Site selection, site planning, site divelepmentSidharth Ravva
Site selection is crucial for earthquake-resistant design. At the macro level, sites should be evaluated based on their tectonic plate position and seismic zone. Potentially hazardous sites at the micro level include steep unstable slopes, landslide-prone areas, river banks, and faults. When planning sites, buildings should be set back from steep slopes and not located on filled soil without special foundations. Forests and individual trees can help mitigate landslides but buildings should not be too close to avoid falling risks. Overall, the safest sites avoid known hazards and have sufficient space between structures.
Site Planning and Design Principles - اساسيات تخطيط وتصميم المواقعGalala University
Site planning involves organizing land to accommodate a development program efficiently while expressing the character of the site. It considers elements like buildings, roads, walkways, transportation, parking, and landscape features. An important part of site planning is conducting a site analysis, which evaluates the environmental, program, and development constraints and opportunities of a site to inform a rational design approach. A well-executed site analysis lays the foundation for a cost-effective and environmentally sensitive project.
This document evaluates three potential sites - Makati, Ortigas, and Taguig - for suitability based on natural/environmental, socio-economic, and legal factors. Each site is rated on multiple criteria within each factor category, with ratings ranging from 1 to 5. Total scores are calculated for each site based on criteria ratings and weights. Makati scored highest in the natural/environmental category with 87 points, while Ortigas scored highest in the socio-economic category with 94 points. All three sites scored similarly in the legal/administrative category in the high 80s to low 90s range.
This document discusses several cognitive theories of learning and perception, including:
- Field Theory (Lewin), which views behavior as influenced by both internal and external factors in a person's "life space."
- Insight Learning (Kohler), where solutions to problems are realized suddenly rather than through trial and error. Kohler's experiments with chimpanzees demonstrated insight learning.
- Information Processing Theory, Gestalt Principles of perception, and other cognitive concepts related to how humans acquire, perceive, remember, and communicate information.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.
The document discusses observing systems and how we perceive things. It notes that unconscious thought shapes most of our conscious thought and that categorization is important for survival. The research project aimed to create a school culture where students see a need for algebra to express their ideas through collaboration between teachers and researchers. Over a year, lessons were observed and teachers and students were interviewed to understand how an "algebraic activity community of inquirers" could develop. The findings looked at patterns over time and contingencies between teacher and student behaviors as creativity and complex structures were supported.
Site selection, site planning, site divelepmentSidharth Ravva
Site selection is crucial for earthquake-resistant design. At the macro level, sites should be evaluated based on their tectonic plate position and seismic zone. Potentially hazardous sites at the micro level include steep unstable slopes, landslide-prone areas, river banks, and faults. When planning sites, buildings should be set back from steep slopes and not located on filled soil without special foundations. Forests and individual trees can help mitigate landslides but buildings should not be too close to avoid falling risks. Overall, the safest sites avoid known hazards and have sufficient space between structures.
Site Planning and Design Principles - اساسيات تخطيط وتصميم المواقعGalala University
Site planning involves organizing land to accommodate a development program efficiently while expressing the character of the site. It considers elements like buildings, roads, walkways, transportation, parking, and landscape features. An important part of site planning is conducting a site analysis, which evaluates the environmental, program, and development constraints and opportunities of a site to inform a rational design approach. A well-executed site analysis lays the foundation for a cost-effective and environmentally sensitive project.
This document evaluates three potential sites - Makati, Ortigas, and Taguig - for suitability based on natural/environmental, socio-economic, and legal factors. Each site is rated on multiple criteria within each factor category, with ratings ranging from 1 to 5. Total scores are calculated for each site based on criteria ratings and weights. Makati scored highest in the natural/environmental category with 87 points, while Ortigas scored highest in the socio-economic category with 94 points. All three sites scored similarly in the legal/administrative category in the high 80s to low 90s range.
This document discusses several cognitive theories of learning and perception, including:
- Field Theory (Lewin), which views behavior as influenced by both internal and external factors in a person's "life space."
