Estimation of tool pose based on force-density correlation during robotic drilling

The application of image-guided systems with or without support by surgical robots relies on the accuracy of the navigation process, including patient-to-image registration. The surgeon must carry out the procedure based on the information provided by the navigation system, usually without being able to verify its correctness beyond visual inspection. Misleading surrogate parameters such as the fiducial registration error are often used to describe the success of the registration process, while a lack of methods describing the effects of navigation errors, such as those caused by tracking or calibration, may prevent the application of image guidance in certain accuracy-critical interventions. During minimally invasive mastoidectomy for cochlear implantation, a direct tunnel is drilled from the outside of the mastoid to a target on the cochlea based on registration using landmarks solely on the surface of the skull. Using this methodology, it is impossible to detect if the drill is advancing in the correct direction and that injury of the facial nerve will be avoided. To overcome this problem, a tool localization method based on drilling process information is proposed. The algorithm estimates the pose of a robot-guided surgical tool during a drilling task based on the correlation of the observed axial drilling force and the heterogeneous bone density in the mastoid extracted from 3-D image data. We present here one possible implementation of this method tested on ten tunnels drilled into three human cadaver specimens where an average tool localization accuracy of 0.29 mm was observed.

Integrating Web-based Curricula into Allied Health Programs

This workshop will include \"Best Practices\" related to the integration of web-based instruction into allied health programs or courses. [See PDF for complete abstract]

Teaching speaking:a holistic approach

Teaching Speaking A Holistic Approach brings together theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework. The framework combines understandings derived from several areas of speaking research and instruction including cognitive and affective processes, oracy for thinking and learning communicative competence, discourse theories, task-based language learning, and self-regulated learning. By explaining, interpreting, evaluating, and synthesizing these diverse perspectives from linguistics and language learning, the text offers a comprehensive and versatile approach for teaching speaking. Samples of authentic classroom data are used for illustrating important concepts to help readers see how theoretical perspectives can be applied in practice. It also includes a pedagogical model for sequencing learning activities with concrete guidelines on planning and conducting speaking lessons. Different types of learning tasks are explained and illustrated with examples, and each chapter includes short tasks and ends with a number of tasks that enable readers to extend their ideas.

An information foraging theory based user study of an adaptive user interaction framework for content-based image retrieval

This paper presents the design and results of a task-based user study, based on Information Foraging Theory, on a novel user interaction framework - uInteract - for content-based image retrieval (CBIR). The framework includes a four-factor user interaction model and an interactive interface. The user study involves three focused evaluations, 12 simulated real life search tasks with different complexity levels, 12 comparative systems and 50 subjects. Information Foraging Theory is applied to the user study design and the quantitative data analysis. The systematic findings have not only shown how effective and easy to use the uInteract framework is, but also illustrate the value of Information Foraging Theory for interpreting user interaction with CBIR. © 2011 Springer-Verlag Berlin Heidelberg.

Applying Information Foraging Theory to understand user interaction with content-based image retrieval

The paper proposes an ISE (Information goal, Search strategy, Evaluation threshold) user classification model based on Information Foraging Theory for understanding user interaction with content-based image retrieval (CBIR). The proposed model is verified by a multiple linear regression analysis based on 50 users' interaction features collected from a task-based user study of interactive CBIR systems. To our best knowledge, this is the first principled user classification model in CBIR verified by a formal and systematic qualitative analysis of extensive user interaction data. Copyright 2010 ACM.

Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students

This study explored the relative value of behavioral and cognitive psychology as the basis of instruction for underprepared college students enrolled in developmental reading courses. Specifically this study examined the effects of a metacognitive strategy-based instructional approach (MSIA) modeling a metacognitive self-questioning technique (MSQT) versus a traditional skills-based instructional approach (SIA) on the Nelson-Denny reading comprehension scores of college developmental readers and whether there were significant differences in achievement based on instructional method used and on the sex of students. The sample consisted of 100 college developmental reading students who were enrolled in six intact sections of a reading course (REA0002). Participants completed a pretest of the comprehension subtest of the Nelson-Denny Reading Test (Form G). Three of these classes (n = 49) were taught using metacognitive-strategy instruction and three classes (n = 51) were instructed using skills-based instruction. They then received a semester of instruction intended to improve their reading comprehension. At the end of the semester, participants completed a post-test of the Nelson-Denny Reading Comprehension Test (Form H). A two (Between) x one (Within) Repeated Measures Analysis of Variance (ANOVA) was utilized to test each of the hypotheses of this study. Results showed that there were no significant differences in reading comprehension between the groups receiving the different instructional treatments and no differences in reading comprehension between the men and women participants. Based on the findings, implications for research and recommendations for future research were discussed.

