No / As existing video processing technology is primarily developed in the pixel domain yet digital video is stored in compressed format, any application of those techniques to compressed videos would require decompression. For discrete cosine transform (DCT)-based MPEG compressed videos, the computing cost of standard row-by-row and column-by-column inverse DCT (IDCT) transforms for a block of 8 8 elements requires 4096 multiplications and 4032 additions, although practical implementation only requires 1024 multiplications and 896 additions. In this paper, we propose a new algorithm to extract videos directly from MPEG compressed domain (DCT domain) without full IDCT, which is described in three extraction schemes: 1) video extraction in 2 2 blocks with four coefficients; 2) video extraction in 4 4 blocks with four DCT coefficients; and 3) video extraction in 4 4 blocks with nine DCT coefficients. The computing cost incurred only requires 8 additions and no multiplication for the first scheme, 2 multiplication and 28 additions for the second scheme, and 47 additions (no multiplication) for the third scheme. Extensive experiments were carried out, and the results reveal that: 1) the extracted video maintains competitive quality in terms of visual perception and inspection and 2) the extracted videos preserve the content well in comparison with those fully decompressed ones in terms of histogram measurement. As a result, the proposed algorithm will provide useful tools in bridging the gap between pixel domain and compressed domain to facilitate content analysis with low latency and high efficiency such as those applications in surveillance videos, interactive multimedia, and image processing.

The aim of this study is to reveal how LBD adheres to postmodern tenets while also being ultimately suspicious of these principles. This suspicion of postmodern principles is reflected in the interaction between the main subject of the videos, Lizzie Bennet, and the audience. This examination invokes the questions of when, where, and how the audience experiences LBD. This illuminates the manner in which LBD functions as a postmodern literary text and how this text is critical of its digital composition. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.

[Abstract]: Research has suggested that, despite support through policy and resource provision,information and communications technologies (ICTs) have made little impact on the practiceof education and that limited teacher preparation for the use of ICTs represents a partialexplanation. The purpose of this study was to investigate what form of professionaleducation might be effective in preparing pre-service teachers to integrate ICTs into theirteaching. Self-efficacy beliefs about teaching with computers were identified as a potentiallysignificant source of influence on teachers' use of ICTs for teaching. It was proposed thatinteractive multimedia using a problem-based learning design (IMM-PBL) should be aneffective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derivedfrom the relevant literature.An IMM-PBL package was designed and developed for delivery in a web browser formatusing content relevant to the integration of ICTs into teaching. Interviews with and sampleresponses prepared by computer-using teachers provided the basis for ensuring therelevance of content.The completed materials were evaluated in use with a group of 24 final year pre-serviceteachers in a Queensland university. Participants in the trials reported that the materialswere engaging and assisted their learning about integrating computers in their teaching. Astatistically significant increase in self-efficacy for teaching with computers was found forusers who had initially low self-efficacy for teaching with computers.The principles proposed for IMM-PBL design were found to offer a practical basis for thedevelopment of effective learning materials. With further development, IMM-PBL promisesto be a powerful and flexible approach to supporting learning for teachers and otherprofessionals.

Popular science fiction often proffers the Holodeck vision for future immersive media: a seamless and transparent interface connecting users to a virtual world where they transform into a story character and influence unfolding events. In my dissertation, I offer empirical observations on a discussion that has been largely theoretical to this point. I explore the psychological concept of user engagement through an immersive and interactive story experience called AR Façade. In the experience, the "player" interfaces with an animated married couple through an augmented reality (AR) interface that allows for unconstrained body movement and speech communication. The player finds herself in the middle of a marital conflict and can influence how the social scenario plays out through her actions and statements. I have studied the AR Façade experience from the user perspective by conducting mixed-method investigations in two instantiations: our proof of concept lab demo at Georgia Tech and an eleven-week gallery installation at the Beall Center for Art and Technology in Irvine, CA. My thesis challenges the assumptions ingrained in the Holodeck vision by offering empirical evidence that immersive display technology both supports and counteracts the experiential pleasures sought by proponents of the Holodeck medium. Focusing on the experiential aspects of the human-computer interface, I examine how a media experience changes when going from traditional desktop interaction to immersive augmented reality. While the goal of many presence researchers is to strive for an "illusion of non-mediation", I conclude that explicit mediation may be required for reaching embodied narrative engagement. An immersive interface should be mediated to provide clear mechanics to support player agency (the feeling of empowerment over events) and allow the player to manage their distance from the designated character role. In the process of presenting evidence for my claim, I clarify the terminology across the stakeholder disciplines and present an empirical case study that spans media theory, design practice, and computer science.

