Final presentation for Principles of Interaction Design BeccaEelbeck93
The document summarizes the development of an adaptive chair for students. It describes conducting a questionnaire to understand student needs, creating mock-ups of potential features like height adjustment and reclining, and using ideas from Mercedes car seats like heated seating and adjustable lumbar support. The final chair design includes adaptive seat heating, cushioning to sense posture, and a feature to sense body tension and automatically switch between study and break modes.
This document outlines a lecture on cognition and language. It discusses cognitive psychology and focuses on thinking and reasoning, creativity and problem solving, and language. It covers Noam Chomsky's work on language acquisition devices and universal grammar. Child language development is examined through various stages from cooing to using longer utterances between ages 1 to 4. Cognition and language are closely linked, as language is how thoughts are shared and cognitive and language skills are interrelated in child development.
The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
The document discusses preparing students to be future ready by addressing their needs through universal design and differentiated instruction. It emphasizes using formative assessment to adjust teaching based on student learning. The three critical questions focus on what students should learn, how to know they learned it, and addressing needs of all learners. Meeting the needs of gifted learners allows them to maximize their potential. RTI is presented as a model to identify and address problems through data-driven problem solving.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
This document provides an overview of cognition and language. It discusses topics like thinking, reasoning, memory, problem solving, mental images, concepts, syllogistic reasoning, algorithms, heuristics, language acquisition, the influence of language on thinking, and whether animals use language. It describes the steps of problem solving as preparation, production of solutions, and judgment of solutions. It also lists techniques for increasing critical thinking and creativity such as redefining problems, using subgoals, adopting a critical perspective, considering opposites, using analogies, thinking divergently, and experimenting with solutions.
The document provides an introduction to basic concepts in linguistics. It discusses definitions of language and linguistics, the difference between speech and writing, descriptive versus prescriptive approaches to language, the main parts of grammar including phonetics, phonology, morphology, syntax, semantics and pragmatics, and the concept of arbitrariness in language. The document is intended as an overview for linguistics students to familiarize them with fundamental topics in the field.
The document discusses knowledge structures and what is known about how humans acquire and organize knowledge. It covers several topics, including how language and knowledge are intrinsically linked, how knowledge is categorized and associated within our minds, and different methods for eliciting and measuring people's knowledge structures, such as interviews, observation, and computerized testing that uses natural language processing techniques.
Final presentation for Principles of Interaction Design BeccaEelbeck93
The document summarizes the development of an adaptive chair for students. It describes conducting a questionnaire to understand student needs, creating mock-ups of potential features like height adjustment and reclining, and using ideas from Mercedes car seats like heated seating and adjustable lumbar support. The final chair design includes adaptive seat heating, cushioning to sense posture, and a feature to sense body tension and automatically switch between study and break modes.
This document outlines a lecture on cognition and language. It discusses cognitive psychology and focuses on thinking and reasoning, creativity and problem solving, and language. It covers Noam Chomsky's work on language acquisition devices and universal grammar. Child language development is examined through various stages from cooing to using longer utterances between ages 1 to 4. Cognition and language are closely linked, as language is how thoughts are shared and cognitive and language skills are interrelated in child development.
The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
The document discusses preparing students to be future ready by addressing their needs through universal design and differentiated instruction. It emphasizes using formative assessment to adjust teaching based on student learning. The three critical questions focus on what students should learn, how to know they learned it, and addressing needs of all learners. Meeting the needs of gifted learners allows them to maximize their potential. RTI is presented as a model to identify and address problems through data-driven problem solving.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
This document provides an overview of cognition and language. It discusses topics like thinking, reasoning, memory, problem solving, mental images, concepts, syllogistic reasoning, algorithms, heuristics, language acquisition, the influence of language on thinking, and whether animals use language. It describes the steps of problem solving as preparation, production of solutions, and judgment of solutions. It also lists techniques for increasing critical thinking and creativity such as redefining problems, using subgoals, adopting a critical perspective, considering opposites, using analogies, thinking divergently, and experimenting with solutions.
The document provides an introduction to basic concepts in linguistics. It discusses definitions of language and linguistics, the difference between speech and writing, descriptive versus prescriptive approaches to language, the main parts of grammar including phonetics, phonology, morphology, syntax, semantics and pragmatics, and the concept of arbitrariness in language. The document is intended as an overview for linguistics students to familiarize them with fundamental topics in the field.