A comparison of the effects of classroom and Multi-User Virtual Environments on the perceived speaking anxiety of adult post-secondary English Language Learners

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006). ^ Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs' language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007). ^ This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group, 6 in the experimental group) when speaking to Native English Speakers (NESs) during 10 simulation activities. Simulations in the control group were done face-to-face, while those in the experimental group were done in the MUVE of Second Life. ^ The results of the repeated measures ANOVA revealed after the Huynh-Feldt epsilon correction, demonstrated for both groups a significant decrease in anxiety levels over time from the first simulation to the tenth and final simulation. When comparing the two groups, the results revealed a statistically significant difference, with the experimental group demonstrating a greater anxiety reduction. These results suggests that language instructors should consider including face-to-face and MUVE simulations with ELLs paired with NESs as part of their language instruction. Future investigations should investigate the use of other multi-user virtual environments and/or measure other dimensions of the ELL/NES interactions.^

Toward equity through participation in Modeling Instruction in introductory university physics

We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C− or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p

A proposal to teach english to eighth graders in a public school in Cali through curriculum contents [recurso electr?nico]

This monography seeks the improvement of the teaching of English in an eighth grade from a public school in Santiago de Cali, INEM Jorge Isaac, through the implementation of a proposal based on the integration of this language with some disciplinary fields that are part of the curriculum; and to design, plan, prepare and evaluate a unit of teaching founded on Content-Based Instruction (CBI), through the Communicative Approach, some Task Based Learning procedures, Project Work, and Cooperative Work.

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006). Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs’ language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007). This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group, 6 in the experimental group) when speaking to Native English Speakers (NESs) during 10 simulation activities. Simulations in the control group were done face-to-face, while those in the experimental group were done in the MUVE of Second Life. The results of the repeated measures ANOVA revealed after the Huynh-Feldt epsilon correction, demonstrated for both groups a significant decrease in anxiety levels over time from the first simulation to the tenth and final simulation. When comparing the two groups, the results revealed a statistically significant difference, with the experimental group demonstrating a greater anxiety reduction. These results suggests that language instructors should consider including face-to-face and MUVE simulations with ELLs paired with NESs as part of their language instruction. Future investigations should investigate the use of other multi-user virtual environments and/or measure other dimensions of the ELL/NES interactions.

Vision-Based Solutions for Human-Robot Collaboration in Industrial Workcells

Industrial robots are both versatile and high performant, enabling the flexible automation typical of the modern Smart Factories. For safety reasons, however, they must be relegated inside closed fences and/or virtual safety barriers, to keep them strictly separated from human operators. This can be a limitation in some scenarios in which it is useful to combine the human cognitive skill with the accuracy and repeatability of a robot, or simply to allow a safe coexistence in a shared workspace. Collaborative robots (cobots), on the other hand, are intrinsically limited in speed and power in order to share workspace and tasks with human operators, and feature the very intuitive hand guiding programming method. Cobots, however, cannot compete with industrial robots in terms of performance, and are thus useful only in a limited niche, where they can actually bring an improvement in productivity and/or in the quality of the work thanks to their synergy with human operators. The limitations of both the pure industrial and the collaborative paradigms can be overcome by combining industrial robots with artificial vision. In particular, vision can be exploited for a real-time adjustment of the pre-programmed task-based robot trajectory, by means of the visual tracking of dynamic obstacles (e.g. human operators). This strategy allows the robot to modify its motion only when necessary, thus maintain a high level of productivity but at the same time increasing its versatility. Other than that, vision offers the possibility of more intuitive programming paradigms for the industrial robots as well, such as the programming by demonstration paradigm. These possibilities offered by artificial vision enable, as a matter of fact, an efficacious and promising way of achieving human-robot collaboration, which has the advantage of overcoming the limitations of both the previous paradigms yet keeping their strengths.