This research examines new systems of information production that are made possible by participatory media. Such systems bring about two critical information literacy needs for the general public: to understand new systems in order to assess their products and to become adept participants in the construction of public information spaces. In this dissertation, I address both of these needs and propose a view of information literacy that situates the information literate as both consumer and producer. First, I examine a popular example of a new publishing system, Wikipedia, and present research that explains how the site is organized and maintained. I then turn my attention to the classroom and describe three iterations of design-based research in which I built new wiki tools to support publication activities and information literacy learning in formal educational contexts. I use the rhetorical notion of genre as an analytic lens for studying the use and impact of these new media in schools. Classroom findings suggest that the affordances of a wiki as an open, transparent publishing medium can support groups of writers in building a shared understanding of genre as they struggle with an unfamiliar rhetorical situation. I also demonstrate how writing on a public wiki for a broad audience was a particularly useful writing experience that brought about opportunities for reflection and learning. These opportunities include transforming the value of citation, creating a need to engage deeply with content, and providing both a need and a foundation for assessing information resources.

Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009. / Bibliography: p. 208-233. / Introduction -- Conceptual frameworks: language competence and the acquisition of modality -- Generic frameworks: speech, writing and electronic communication -- Linguistic frameworks: modality and related concepts -- Research design and methodologies -- FTDs in the ACAD and BB corpora -- Learner's use of FTDs in discoursal context and their individual repertoires -- Conclusions and implications. / While natural interaction is one of the important components that lead to successful language learning (Vygotsky 1978, 1986), communication in classroom practice in Thailand is mostly teacher-centered and not genuinely interactive. Online group communication is different because it allows learners to exercise interpersonal communicative skills through interaction and meaning negotiation, as in reciprocal speech situations. At the same time it gives learners time to think and produce language without having to face the kind of pressure they feel in face-to-face classroom discussion. The language learner's competence is thus likely to be enhanced by opportunities to communicate online, and to be more visible there than in academic contexts, although there is a dearth of experimental research to show this. One way of investigating the pedagogical potential of bulletin board discussions is to focus on the interpersonal linguistic devices used in textual interactions (Biber 1988). -- The purpose of this research is to find out whether students communicating online in bulletin board writing will exercise their repertoires of linguistic fine-tuning devices (hedges, modals, and intensifiers) more extensively than when writing academic essays. This was expected because hedges, modals and intensifiers are likely to be found in interactive discussions (Holmes 1983), while academic tasks do not create such an environment. Though hedges and modal devices are also found in academic genres (Salager-Meyer 1994, Hyland 1998), those used tend to be academic in function rather than communicative. -- In order to compare the frequency and variety of the fine-tuning devices used by learners in the two mediums, data was gathered from 39 Thai students of English at Kasetsart University, from (1) their discussions in online bulletin boards and (2) their academic essays. Tasks were assigned on parallel topics in three text types (narrative, explanatory, argumentative) for both mediums. The amount of writing was normalized to create comparable text lengths. Measures used in the quantitative analysis included tallying of the types and tokens of the experimental linguistic items, with the help of the AntConc 2007 computer concordancer. Samples of written texts from the two mediums were also analyzed qualitatively and compared in terms of their discourse structure (stages, moves and speech acts), to see which functional segments support or prompt particular types of pragmatic devices. -- The findings confirm that in electronic bulletin boards the students exercise their repertoires of fine-tuning devices more frequently, and use a greater variety of pragmatic functions than in academic essays. This is probably because online discussion fosters interactions that are more typical of speech (Crystal 2006), and its structure allows for a series of interpersonal moves which have no place in academic tasks. Text-type also emerged as a significant factor: writing argumentative texts prompted greater use of modals and intensifiers than the narrative and explanatory ones. Thus students' communicative competence showed itself most fully in the argumentative online assignments, and was not so evident in academic and expository essays. Frequent use of modal and intensifying elements was also found to correlate with the students' English proficiency grades, and how regularly they wrote online. This incidentally shows the importance of exposure to L2 in language acquisition, and that lower-proficiency learners need more opportunities to exercise their L2 resources in interactive discourse, in order to develop competence in using them. -- These research findings support Long's (1996) 'Interaction Hypothesis', that learners learn best in situations that cater for interaction; and Swain's (1985) 'Output Hypothesis', that learners need the chance to exercise their language naturally in a variety of contexts -through academic tasks as well as social interactions, which are equally important for language education. Extended performance opportunities undoubtedly feed back into the learner's communicative competence. / Mode of access: World Wide Web. / xi, 389 p. ill

Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008. / Bibliography: p. 503-514. / This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type). / Mode of access: World Wide Web. / vii, 514 p. ill. (some col.)

Acompanha: Produção técnica / Percebe-se que uma orientação nutricional com as crianças com Síndrome de Down (SD) é o caminho para melhorar os distúrbios relacionados à alimentação, necessitando de ferramentas educacionais que os auxilie de forma prática, estimulando a aprendizagem significativa destas crianças. Contudo, a pirâmide dos alimentos demonstra de maneira generalizada, as proporções alimentares que a população deve seguir para ter uma alimentação equilibrada, neste sentido, ressaltar a importância de metodologias diferenciadas para o ensino da educação nutricional voltada às crianças com SD fazem-se necessário quando analisamos as pré-disposições genéticas destas crianças em desenvolverem doenças crônicas não transmissíveis (DCNT) como: diabetes mellitus, hipertensão arterial sistêmica, obesidade, colesterolemias, patologias estas que podem ser tratadas ou prevenidas com a mudança nos hábitos alimentares. A estimulação precoce é uma aliada na aprendizagem significativa sobre a educação nutricional, visto que, quanto mais precoce os alimentos saudáveis forem apresentados às crianças com SD, mais estimuladas elas serão em praticarem a mudança no comportamento alimentar melhorando a sua saúde. O processo de socialização e ensino aprendizado das crianças com deficiência no âmbito escolar necessita de um ensino diferenciado que as impulsionem o desenvolvimento psicomotor, potencializando as relações interpessoais. Fundamentados nesta evolução significativa da criança com SD os materiais interativos para o ensino da educação nutricional voltado as crianças com SD, promove a junção da aprendizagem significativa através da aprendizagem significativa focado na educação nutricional, consequentemente a mudança nos hábitos alimentares melhorando a saúde e prevenindo as DCNT. O presente trabalho teve como objetivo elaborar uma metodologia de materiais interativos para o ensino da educação nutricional voltado as crianças com SD. / Nutritional counseling with children with Down Syndrome (DS) is the way to improve eating disorders, requiring educational tools that help them in a practical way, stimulating the meaningful learning of these children. However, the food pyramid demonstrates in a generalized way the food proportions that the population must follow in order to have a balanced diet, in this sense, to emphasize the importance of differentiated methodologies for the teaching of nutritional education for children with DS are necessary when we analyzed the genetic pre-dispositions of these children in developing chronic noncommunicable diseases such as diabetes mellitus, systemic arterial hypertension, obesity, cholesterolemias, which can be treated or prevented by changing eating habits. Early stimulation is an ally in meaningful learning about nutrition education, since the earlier the healthy foods are presented to children with DS, the more stimulated they will be in practicing change in eating behavior, improving their health. The process of socialization and teaching learning of children with disabilities in the school environment requires a differentiated teaching that fosters psychomotor development, enhancing interpersonal relationships. Based on this significant evolution of the child with SD, the interactive materials for the teaching of nutritional education aimed at children with DS, promotes the joining of meaningful learning through meaningful learning focused on nutritional education, consequently changing eating habits, improving health and preventing DCNT. The present work had as objective to elaborate a methodology of interactive materials for the teaching of the nutritional education directed to the children with SD.