The document discusses knowledge structures and what is known about how humans acquire and organize knowledge. It covers several topics, including how language and knowledge are intrinsically linked, how knowledge is categorized and associated within our minds, and different methods for eliciting and measuring people's knowledge structures, such as interviews, observation, and computerized testing that uses natural language processing techniques.
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
1) Cognition involves thinking, language, and intelligence and refers to how the brain processes information through understanding, organizing, analyzing, and communicating it.
2) Concepts are mental representations of categories that are held together by common features, prototypes, or exemplars. Expertise and culture can influence what concepts we use.
3) Problem solving involves finding a solution while decision making involves choosing between options, though neither is always straightforward due to heuristics, biases, and limitations in our thinking.
4) Theories of intelligence include the general (g) versus specific (s) distinction as well as models incorporating fluid and crystallized intelligence and multiple intelligences. Intelligence has both genetic and environmental influences.
LARG-20010118-Natasha e wejkwrlkwr klwrlknrklnr k.pptMonsefJraid
This document provides an overview of key topics related to language acquisition, representation, and processing from a cognitive science perspective. It discusses:
1) How language is acquired through developmental stages in phonology, semantics, and syntax and the factors that influence second language acquisition.
2) How the symbols of language are represented in memory and models of visual and spoken word recognition, including interactive activation models.
3) The processing of language through comprehension and production models and how this is influenced by word frequency, ambiguity resolution, and other lexical and contextual factors.
4) How language acquisition leads to representations that underlie language processing and how these three areas are interrelated.
2021 English for Teaching and Learning (3) (1).pptxBongisipho Hlophe
This document summarizes key points from a presentation on the language of work. It discusses Neil Mercer's ideas about different types of talk - disputational, cumulative, and exploratory. Exploratory talk, where ideas are challenged respectfully and reasons given, is regarded as the best model. The document also gives examples of how English is used for business purposes in specific locations, even if it is not the main home language. In Macau and Bangalore, English serves to facilitate formal work communication but is not used for informal discussion. The presentation examines language as a cultural tool and how analysis can reveal distinctive patterns that emerge within different professions.
Create Inclusive Classrooms with Microsoft EducationMalavika Rewari
This document contains questions and comments from educators regarding inclusive education and empowering diverse learners, as well as Microsoft's responses about the accessibility features and tools available in their Office 365 and Windows products. Some of the key discussion points include how to shift from traditional, deficit-based models of inclusion to focus on what students can do; ensuring inclusive learning environments for students from different countries; and how Microsoft tools like Learning Tools, Immersive Reader, Dictate, Editor, and accessibility checkers can help engage every learner and empower students.
Visual-Semantic Embeddings: some thoughts on LanguageRoelof Pieters
Language technology is rapidly evolving. A resurgence in the use of distributed semantic representations and word embeddings, combined with the rise of deep neural networks has led to new approaches and new state of the art results in many natural language processing tasks. One such exciting - and most recent - trend can be seen in multimodal approaches fusing techniques and models of natural language processing (NLP) with that of computer vision.
The talk is aimed at giving an overview of the NLP part of this trend. It will start with giving a short overview of the challenges in creating deep networks for language, as well as what makes for a “good” language models, and the specific requirements of semantic word spaces for multi-modal embeddings.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
Oral language presentation for silverstream school 28.1.13Liblearner
The document outlines an agenda for a workshop on oral language development that includes exploring how oral language relates to curriculum, increasing awareness of the impact of language difficulties on learning, and discussing strategies to support language development in the classroom such as using conversational styles and scaffolding students' learning.
Universal Design for Learning - Charlotte District, Floridavthorvthor
Presentation with components addressing inclusion, specially designed instruction, cognitive processing, universal design for learning, and lesson planning.
This document provides an overview of natural language processing (NLP). It discusses how NLP allows computers to understand human language through techniques like speech recognition, text analysis, and language generation. The document outlines the main components of NLP including natural language understanding and natural language generation. It also describes common NLP tasks like part-of-speech tagging, named entity recognition, and dependency parsing. Finally, the document explains how to build an NLP pipeline by applying these techniques in a sequential manner.
Illustrating the Point: Images as effective communication toolsCordelia McGee-Tubb
This document discusses using images effectively in web design and communication. It summarizes Scott McCloud's theories of word-picture relationships from "Understanding Comics" and explains how websites can be viewed as comics. Specific techniques for using images are covered, such as reinforcing text messages and illustrating complex topics. Challenges around ensuring images have clear meaning to all audiences are also addressed, such as providing context through text or tooltips to resolve ambiguity.