- Insight Learning (Kohler), where solutions to problems are realized suddenly rather than through trial and error. Kohler's experiments with chimpanzees demonstrated insight learning.
- Information Processing Theory, Gestalt Principles of perception, and other cognitive concepts related to how humans acquire, perceive, remember, and communicate information.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
This document discusses the use of ePortfolios and digital storytelling to support lifelong learning through reflection. It provides an overview of key concepts like identity development, metacognition, reflection and various technology tools that can be used. Reflection is important for self-awareness and evaluating one's own learning and growth over time. Digital storytelling can enhance portfolios by allowing learners to share their experiences and reflect in a more personal way using multimedia. Various tools for creating digital stories on computers, mobile devices and online are described.
The document discusses observing systems and how we perceive things. It notes that unconscious thought shapes most of our conscious thought and that categorization is important for survival. The research project aimed to create a school culture where students see a need for algebra to express their ideas through collaboration between teachers and researchers. Over a year, lessons were observed and teachers and students were interviewed to understand how an "algebraic activity community of inquirers" could develop. The findings looked at patterns over time and contingencies between teacher and student behaviors as creativity and complex structures were supported.
The relationship between theory and practice is complex and multifaceted: Classic studies in software engineering and interface design (e.g. Suchman, 2007), for example, have shown that practice is not the direct implementation of theory, and that theory is not simply the codification of practice. Instead, practice, as Bourdieu says, brings with it “a logic which is not that of the logician.” In this presentation, Dr. Norm Friesen, Canada Research Chair in E-Learning Practices, will look at the issue of practice in its relation to often theoretical concerns of research, drawing practical examples from the contents of his recent monograph Re-Thinking E-Learning Research: Foundations, Methods and Practices (Peter Lang, 2009). These examples include a narrative study of one instructor¹s integration of technology into an ESL (English as a Second Language) classroom, and a conversational analysis of exchanges between learners and an intelligent pedagogical agent.
The document provides guidance on using the Ignatian Pedagogical Paradigm (IPP) in running a meeting. It includes instructions to rename yourself on video calls and prepare materials. The core of the IPP is then summarized as involving Experience, Reflection, and Action. Several examples are given of how to apply each element, including using literature to spark discussion and reflection questions to generate different types of meaning from learning experiences.
This document summarizes Jean Piaget and Lev Vygotsky's theories of cognitive development. It outlines the key concepts of Piaget's theory, including schemas, assimilation, accommodation, equilibrium, and the four stages of cognitive development from sensorimotor to formal operational. It also discusses implications for teaching based on Piaget's theory. For Vygotsky, it mentions his focus on social learning and the zone of proximal development.
Gestalt psychology focuses on the idea that the whole is greater than the sum of its parts. It was developed in the early 1900s and proposes that humans perceive things holistically rather than by individual elements. The key Gestalt principles include proximity, similarity, closure, good continuation, pragnanz, and figure/ground. These principles influence how humans group and perceive visual elements. Wolfgang Kohler also studied insight learning through experiments with apes solving problems. The Gestalt principles can be applied to education by considering how proximity, similarity, closure, continuity, simplicity, and emphasis impact teaching and learning.
Chocolate Chip Cookie Essay. Online assignment writing service.Christine Jones
Sub-Saharan African countries have experienced macroeconomic growth in recent years, with average annual GDP growth of 5.2% between 2000 and 2011. However, economic growth alone does not guarantee equal benefits for all citizens and can increase income inequality if poor and marginalized groups are left behind. Sustained and stable economic growth is important for reducing poverty, but growth must be coupled with policies aimed at equitable distribution of benefits across society.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Learning From the Visitors' PerspectiveLynda Kelly
The document discusses how museums can facilitate learning from the visitor's perspective. It argues that learning is an intrinsic human desire that is linked to identity and involves both surface and deep changes. The challenges for museums are to move beyond just education and focus on lifelong learning through hands-on participation and social experiences that allow visitors to make their own meaning based on their interests and prior knowledge. A multi-stage research process is proposed that includes interviews and observations of visitors to better understand learning from a sociocultural perspective.
