NGDO) that can be used in classrooms as an alternative for the traditional textbooks. The study analyses 19 works that bring the theme of Education for Development (published from 2000 until 2011), in the last cycle of primary education and the first years of high school. It is inquired if they have evolved or not in comparison with traditional textbooks in certain issues such as: gender, environment, interculturality, human rights, sustainability and culture of peace. Finally the research suggests that sometimes the same hegemonic models are reiterated although it is also true that there are more progressive materials that bring critical-dialogical perspective and are facing the Education for Development issues.Este artículo resume los resultados de un estudio sobre materiales didácticos editados por las Organizaciones No Gubernamentales para el Desarrollo (ONGD) que se pueden utilizar en las aulas como alternativa a los libros de textos tradicionales. El estudio analiza 19 materiales que trabajan la temática de Educación para el desarrollo (editados desde el año 2000 hasta el 2011), en el último ciclo de educación primaria y primero de secundaria. Y donde se indaga si han evolucionado con respecto a los libros de texto tradicional o no en determinados temas como: el género, el medio ambiente, la interculturalidad, los derechos humanos, la sostenibilidad y la cultura de paz. Finalmente la investigación apunta a que en ocasiones se siguen repitiendo los mismos modelos hegemónicos aunque también es cierto que se ha avanzado y hay materiales más progresistas que trabajan desde la perspectiva crítica dialógica, y que si se enfrentan a las temáticas propias de la Educación para el Desarrollo
As histórias em quadrinhos nos livros didáticos de francês destinados a crianças e adolescentes
Get PDFComic books (comics) are often associated with the youth universe, so collections for teaching French as a foreign language (FLE) of communicative approach have started to use gender as a strategy to attract this audience. We start from the gender concepts of discourse and statement and the notion of dialogism (Bakhtin, 1992, 1998; Bakhtin & Voloshinov, 2009) to situate the problems arising from an instrumental use of the comics and from Puren (1988) and Cuq e Gruca (2005) that analyze textbooks of communicative approach, among other authors. The selection of the analyzed collections took into account their insertion in the schools where the French language is taught in the Municipality of Curitiba and Metropolitan Region, in addition to REPERTOIRE (2015) published by the International Center for Pedagogical Studies of France. A qualitative analysis was performed according to five categories: appropriation of comic language; Creation of comics with plot for the collection; Insertion of authentic comics; Comics as cultural references; And literary adaptations in comics. It is observed the theme of the didactic book through the comics, that reaches the pedagogical aspect when subjecting the contents to a certain configuration to create an attractive product and captivate the youthful public.As histórias em quadrinhos (HQs) são frequentemente associadas ao universo juvenil. Por isso, as coleções para o ensino de francês como língua estrangeira (FLE) de abordagem comunicativa passaram a fazer uso do gênero como estratégia para atrair este público. Partimos dos conceitos de gênero do discurso e de enunciado e da noção de dialogismo (Bakhtin, 1992, 1998; Bakhtin & Voloshinov, 2009) para situar os problemas decorrentes de um uso instrumentalizado das HQs, além de Puren (1988), Cuq e Gruca (2005), que analisam livros didáticos de abordagem comunicativa, entre outros autores. A seleção das coleções analisadas levou em conta sua inserção nas escolas em que a língua francesa é ensinada no Município de Curitiba e em sua Região Metropolitana, além do REPERTOIRE (2015) divulgado pelo Centro Internacional de Estudos Pedagógicos da França. Foi realizada uma análise qualitativa de acordo com cinco categorias: apropriação da linguagem dos quadrinhos; criação de quadrinhos com enredos próprios para a coleção; inserção de quadrinhos autênticos; quadrinhos como referências culturais; e adaptações literárias em quadrinhos. Observa-se a tematização do livro didático por meio das HQs que atinge o aspecto pedagógico ao submeter os conteúdos a uma determinada configuração para criar um produto atrativo e cativar o público juvenil