This document discusses input affordances for an Infinity Blade game. It focuses on navigation, selection, and taking action upon selection as common goals. It provides example videos demonstrating both the original Infinity Blade input as well as an improved version.
The document discusses how users interact with and learn tools. It notes that users develop mental models of tools as they use them, and that they typically only regularly use a select few tools that fit their preferences, ignoring many other available tools due to the effort required to learn new ones. It suggests that good software should provide many options but also cleverly hide unused tools to avoid overwhelming interfaces plagued by "bloat".
Buxton's three-state model for human interface devices is the de-facto mental model for understanding and analyzing the affordances of any human interface device.
This document discusses several topics related to digital design and user experience including semiotics, responsiveness, information architecture, ergonomics, and new platforms. It touches on each area at a high level without providing many details.
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
1) Cognition involves thinking, language, and intelligence and refers to how the brain processes information through understanding, organizing, analyzing, and communicating it.
2) Concepts are mental representations of categories that are held together by common features, prototypes, or exemplars. Expertise and culture can influence what concepts we use.
3) Problem solving involves finding a solution while decision making involves choosing between options, though neither is always straightforward due to heuristics, biases, and limitations in our thinking.
4) Theories of intelligence include the general (g) versus specific (s) distinction as well as models incorporating fluid and crystallized intelligence and multiple intelligences. Intelligence has both genetic and environmental influences.
LARG-20010118-Natasha e wejkwrlkwr klwrlknrklnr k.pptMonsefJraid
This document provides an overview of key topics related to language acquisition, representation, and processing from a cognitive science perspective. It discusses:
1) How language is acquired through developmental stages in phonology, semantics, and syntax and the factors that influence second language acquisition.
2) How the symbols of language are represented in memory and models of visual and spoken word recognition, including interactive activation models.
3) The processing of language through comprehension and production models and how this is influenced by word frequency, ambiguity resolution, and other lexical and contextual factors.
4) How language acquisition leads to representations that underlie language processing and how these three areas are interrelated.
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This document summarizes key points from a presentation on the language of work. It discusses Neil Mercer's ideas about different types of talk - disputational, cumulative, and exploratory. Exploratory talk, where ideas are challenged respectfully and reasons given, is regarded as the best model. The document also gives examples of how English is used for business purposes in specific locations, even if it is not the main home language. In Macau and Bangalore, English serves to facilitate formal work communication but is not used for informal discussion. The presentation examines language as a cultural tool and how analysis can reveal distinctive patterns that emerge within different professions.
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This document contains questions and comments from educators regarding inclusive education and empowering diverse learners, as well as Microsoft's responses about the accessibility features and tools available in their Office 365 and Windows products. Some of the key discussion points include how to shift from traditional, deficit-based models of inclusion to focus on what students can do; ensuring inclusive learning environments for students from different countries; and how Microsoft tools like Learning Tools, Immersive Reader, Dictate, Editor, and accessibility checkers can help engage every learner and empower students.
Visual-Semantic Embeddings: some thoughts on LanguageRoelof Pieters
Language technology is rapidly evolving. A resurgence in the use of distributed semantic representations and word embeddings, combined with the rise of deep neural networks has led to new approaches and new state of the art results in many natural language processing tasks. One such exciting - and most recent - trend can be seen in multimodal approaches fusing techniques and models of natural language processing (NLP) with that of computer vision.
The talk is aimed at giving an overview of the NLP part of this trend. It will start with giving a short overview of the challenges in creating deep networks for language, as well as what makes for a “good” language models, and the specific requirements of semantic word spaces for multi-modal embeddings.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
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Universal Design for Learning - Charlotte District, Floridavthorvthor
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This document provides an overview of natural language processing (NLP). It discusses how NLP allows computers to understand human language through techniques like speech recognition, text analysis, and language generation. The document outlines the main components of NLP including natural language understanding and natural language generation. It also describes common NLP tasks like part-of-speech tagging, named entity recognition, and dependency parsing. Finally, the document explains how to build an NLP pipeline by applying these techniques in a sequential manner.