Kolb's experiential learning theory proposes a four-stage cyclical model of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. This emphasizes the role of experience in the learning process. Kolb identified four learning styles that correspond to the stages. Experiential learning involves direct experience and reflection to develop new understandings. Theories by Rogers, Jarvis, and others built on Kolb's work, elaborating on reflection, types of learning, and qualities that make experiential learning effective.
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. His theory proposes that children progress through four distinct stages as their mental abilities develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to adulthood). At each stage, children develop new cognitive abilities that allow for more complex understanding and logical thought. Piaget's theory has been influential in the field of education by shifting focus to how children learn and think at different ages.
The document discusses effective strategies for explanation. It notes that explanations serve to make things understandable, clarify ideas, and provide context. Evidence supports teacher-led instruction, as students with less prior knowledge need more guidance. Effective explanations use strong subject knowledge, credibility, concise design, concepts supported by examples, metaphor, storytelling, and chances to elaborate. Concepts should be taught through concrete examples to connect to prior knowledge. Stories are memorable ways to inspire action.
Gestalt psychology focuses on the idea that the whole is greater than the sum of its parts. It was developed in 1910 by Max Wertheimer, Wolfgang Kohler, and Kurt Koffka. Some key principles of Gestalt psychology include the laws of proximity, similarity, closure, good continuation, pragnanz (good form), and figure/ground. These laws describe how humans naturally perceive and group visual elements as a whole. Gestalt psychologists also studied insight learning through Wolfgang Kohler's experiments with apes solving problems using tools.
The document discusses using narrative as a model for mathematical epistemology. It proposes three modes of epistemology: genetic, how knowledge is acquired; normative, how to validate what is known; and imperative, how to facilitate knowledge acquisition. As an example, it describes how narrative comprehension involves reconstructing experiences as communicative nodes linked in a semantic network representing events. It asks how mathematical texts can be read narratively and what cognitive evidence is needed to support modeling knowledge through narrative.
English dictionaries since 1755 have attempted to present succinct statements of the meaning(s) of each word. A word may have more than one meaning but, so the theory goes, each meaning can in principle be summarized in a neat paraphrase that is substitutable (in context) for the target word (the definiendum). Such paraphrases must be so worded that the the substitution can be made without changing the truth of what is said – salva veritate, in Leibniz’s famous phrase. Building on Leibniz, philosophers of language such as Anna Wierzbicka have argued that the duty of the lexicographer is to “seek the invariant”.
In this presentation, I argue that this view of word meaning and definition may be all very well as a principle for developing stipulative definitions of terminology in scientific discourse, but it has led to serious misunderstandings about the nature of meaning in natural language, creating insuperable obstacles for the understanding of how word meaning works. As a result, linguists from Bloomfield to Chomsky and philosophers of language from Leibniz to Russell – great thinkers all – have been unable to say anything true or useful about meaning in language.
I argue that, instead, lexicographers should aim to discover patterns of word use in large corpora, and associate meanings with patterns instead of (or as well as) words in isolation.
They should also distinguish normal uses of each word from exploitations of norms.
me•ta•cog•ni•tion, n. Awareness and understanding of one’s own thought processes.
Metacognition is cognition about cognition, or knowing about knowing. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving.
There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
Watzl "The Subjectivity and Unity of Consciousness Unified. Attention and Phe...sebastianwatzl
This document discusses the unity and subjectivity of consciousness. It proposes the attention account of phenomenal unity, which is that experiences are phenomenally unified when they form an "attention system" where some experiences are more central than others. It argues that attention structurally organizes experiences in consciousness rather than just affecting their content. Forming an attention system may be necessary and sufficient for phenomenal unity. The account is compatible with different views on whether experiences are usually unified. It also discusses whether a holistic view is warranted, where the experiences in an attention system depend on and help constitute each other.
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES .
Piaget proposed 4 stages of cognitive development:
1) Sensorimotor stage (birth to 2 years) - development of object permanence and goal-directed actions.
