Visual arts, technology and education : how can teaching and learning in high school visual arts classrooms be enriched by the use of computer technology?

Whilst a variety of studies has appeared over the last decade addressing the gap between the potential promised by computers and the reality experienced in the classroom by teachers and students, few have specifically addressed the situation as it pertains to the visual arts classroom. The aim of this study was to explore the reality of the classroom use of computers for three visual arts highschool teachers and determine how computer technology might enrich visual arts teaching and learning. An action research approach was employed to enable the researcher to understand the situation from the teachers' points of view while contributing to their professional practice. The wider social context surrounding this study is characterised by an increase in visual communications brought about by rapid advances in computer technology. The powerful combination of visual imagery and computer technology is illustrated by continuing developments in the print, film and television industries. In particular, the recent growth of interactive multimedia epitomises this combination and is significant to this study as it represents a new form of publishing of great interest to educators and artists alike. In this social context, visual arts education has a significant role to play. By cultivating a critical awareness of the implications of technology use and promoting a creative approach to the application of computer technology within the visual arts, visual arts education is in a position to provide an essential service to students who will leave high school to participate in a visual information age as both consumers and producers.

Strengthening the role of the adult education sector in training workers for the digital content industries in Australia and Singapore

In 2009, QUT’s Office of Research and the Institute for Adult Learning Singapore funded a six-month pilot project that represented the first stage of a larger international comparative study. The study is the first of its kind to investigate to what extent and how digital content workers’ learning needs are being met by adult education and training in Australia and Singapore. The pilot project involved consolidating key theoretical literature, studies, policies, programs and statistical data relevant to the digital content industries in Australia and Singapore. This had not been done before, and represented new knowledge generation. Digital content workers include professionals within and beyond the creative industries as follows: Visual effects and animation (including virtual reality and 3D products); Interactive multimedia (e.g. websites, CD-ROMs) and software development; Computer and online games; and Digital film & TV production and film & TV post-production. In the last decade, the digital content industries have been recognised as an industry sector of strong and increasing significance. The project compared Australia and Singapore on aspects of the digital content industries’ labour market, skill requirements, human capital challenges, the role of adult education in building a workforce for the digital content industries, and innovation policies. The consolidated report generated from the project formed the basis of the proposal for an ARC Linkage Project application submitted in the May 2010 round.

Skeleton based visual pattern recognition. Applications to tabletop interaction

211 p. :il.

Flavian laws, the railway, the newspaper and Loring’s breads

It is abound the research on the formation, rise and failure of the financial and industrial network undertaken by the Loring-Heredia-Larios triangle, bourgeois families who introduced the Industrial Revolution in the south of Andalusia. On the contrary, there are almost nonexistent studies from the perspective of the mentality that sustained their business, social and ethical model in the algid decades of their action (1850-1860). In this paper we propose some hypotheses about the ideological structures of bourgeois group and point out some keys, clues and signs for a future reconstruction of this kind, which so far has not been incardinated that early and failed malaguenan industrial revolution in streams thinking of that time.

Impact of the intrinsic motivation on the academic performance through voluntary assignments: An empirical analysis

The students academic performance is a key aspect for all agents involved in a higher education quality program. However, there is no unanimity on how to measure it. Some professionals choose assessing only cognitive aspects while others lean towards assessing the acquisition of certain skills. The need to train increasingly adapted professionals in order to respond to the companies’ demands and being able to compete internationally in a global labour market requires a kind of training that goes beyond memorizing. Critical and logical thinking are amongst written language skills demanded in the field of Social Sciences. The objective of this study is to empirically demonstrate the impact of voluntary assignments on the academic performance of students. Our hypothesis is that students who complete high quality voluntary assignments are those more motivated and, therefore, those with higher grades. An experiment with students from the "Financial Accounting II" during the academic year of 2012/13 at the Business and Economics School of the UCM was carried out. A series of voluntary assessments involving the preparation of accounting essays were proposed in order to develop skills and competencies as a complement to the lessons included in the curriculum of the subject. At the end of the course, the carrying-out or not of the essay together with its critical, reflective quality and style, were compared. Our findings show a relationship between the voluntarily presented papers of quality and the final grade obtained throughout the course. These results show that the students intrinsic motivation is a key element in their academic performance. On the other hand, the teachers role focuses on being a motivating element through the learning process.

Utilização das ferramentas da web 2.0 em contexto educativo nas escolas do 2º e 3º ciclos

Dissertação apresentada à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Audiovisual e Multimédia.

