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This document contains summaries and excerpts from multiple sources discussing the relationship between technology, memory, and cognition. It addresses how critical thinking is intertwined with factual knowledge stored in long-term memory, how people are more likely to remember where to find information online rather than retain details, and how cognitive performance naturally declines with increased age even among younger adults.
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사설토토 사설토토∞【 ＢＡbo７９닷com 】∞ 사설토토 사설토토
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1. The document discusses strategies for engaging online learners through collaborative work, electronic tools, and following Robert Gagne's nine steps of instruction.
2. It advocates using a constructivist approach to teaching and learning online, as inspired by theorists like Dewey, Piaget, Siemens, and Downes.
3. New technologies will continue to provide more opportunities to engage online learners through varied formats and strategies.
HMID6303 Assignment 1 - Yeap
The document discusses the increasing availability of information and knowledge online due to declining costs of bandwidth, storage, and processing. It focuses on Google's ambitious project to scan millions of books from partners like universities and make their contents searchable online. While this could make vast amounts of knowledge accessible, some raise concerns about a single company controlling so much information and issues with quality of scans. Alternative projects aim to expand access to knowledge through open resources and digital textbooks.
ARIN6912 Week 3 Carr Presentation
The document discusses how the internet may be changing the way our brains process information. It suggests that the internet encourages skimming of information rather than deep, focused thinking. This is due to tendencies to multitask and be distracted by hyperlinks and ads online. However, the document also notes that there are positive outcomes of internet use like benefits of multitasking and potential for creative writing. Younger generations may be adapting well to new technologies, but the long term impacts are still unknown. The document reviews several sources on both sides of the debate around the internet's effects on cognition.
Gic2011 aula0-ingles
This document provides an overview of an information and knowledge management course. It introduces the instructor and outlines the course goals, challenges, program, teaching methods, evaluation criteria, and topics. The course aims to distinguish between computer science and human science perspectives on information and knowledge management concepts, processes, and technologies.
Neuroinformatics
Study of neurons and their relation with human behavior along with the applications of Information Science
NEUROINFORMATICS
This document discusses neuroinformatics, which combines neuroscience and information science. It provides an agenda for the topics to be covered, including an introduction to neuroinformatics, database development and management, an overview of neuroimaging techniques, computational neuroscience modeling, current research applications, and challenges. Single neuron modeling approaches like Hodgkin-Huxley and cable theory are explained. Current areas of research discussed are brain-gene ontology, human brain mapping atlases, and brain-computer interfaces.
Architecture for Integrating Real Objects with Virtual Academic Communities
The Internet of Things (IoT) is a new concept that allows objects to be connected to Internet. This connectivity
allows the emergence of new forms of interaction between objects and people. In educational environments the IoT could be applied to improve teaching and learning experiences. This paper proposes a new architecture for integrating objects available in educational environments with virtual academic communities (VAC). This new architecture is based on the paradigm of layered architectures and architectural styles such as REST. The proposed architecture consists of four layers: hardware/communications, messaging, services, and application. Test of the proposed architecture were made through the implementation of a case study, which was focused on practical classes of a typical digital electronics course.
Making the web work for science - UND
The document discusses challenges with the current scientific research system and proposes moving towards a more "open science" model. It notes that the existing system was not designed for knowledge sharing and reproducibility. Open science principles advocate for open access to content, data, code, and materials in order to enable greater collaboration, reuse of results, and transparency. However, moving research practices will require building skills and changing incentives across the scientific community. The document calls for coordinating efforts to provide training, establish best practices, and foster connections to support operating research on the web in a more open and interoperable manner.
Advancing Science through Coordinated Cyberinfrastructure
How local, regional, and national cyberinfrastructure can be coordinated and linked to advance science and engineering, based on experiences and lessons from the Center for Computation & Technology at LSU (ideas, funding, implementation), plus some thoughts on what might be done differently if we were starting today. Presented at First Workshop - Center for Computational Engineering & Sciences, Unicamp, Campinas, Brazil 10 APR 2014
Tacoma, WA 98422
This document provides biographical and professional information about Yan Zhou. It includes sections on research interests, skills, education, experience, professional service, honors, publications, submitted papers, references, research statement, and teaching statement. The key points are:
- Yan Zhou received a D.Sc. in Computer Science from Washington University in St. Louis in 2001, and has since been a visiting assistant professor at Pacific Lutheran University teaching courses in computer science.
- Her research focuses on machine learning theory and applications, especially semi-supervised learning techniques to leverage both labeled and unlabeled data when labeled data is limited.
- She is interested in continuing research in bioinformatics and information retrieval to aid problems like gene identification and protein
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Slides
- 2. Orr, Genevieve, Nici Schraudolph, and Fred Cummins. Diagram of the brain. Digital image. CS-449: Neural Networks. Willamette University. Web.
- 3. “The very processes that teachers care about most---critical thinking processes…---are intimately intertwined with factual knowledge that is stored in long-term memory.” Galagan, Pat. "Technology and the Interrupted Brain." T+D 67.9 (2013): 22-25. Print.
- 4. Hall, Macie. Students on laptops in a lecture hall. Digital image. The Innovative Instructor Blog. John Hopkins University, 23 Jan. 2015. Web.
- 5. “…[W]hen people expect information to remain continuously available (such as we expect with Internet access), they are more likely to remember where to find it than to remember the details of the item.” Sparrow, Betsy, Jenny Liu, and Daniel M. Wegner. "Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips." Science (New York, N.Y.) 333.6043 (2011): 776-8. Web.
- 6. Bourque, Brad. Image of a brain etched onto a computer chip. Digital image. Digital Trends. 19 Aug. 2015. Web.
- 7. “[I]ncreased age is associated with lower levels of cognitive performance, even in the range from 18 to 60 years of age.” Salthouse, Timothy A. “When Does Age-Related Cognitive Decline Begin? ”Neurobiology of Aging 30.4 (2009): 507–514. PMC. Web. 23 Nov. 2015.
Editor's Notes
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