2) Preoperational stage (2 to 7 years) - emergence of symbolic thought and language but thinking is still egocentric.
3) Concrete operational stage (7 to 11 years) - logical thinking about concrete objects and events develops.
4) Formal operational stage (11 to 15 years) - emergence of abstract reasoning and hypothetical-deductive thought. Piaget's theory proposed that cognitive structures develop through processes of assimilation, accommodation, and equilibration as children interact with their environments.
The International Society for Systems Sciences is offering a graduate course on systems thinking and practice in research from July 20-27, 2018 in Corvallis, Oregon. The course includes workshops on systems approaches and participation in the ISSS conference. Taught by renowned systems researchers Drs. Ray Ison and Chris Blackmore, the course will help students contextualize their research, make connections across issues using systems thinking, and improve their ability to work strategically. Students will gain an overview of cybernetics and systems thinking traditions and reflect on different approaches in relation to their own research. The application deadline is May 15.
The relationship between theory and practice is complex and multifaceted: Classic studies in software engineering and interface design (e.g. Suchman, 2007), for example, have shown that practice is not the direct implementation of theory, and that theory is not simply the codification of practice. Instead, practice, as Bourdieu says, brings with it “a logic which is not that of the logician.” In this presentation, Dr. Norm Friesen, Canada Research Chair in E-Learning Practices, will look at the issue of practice in its relation to often theoretical concerns of research, drawing practical examples from the contents of his recent monograph Re-Thinking E-Learning Research: Foundations, Methods and Practices (Peter Lang, 2009). These examples include a narrative study of one instructor¹s integration of technology into an ESL (English as a Second Language) classroom, and a conversational analysis of exchanges between learners and an intelligent pedagogical agent.
The document provides guidance on using the Ignatian Pedagogical Paradigm (IPP) in running a meeting. It includes instructions to rename yourself on video calls and prepare materials. The core of the IPP is then summarized as involving Experience, Reflection, and Action. Several examples are given of how to apply each element, including using literature to spark discussion and reflection questions to generate different types of meaning from learning experiences.
This document summarizes Jean Piaget and Lev Vygotsky's theories of cognitive development. It outlines the key concepts of Piaget's theory, including schemas, assimilation, accommodation, equilibrium, and the four stages of cognitive development from sensorimotor to formal operational. It also discusses implications for teaching based on Piaget's theory. For Vygotsky, it mentions his focus on social learning and the zone of proximal development.
Gestalt psychology focuses on the idea that the whole is greater than the sum of its parts. It was developed in the early 1900s and proposes that humans perceive things holistically rather than by individual elements. The key Gestalt principles include proximity, similarity, closure, good continuation, pragnanz, and figure/ground. These principles influence how humans group and perceive visual elements. Wolfgang Kohler also studied insight learning through experiments with apes solving problems. The Gestalt principles can be applied to education by considering how proximity, similarity, closure, continuity, simplicity, and emphasis impact teaching and learning.
Chocolate Chip Cookie Essay. Online assignment writing service.Christine Jones
Sub-Saharan African countries have experienced macroeconomic growth in recent years, with average annual GDP growth of 5.2% between 2000 and 2011. However, economic growth alone does not guarantee equal benefits for all citizens and can increase income inequality if poor and marginalized groups are left behind. Sustained and stable economic growth is important for reducing poverty, but growth must be coupled with policies aimed at equitable distribution of benefits across society.
What every teacher should know about cognitive researchStephanie Chasteen
From the Colorado Science Conference (Nov, 2011)
In the past few decades, we’ve gained a wealth of information about how people learn. The results of this cognitive and education research can help us become more effective teachers. In this interactive talk, we’ll explore some of the main findings of cognitive research in a language accessible to everybody, and discuss how they can be used in our teaching.