Hibridizando o ensino de inglês na Escola de Aprendizes- Marinheiros do Espírito Santo

Esta pesquisa teve por objetivo avaliar o desempenho em inglês como L2 de alunos submetidos a atividades em uma abordagem híbrida com o uso de ferramentas da internet na Escola de Aprendizes-Marinheiros do Espírito Santo. Quarenta alunos de duas turmas intactas foram divididos em dois grupos, o experimental (ensino tradicional + ambiente virtual) e o controle (ensino tradicional apenas). O referencial teórico revisou a literatura sobre a abordagem de ensino de línguas estrangeiras baseada em tarefas, metodologias híbridas de ensino de L2, multiletramentos e novas tecnologias. A metodologia de pesquisa usada foi mista com dados qualitativos e quantitativos. O estudo avaliou o impacto de atividades on-line na aprendizagem de L2 e no desenvolvimento da autonomia e do letramento digital. Três tarefas usando variados sítios da internet foram administradas ao grupo experimental, seguidas de um questionário para cada uma, usado para a avaliação qualitativa. A análise quantitativa foi feita por meio de pré e pós-testes analisados estatisticamente. Para esta pesquisa-ação, foram utilizados questionários, entrevistas semiestruturadas e o diário da professora-pesquisadora como instrumentos de coleta de dados. De forma geral, os resultados não mostraram ganhos estatisticamente significativos no tratamento, porém a análise qualitativa das impressões dos alunos-participantes sobre as tarefas realizadas revelou que a abordagem híbrida de ensino de L2 pode ajudar os alunos a desenvolver a autonomia, motivação, um maior contato com a língua-alvo e o letramento digital.

Tecnologias e metodologias na ensinagem de inglês no século XXI : elaboração e análise de webquests

Este trabalho tem como objetivo geral apresentar mecanismos de análise e validação de propostas de material didático na forma de Webquests e, com base nesses mecanismos, elaborar e validar três propostas de material didático em forma de WebQuests criticamente situados para a ensinagem de inglês como língua adicional. As WebQuests elaboradas visam priorizar o desenvolvimento do letramento digital crítico e da competência comunicativa em inglês como língua adicional do aprendiz. A WebQuest se insere na perspectiva de uma metodologia que tem esse mesmo nome e consiste na proposta de uma pesquisa orientada e organizada em etapas em que toda ou grande parte do conteúdo a ser acessado e necessário para a realização da(s) tarefa(s) encontra-se disponível online (DODGE, 1995). A metodologia deste estudo é de cunho qualitativo e também se insere na perspectiva da metodologia de desenvolvimento. O design metodológico dessa investigação foi organizado em três etapas, quais sejam, a análise de necessidades, a elaboração de três WebQuests e a análise das WebQuests elaboradas a partir de uma rubrica. A revisão de literatura, que constituiu parte da análise de necessidades, sugere que as demandas do século XXI exigem maior atenção e investimento para o desenvolvimento de letramentos múltiplos e críticos, de competências comunicativas e interacionais e de formação de cidadania. A análise de WebQuests disponíveis para ensinagem de inglês no principal sítio brasileiro de WebQuests, que compôs a segunda parte da análise de necessidades desse estudo, evidenciou a escassez de WebQuests que abordam de forma significativa tanto as questões do letramento digital crítico quanto os aspectos da competência comunicativa na língua adicional do indivíduo. A análise de necessidades como um todo forneceu subsídios relevantes para o processo de elaboração das WebQuests propostas neste estudo, que também se embasou nas diretrizes e princípios do modelo WebQuest e em grande parte do seu embasamento teórico. Como fase final deste estudo, as três WebQuests elaboradas foram submetidas à validação a partir de uma rubrica criada especialmente para esse propósito. Os resultados das análises de validação das três WebQuests elaboradas sugerem que a proposta desses materiais é válida sob o ponto de vista teórico, pois mostram que as ferramentas criadas vão ao encontro da proposta do modelo WebQuests de Dodge (1995, 2001) e das recomendações de qualidade sugeridas por Bottentuit Junior e Coutinho (2008a, 2012), bem como estão ancoradas na teoria sócio-construtivista e do ensino situado e nos princípios metodológicos da abordagem de ensino baseada em tarefas e da abordagem de ensino de conteúdos diversos por meio da língua (CLIL). Concluímos que as três WebQuests são materiais de ensinagem de inglês que fogem do enfoque tradicional conteudista historicamente voltado para o ensino de vocabulário e gramática na língua-alvo, extrapolando os objetivos linguísticos para alcançar também objetivos sociais e culturais da ensinagem de inglês como língua adicional, na medida em que se trabalha paralelamente (e intencionalmente, por entender que ambos se complementam) o desenvolvimento da competência comunicativa e do letramento digital crítico do indivíduo, contribuindo, assim, para a sua formação cidadã e colaborando para a “inclusão” do aprendiz no mundo social e digital.

"Poster yourself": a construção colaborativa e multimédia do conhecimento no Ensino Precoce de Inglês

Mestrado em Ensino Precoce do Inglês