FUMDES / Esta dissertação reflete uma abordagem teórico-prática da mediação de tecnologias no processo de ensino-aprendizagem de biologia. Esta pesquisa fundamentou-se em autores como Ausubel, Bachelard, Moran entre outros. O desenvolvimento tecnológico permite utilizar recursos didáticos em sala de aula que proporcionam mudanças no processo de ensino-aprendizagem. Dentre esses, encontram-se os Objetos Virtuais de Aprendizagem (OVAs), que favorecem a interação de várias mídias, imagem, som, movimento, texto, animação, que interagem com o aprendiz, se tornando um recurso mais atrativo ao estudante. Assim, este trabalho teve como objetivo principal avaliar o efeito de uma sequência didática com a utilização de Objetos Virtuais de Aprendizagem na disciplina de Biologia, na terceira série do Ensino Médio, verificando se estes podem contribuir para a melhoria do processo de ensino e aprendizagem de Genética. Para tal, foram levantados dados com 64 estudantes de um Colégio Estadual em Antônio Olinto – PR e de 44 estudantes de dois Colégios Estaduais em Curitiba - PR, Brasil, totalizando 108 estudantes amostrados. Os dados foram obtidos por meio de questionários pré teste e pós teste (escala Likert). Após a utilização da sequência didática deu-se a aplicação do pós-teste e a avaliação dos OVAs pelos estudantes. Sendo que estes consideraram como mais interessante o objeto que permitiu maior ação do estudante. Observou-se que o OVA em questão é também o que mais influenciou na aprendizagem, pois se refere ao conteúdo de Genética Mendeliana, que apresentou maior diferença entre os resultados obtidos no pré-teste e no pós-teste. Foi possível perceber a influência que os OVAs exerceram no processo de ensino e aprendizagem, pois promoveram maior interação entre estudante-estudante, estudante-professor e estudante-conteúdo, tornando o processo de ensino aprendizagem mais eficiente. Desta forma, nesta pesquisa obteve-se um resultado positivo para os OVAs como metodologia de ensino, sendo que estes facilitaram a compreensão dos conceitos abordados durante as aulas. Através das respostas do questionário aplicado, pode-se perceber que o nível de aprendizagem foi elevado, o que demonstra que o OVA utilizado como ferramenta metodológica aumentou a aprendizagem, a motivação e o desempenho dos estudantes amostrados. / This thesis reflects a theoretical and practical approach about the mediation of technology in teaching and learning of biology. This research was based on authors such as Ausubel, Bachelard and Moran among others. Technological development allows us to use didactic devices in the classroom which provide changes in teaching and learning process. Among those were found Virtual Learning Objects (VLO) that allow an interaction of several medias, images, sound, movement, text, animation which interact with the learner, becoming a more attractive device to the student. This work aimed to evaluate the effect of a didactic sequence with the use of Virtual Learning Objects in the subject of Biology, in the third grade of high school, checking if they can contribute for the improvement of teaching and learning process and the learning of Genetics. For this, the data was collected with 64 students of a public school in Antonio Olinto (Parana – Brazil) and 44 students of a public school in Curitiba (Parana – Brazil) though pretest and posttest questionnaires (Likert Scale). After using the instructional sequence gave up the implementation of post-test and evaluation of VLOs by students. As they considered as more interesting one which allowed greater student action on the object. It was observed that the OVA in question is also the strongest influence on learning, because it refers to the contents of Mendelian Genetics, which showed the biggest difference between the pretest and posttest. It was possible to notice the influence the VLOs had on teaching and learning process, because the provided bigger interaction between student – student, student – teacher and student- content, making a learning process more efficient. Therefore, this research had a positive result for the VLOs as teaching methodology, besides facilitating the comprehension of the concepts covered in classes. Through the answers of the questionnaire applied it can be noticed that the learning level was increased, what shows that the use of the VLO as methodology tool increased the learning, the motivation and the performance of the students sampled.