Learning From the Visitors' PerspectiveLynda Kelly
The document discusses how museums can facilitate learning from the visitor's perspective. It argues that learning is an intrinsic human desire that is linked to identity and involves both surface and deep changes. The challenges for museums are to move beyond just education and focus on lifelong learning through hands-on participation and social experiences that allow visitors to make their own meaning based on their interests and prior knowledge. A multi-stage research process is proposed that includes interviews and observations of visitors to better understand learning from a sociocultural perspective.
Kolb's experiential learning theory proposes a four-stage cyclical model of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. This emphasizes the role of experience in the learning process. Kolb identified four learning styles that correspond to the stages. Experiential learning involves direct experience and reflection to develop new understandings. Theories by Rogers, Jarvis, and others built on Kolb's work, elaborating on reflection, types of learning, and qualities that make experiential learning effective.
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. His theory proposes that children progress through four distinct stages as their mental abilities develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to adulthood). At each stage, children develop new cognitive abilities that allow for more complex understanding and logical thought. Piaget's theory has been influential in the field of education by shifting focus to how children learn and think at different ages.
The document discusses effective strategies for explanation. It notes that explanations serve to make things understandable, clarify ideas, and provide context. Evidence supports teacher-led instruction, as students with less prior knowledge need more guidance. Effective explanations use strong subject knowledge, credibility, concise design, concepts supported by examples, metaphor, storytelling, and chances to elaborate. Concepts should be taught through concrete examples to connect to prior knowledge. Stories are memorable ways to inspire action.
Gestalt psychology focuses on the idea that the whole is greater than the sum of its parts. It was developed in 1910 by Max Wertheimer, Wolfgang Kohler, and Kurt Koffka. Some key principles of Gestalt psychology include the laws of proximity, similarity, closure, good continuation, pragnanz (good form), and figure/ground. These laws describe how humans naturally perceive and group visual elements as a whole. Gestalt psychologists also studied insight learning through Wolfgang Kohler's experiments with apes solving problems using tools.
The document discusses using narrative as a model for mathematical epistemology. It proposes three modes of epistemology: genetic, how knowledge is acquired; normative, how to validate what is known; and imperative, how to facilitate knowledge acquisition. As an example, it describes how narrative comprehension involves reconstructing experiences as communicative nodes linked in a semantic network representing events. It asks how mathematical texts can be read narratively and what cognitive evidence is needed to support modeling knowledge through narrative.
English dictionaries since 1755 have attempted to present succinct statements of the meaning(s) of each word. A word may have more than one meaning but, so the theory goes, each meaning can in principle be summarized in a neat paraphrase that is substitutable (in context) for the target word (the definiendum). Such paraphrases must be so worded that the the substitution can be made without changing the truth of what is said – salva veritate, in Leibniz’s famous phrase. Building on Leibniz, philosophers of language such as Anna Wierzbicka have argued that the duty of the lexicographer is to “seek the invariant”.
In this presentation, I argue that this view of word meaning and definition may be all very well as a principle for developing stipulative definitions of terminology in scientific discourse, but it has led to serious misunderstandings about the nature of meaning in natural language, creating insuperable obstacles for the understanding of how word meaning works. As a result, linguists from Bloomfield to Chomsky and philosophers of language from Leibniz to Russell – great thinkers all – have been unable to say anything true or useful about meaning in language.
I argue that, instead, lexicographers should aim to discover patterns of word use in large corpora, and associate meanings with patterns instead of (or as well as) words in isolation.
They should also distinguish normal uses of each word from exploitations of norms.
me•ta•cog•ni•tion, n. Awareness and understanding of one’s own thought processes.
Metacognition is cognition about cognition, or knowing about knowing. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or problem-solving.
There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
Watzl "The Subjectivity and Unity of Consciousness Unified. Attention and Phe...sebastianwatzl
This document discusses the unity and subjectivity of consciousness. It proposes the attention account of phenomenal unity, which is that experiences are phenomenally unified when they form an "attention system" where some experiences are more central than others. It argues that attention structurally organizes experiences in consciousness rather than just affecting their content. Forming an attention system may be necessary and sufficient for phenomenal unity. The account is compatible with different views on whether experiences are usually unified. It also discusses whether a holistic view is warranted, where the experiences in an attention system depend on and help constitute each other.