Learning Activities with Semantic. Hypermedia in Higher Education

The increasing use of information and communication technologies (ICT) in diverse professional and personal contexts calls for new knowledge, and a set of abilities, competences and attitudes, for an active and participative citizenship. In this context it is acknowledged that universities have an important role innovating in the educational use of digital media to promote an inclusive digital literacy. The educational potential of digital technologies and resources has been recognized by both researchers and practitioners. Multiple pedagogical models and research approaches have already contributed to put in evidence the importance of adapting instructional and learning practices and processes to concrete contexts and educational goals. Still, academic and scientific communities believe further investments in ICT research is needed in higher education. This study focuses on educational models that may contribute to support digital technology uses, where these can have cognitive and educational relevance when compared to analogical technologies. A teaching and learning model, centered in the active role of the students in the exploration, production, presentation and discussion of interactive multimedia materials, was developed and applied using the internet and exploring emergent semantic hypermedia formats. The research approach focused on the definition of design principles for developing class activities that were applied in three different iterations in undergraduate courses from two institutions, namely the University of Texas at Austin, USA and the University of Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and efficacy of the model proposed and the authoring tool chosen in the support of metacognitive skills and attitudes related to information structuring and management, storytelling and communication, using computers and the internet.

Example Based Image Analysis and Synthesis

Image analysis and graphics synthesis can be achieved with learning techniques using directly image examples without physically-based, 3D models. In our technique: -- the mapping from novel images to a vector of "pose" and "expression" parameters can be learned from a small set of example images using a function approximation technique that we call an analysis network; -- the inverse mapping from input "pose" and "expression" parameters to output images can be synthesized from a small set of example images and used to produce new images using a similar synthesis network. The techniques described here have several applications in computer graphics, special effects, interactive multimedia and very low bandwidth teleconferencing.

Analysis and regeneration of hypermedia contents through Java and XML tools

This paper presents a tool for the analysis and regeneration of Web contents, implemented through XML and Java. At the moment, the Web content delivery from server to clients is carried out without taking into account clients' characteristics. Heterogeneous and diverse characteristics, such as user's preferences, different capacities of the client's devices, different types of access, state of the network and current load on the server, directly affect the behavior of Web services. On the other hand, the growing use of multimedia objects in the design of Web contents is made without taking into account this diversity and heterogeneity. It affects, even more, the appropriate content delivery. Thus, the objective of the presented tool is the treatment of Web pages taking into account the mentioned heterogeneity and adapting contents in order to improve the performance on the Web

Computer-aided design decision support: interfacing knowledge and information

Computer-aided design decision support has proved to be an elusive and intangible project for many researchers as they seek to encapsulate information and knowledge-based systems as useful multifunctional data structures. Definitions of ‘knowledge', ‘information', ‘facts', and ‘data' become semantic footballs in the struggle to identify what designers actually do, and what level of support would suit them best, and how that support might be offered. The Construction Primer is a database-drivable interactive multimedia environment that provides readily updated access to many levels of information aimed to suit students and practitioners alike. This is hardly a novelty in itself. The innovative interface and metadata structures, however, combine with the willingness of national building control legislators, standards authorities, materials producers, building research organisations, and specification services to make the Construction Primer a versatile design decision support vehicle. It is both compatible with most working methodologies while remaining reasonably future-proof. This paper describes the structure of the project and highlights the importance of sound planning and strict adhesion to library-standard metadata protocols as a means to avoid the support becoming too specific or too paradigmatic.

Feedback credibility issues in trust management systems

The following topics are dealt with: soft computing in intelligent multimedia; grid and pervasive computing security; interactive multimedia & intelligent services in mobile and ubiquitous computing; data management in ubiquitous computing; smart living space; software effectiveness and efficiency.

New lens: new vision

Interactive multimedia and the Internet challenge many aspects of teaching practice and assumptions. Catherine Beavis looks at a website that will support teachers and stimulate students.

Diary V3-2

Interactive multimedia diary.

ChemCAL prelabs online

ChemCAL Online is a suite of web-deliverable interactive multimedia tutorials covering a full range of topics in first year chemistry, developed at The University of Melbourne. The resources form an integral part of our first year courses and the system typically delivers over 500,000 pages of information, interactive questions and animations to students in our large first year classes each year.

In 2001, the program was developed further with the addition of the Online Prelab resources - modules of questions and animations, which students must complete before undertaking each laboratory class. The objective was not to replace direct laboratory time or experience for our students, but to increase the effectiveness of this core but expensive aspect of our undergraduate teaching program. Examples from the now over 40 ChemCAL and 16 Prelab modules will be described and demonstrated.

Our evaluation incorporates observations of patterns of use of the product, pre-use and post-use questionnaires and focus group interviews with users. Results indicate that students find the product extremely valuable in their learning and that the inclusion of graphics and interactive features that cannot be found in other media are of particular benefit. Some guidance on possible enhancements is also provided from the analysis. The results are discussed in the context of the wider student experience, especially the now established need for campus-based, full-time students to have access to high quality learning resources that they can access and use flexibly.