Illustrating the Point: Images as effective communication toolsCordelia McGee-Tubb
This document discusses using images effectively in web design and communication. It summarizes Scott McCloud's theories of word-picture relationships from "Understanding Comics" and explains how websites can be viewed as comics. Specific techniques for using images are covered, such as reinforcing text messages and illustrating complex topics. Challenges around ensuring images have clear meaning to all audiences are also addressed, such as providing context through text or tooltips to resolve ambiguity.
Similar to The language of the user interface (13)
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The document discusses how users interact with and learn tools. It notes that users develop mental models of tools as they use them, and that they typically only regularly use a select few tools that fit their preferences, ignoring many other available tools due to the effort required to learn new ones. It suggests that good software should provide many options but also cleverly hide unused tools to avoid overwhelming interfaces plagued by "bloat".
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Introduction to User experience design for beginner
The language of the user interface
1. The language of the
user interface.
Ajay Ganapathy
Tuesday, January 22, 13
2. Examples of languages
• Spoken language
• sign language
• written language
• body language
• design language
• programming language
• mathematical language
Tuesday, January 22, 13
4. language |ˈlaNGgwij|
noun
1 the method of human communication, either spoken or written, consisting of the use of words in a
structured and conventional way: a study of the way children learn language | [ as modifier ] : language
development.
• any nonverbal method of expression or communication: a language of gesture and facial expression.
2 the system of communication used by a particular community or country: the book was translated into
twenty-five languages.
• Computing a system of symbols and rules for writing programs or algorithms: a new programming
language.
3 the manner or style of a piece of writing or speech: he explained the procedure in simple, everyday language.
• the phraseology and vocabulary of a certain profession, domain, or group of people: legal language.
• (usu. as bad/strong language) coarse, crude, or offensive language: strong language.
PHRASES
speak the same language understand one another as a result of shared opinions or values.
ORIGIN Middle English: from Old French langage, based on Latin lingua ‘tongue.’
Tuesday, January 22, 13
5. Definition of Language
• A language is a set of standard sensory cues
that represent ideas.
• these cues can be visual, auditory, tactile,
or, less commonly, olfactory or
gastronomic
Tuesday, January 22, 13
6. Properties of Language
• Vocabulary - a standard set of cues
• Grammar - rules for how those cues go
together to create meaning. (Also known as
syntax rules)
• Logic - the resulting meaning that is derived
from the combination of vocabulary
according to grammar rules.
Tuesday, January 22, 13
8. Examples of vocabulary:
• In a design language
• icons are used to represent pieces of
data
• glyphs are used to represent operations
on those pieces of data
• In a mathematical language?
• ______________
• ______________
Tuesday, January 22, 13
9. Grammar in languages
• In a mathematical language:
• “A+B” means add A and B together
• In a design language?
• ______________________
Tuesday, January 22, 13
10. Logic in Languages
• All languages convey ideas.
• All ideas are built upon logic.
Tuesday, January 22, 13
11. Basic logic
• All ideas are made up of statements that
are either true or false.
• ie: I am wearing a red jacket.
• is this true or false?
Tuesday, January 22, 13
12. Statements
• All statements are made up of subjects and
predicates
• ie: I am wearing a red jacket.
• “I” is the subject
• “am wearing a red jacket” is the
predicate
• The predicate is a property of the
subject
Tuesday, January 22, 13
13. Statement = subject +
predicate
• Or, the relationship between subject and
predicate is a statement that is either true
or false.
Tuesday, January 22, 13
14. Subjects and Predicates
• Can be viewed as:
• message and recipient
• action and target
• nouns and verbs
• values and operands
• objects and methods
• Data and functions
Tuesday, January 22, 13
15. In interface design:
• The purpose of an interface is to facilitate
the manipulation of data.
• In this case, the data is the subject
• the manipulation is the predicate
Tuesday, January 22, 13
16. Interface as a language
• In an interface, we represent both data and
operations visually.
• Data can be represented as an icon, a 2D
image on a canvas, a 3D model in a
viewport, or even text in a document
• Operations can be represented buttons,
list items, cursors, callouts, tooltips, etc.
Tuesday, January 22, 13
17. • By understanding the logical implications of
an interface we can do the following:
• choose appropriate imagery to describe
both the data and the operations we are
representing
• visually group interface elements in an
intuitive scheme that makes it easy to
access
• combine and reduce multiple interface
elements into a single, all-encompassing
element. (This is the same as shortening a
sentence in a written language.)
Tuesday, January 22, 13