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES .
Piaget proposed 4 stages of cognitive development:
1) Sensorimotor stage (birth to 2 years) - development of object permanence and goal-directed actions.
2) Preoperational stage (2 to 7 years) - emergence of symbolic thought and language but thinking is still egocentric.
3) Concrete operational stage (7 to 11 years) - logical thinking about concrete objects and events develops.
4) Formal operational stage (11 to 15 years) - emergence of abstract reasoning and hypothetical-deductive thought. Piaget's theory proposed that cognitive structures develop through processes of assimilation, accommodation, and equilibration as children interact with their environments.
Similar to #isss2016 Berlin - Suehye Lee - Abstract expression capability with empirical evidence (20)
The International Society for Systems Sciences is offering a graduate course on systems thinking and practice in research from July 20-27, 2018 in Corvallis, Oregon. The course includes workshops on systems approaches and participation in the ISSS conference. Taught by renowned systems researchers Drs. Ray Ison and Chris Blackmore, the course will help students contextualize their research, make connections across issues using systems thinking, and improve their ability to work strategically. Students will gain an overview of cybernetics and systems thinking traditions and reflect on different approaches in relation to their own research. The application deadline is May 15.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Authoring a personal GPT for your research and practice: How we created the Q...
#isss2016 Berlin - Suehye Lee - Abstract expression capability with empirical evidence
1. Abstract
expression
capability
with
empirical
experience
Suehye
Lee
Keio
university
graduate
school
Of
System
design
and
management
Master’s
student
1
suehye@keio.jp
2. suehye@keio.jp
2
“Snow Crystal”
As
a
Nature
Phenomenon
If
nature
wouldn’t
expect
to
generate
these
beauFful
figures,
they
just
live
among
connecFons.
“Available Phenomena to observe”
As
a
sub-‐producFon
As
a
representaFon
of
acFviFes.
3. suehye@keio.jp
3
As
an
observer
“Woman
and
Bear”
“Sue
and
Bear
in
Berlin”
As
a
systemic
observer
“Smiling
Woman
and
Bear”
“Looking
so
happy
Sue
and
Bear
in
Berlin”
4. suehye@keio.jp
4
In
fact,
what
happened
inside
?
-‐Is
there
much
beNer
representaFon
way
than
language?
-‐Which
factors
could
be
beNer
informaFon
to
find
out
the
essence.
5. Background
• Analogy
and
Analogical
Reasoning
• Rene
Descarte(1596-‐1650)
Mechanical
philosophy
‘He
learned
the
mechanics
of
pump
how
the
heart
move!’
5
suehye@keio.jp
6. suehye@keio.jp
6
Grasping
the
clay
(KinestheFc
learning)
The
‘body
movement’
concept
is
a
key
component
of
“learning-‐by-‐
doing”
(KinestheFc
learning
=
Learning-‐by-‐movement)
7. Approach
used
for
learning
(Philosophical
knowing
theory)
Theoria
Praxis
Techne
Techne
Praxis
Theoria
【TradiFonal
way】
【My
approach】
‘Techne’
has
a
key
role
as
creaFve
objects
from
creaFve
art
to
technology
development.
This
could
be
a
key
to
ge_ng
beNer
system
design.
Theoria
Praxis
Techne
Truth
Goodness
Beauty
Knowing
Success
or
Failure
(choice/making
decision)
Advance
or
Retreat
(Error
and
trial)
To
teach
To
learn
To
design
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8. Hypothesis
• The
‘learning-‐by-‐movement’
(kinestheFc
learning)
and
‘learning-‐by-‐doing’
enhance
analogical
reasoning
skill
and
understanding
about
‘Theoria,
Praxis,
Techne’,
i.e.,
the
philosophical
knowing
theory
• Enhances
creaFvity,
innovaFve
and
invenFve
thinking
skill.
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suehye@keio.jp
Benefit
9. How
to
test
hypothesis
• ParFcipants
are
asked
to
grasp
clay.
The
‘clay
grasping’
approach
enhances
people’s
creaFvity
as
well
as
analogical
reasoning
skill
by
grasping
the
clay.
• The
parFcipants
are
tested
an
understanding
about
‘Theoria,
Praxis,
Techne’,
i.e.,
philosophical
knowing
theory
via
interview
sheet.
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suehye@keio.jp
10. Interview
quesFonnaires
Main
ques9ons
on
this
experiment
-‐Subject
asked
quesFons
about
feelings
-‐Subject
touches
clay
and
again
are
asked
about
feelings
-‐Then
again
when
kneading
the
clay
-‐Subject
are
asked
to
grasp
the
clay
in
a
way
to
express
feelings
-‐Are
asked
about
their
experiences
in
grasping
the
clay
-‐Subject
are
asked
to
grasp
the
clay
while
thinking
of
abstract
thoughts
-‐Further
quesFons
about
their
experiences
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suehye@keio.jp
11. Available
to
see/
Unavailable
to
see
Have
touched/
Have
not
touched
Examples
Available
to
see
Have
touched
CoNon,
flower
Available
to
see
Have
not
touched
Cloud,
Specific
scene
Unavailable
to
see
Have
touched
Sense,
feel
such
like
proper
Unavailable
to
see
Have
not
touched
Whole
Space
Unavailable
to
see
Have
not
touched
Numbers
(The
number
sense)
Unavailable
to
see
Have
not
touched
LOVE
(Experience
can
not
be
idenFfied
in
general)
Whether
you
have
seen
and
touched
it
before
or
not,
you
can
understand
somehow
what
it
is.
General
flowers,
Heat
in
desert
With
image
of
coNon
With
image
of
whole
space
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Abstract
subjects
with
abstract
expression
way
12. Concept
of
“Grasping
the
clay”
• As
a
“design
process”
to
show
how
relate
between
‘Feel’
and
‘Analogy’
to
create
and
represent
new
ideas
with
language
and
clay(physical
object).
• As
a
“concrete
object”
helps
people
learn
beNer
some
abstract
concepts.
12
Techne
Praxis
Theoria
suehye@keio.jp
13. Conclusions
• The
relaFons
between
‘feelings’
and
‘analogical
reasoning’
could
be
observed
during
the
experiments.
• ‘Learning-‐by-‐doing’
could
be
a
new
approach
to
analogical
reasoning.
• These
preliminary
experiments
showed
that
the
hypothesis
is
likely
correct.
However,
more
experiments
are
needed
to
assure.
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suehye@keio.jp
14. Future
plan
• To
reveal
iniFal
step
on
design
process.
(Epistemology)
• How
people
can
learn
beNer
abstract
concepts
to
create
objects.
(Human
factor
and
Ergonomics)
• My
research
is
about
the
kinestheFc
learning
style
so
it
seems
I
could
extend
my
research
to
find
out
if
grasping
the
clay
helps
people
with
beNer
systems
thinking.
(KinestheFc
learning)
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16. The
level
of
learning
Gregory
Bateson(1904-‐1980)
Learning
levels
Learning
4
…would
be
change
in
Learning
3,
but
probably
does
not
occur
in
any
adult
living
organism
on
this
earth.
Learning
3
…is
changed
in
the
process
of
Learning
2,
e.g.
a
correcFve
change
in
the
system
of
sets
of
alternaFves
from
which
choice
is
made.
clay
Learning
2
…is
change
in
the
process
of
Learning
1,
e.g.
a
correcFve
change
in
the
set
of
alternaFve
from
which
choice
is
made,
or
it
is
a
change
in
how
the
sequence
of
experience
is
punctuated.
Learning
1
…is
change
in
specificity
of
response
by
correcFon
of
errors
of
choice
within
a
set
of
alternaFve
Learning
0
Responding
to
sFmuli
but
learning
nothing-‐
making
no
changes
based
on
experience
or
informaFon.
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suehye@keio.jp