Interactive Educational Content Research Articles

Design and Implementation of Interactive Educational Content Assimilation

멀티미디어 콘텐츠를 즐길 수 있는 스마트기기는 다양한 멀티미디어 기능과 인터넷 경험을 제공하는 기술 집약적 제품으로 그 활용도가 무궁무진하기에 우리 생활에 큰 변화를 가져왔다. 그에 따라 현재 다양한 연령층이 스마트기기를 이용하고 있으며 영유아 역시 스마트기기의 각종 어플리케이션에 노출되어 있다. 때문에 단순히 보고 듣는 동화 어플리케이션에서 벗어나 영유아를 위한 스마트기기 어플리에키션의 영역을 확장하고 영유아와 스마트기기 콘텐츠의 상호작용을 통해 자기표현과 의사소통채널의 확장이라는 긍정적인 영향력을 미칠 수 있도록 하는 ‘3D를 적극 활용한 인터렉티브 동화’를 제작-개발할 필요성이 대두되어 클래비북을 개발하였다. 다양한 인터렉티브 이벤트와 3D의 동화세상 구현을 통해 유아가 직접 신체(손가락)를 활용하여 학습하게 하여 창의성을 향상시키고 전인적 인적자원으로 성장하는데 도움을 주며 긍정적인 책읽기 효과를 유도할 수 있도록 하는 클래비북의 전반적인 제작 단계와 기술을 연구한다.

Формирование профессиональных компетенций студентов технических специальностей в процессе графической подготовки

This article reveals the essence of the problems of development of spatial imagination is a fundamental factor in the professional competence of a specialist engineer associated with low spatial imagination on the one hand and the lack of an integrated approach to solving this problem. Existing solutions in the system of higher technical education do not reflect a systemic vision of the development of spatial imagination of students as a priority direction of development of the creative qualities of students. The authors focus their research attention on solving the problem of the development of spatial thinking, aims to improve achievement in the study of graphic disciplines. Scientifically developed model of the development of spatial imagination in the system of higher technical education on the basis of current knowledge about the psychological characteristics of a person, we have not identified. The problem of development of spatial imagination in teaching descriptive geometry in higher technical educational institutions remains open to theoretical interpretation and experimental study. We believe the lack of integration with modern scientific data, the lack of a systematic vision for tackling the development of spatial imagination leads to the fact that students of technical universities face serious difficulties in the learning process, are unable to develop professional competence. Presents revealed the way to solve pedagogical problems in the conditions of intensification of educational process at the Department of descriptive geometry, as it is graphic activity contributes to the development of spatial imagination with the use of rational methods of teaching. The solution is based on pedagogical modeling, in which developed interactive educational content a teacher of descriptive geometry, which is the practical embodiment of the modern development of pedagogy in the development of skills and creative abilities of students. In interactive educational content includes methods of influencing students to enhance perceptions of educational information with the individualization of the educational trajectory: a channel on YouTube, sites, teachers, e-scientists allowances made in the format of lectures.

Interactive Educational Content Based on Augmented Reality and 3D Visualization

The article is dedicated to implementation of Interactive Educational Content using augmented reality and 3D visualization technologies in secondary education. Methodological and technological aspects as well as architecture and elaboration algorithms are considered.

From genetic counseling to “genomic counseling”

Genetic counseling is “the process of helping people understand and adapt to the medical, psychological, and familial implications of genetic contributions to disease.” Traditionally, this process includes collecting and interpreting the family and medical history, risk assessment, a comprehensive educational process for potential genetic testing, informed consent, and psychosocial assessment and support (National Society of Genetic Counselors' Definition Task Force et al. 2006). While genetic counseling falls within the scope of many health care professionals, clinical geneticists (physicians) and masters level genetic counselors have been working in the United States for more than 40 years, providing genetic counseling primarily for single-gene conditions. Debate about what “genomic counseling” will include and who will practice it has been fueled by the transition from single-gene focused genetic counseling and testing to a full genomic medicine approach. The routine incorporation of genomic medicine will likely induce differences in the scope, approach and process of genetic counseling (Table ​(Table1).1). In this commentary, I will discuss the several areas where practice will likely change as we move toward “genomic” counseling, with a focus on the unique skills and roles that genetic counselors and clinical geneticists provide. Table 1 Changes that will impact the transition to “genomic counseling.”

Using Intelligent Tutors to Teach Students How APIs Are Used for Software Engineering in Practice

Computer science courses typically incorporate integrated training in software engineering, which includes learning how to reuse existing code libraries in new programs. This commonly presents a need to use the libraries' application programming interfaces (APIs) during project-based learning activities. The students learn these APIs with little support from the instructor. Instead, they primarily learn from whatever code examples they find on the Web-a scattershot approach that is slow, frustrating, and sometimes fruitless. Preliminary work investigated an improved approach that provides students with intelligent API tutors. This interactive educational content walks students through code examples selectively harvested from the Web. This approach increased students' knowledge of API method names, but a key pedagogical challenge remained: Students still lacked an understanding of common problems and surprises that they might encounter when using APIs in practice. Perhaps even more crucially, the prior statistical study provided no information about how students would perceive and accept the intelligent tutor approach, when given a choice. Therefore, this paper presents an enhanced approach that augments intelligent tutors with selected information from online FAQs and online open-source code, thereby providing more explanation and context about how to use APIs in practice. A qualitative study assessed student perceptions of the system's usability as well as suggestions for improvement, revealing that 100% of students considered the approach to be useful. A key implication is that providing information from online FAQs, related articles, and open-source code could facilitate computer science students' learning how to use APIs.

Deep Learning:: Outreach to a Submarine Museum by Students, Librarians, and Professors

University faculty and students worked with the director of education at a submarine museum to provide outreach to an economically challenged area through enhanced visitor experience using interactive educational content. Located on the south side of the Muskegon Lake Channel, the USS Silversides Museum is host to the USS Silversides, a World War II submarine, and the McLane, a U.S. Coast Guard Cutter. Content included: the interactive “Shipmate & Remotely Operated Vehicles Oceanographer Programs”, quick response codes and increased technology.

A qualitative study of older adults and computer use for health education: ‘It opens people's eyes’

Adults over the age of 60 struggle with achieving target blood pressure readings due to difficulties seeing, hearing, and understanding medical information, which can result in poor adherence and drug interactions that can be fatal. According to the Institute of Medicine (2000) approximately 10% of adverse drug events may be attributed to communication failure between the provider and patient. Informing patients of potential drug interactions with over-the-counter medications, supplements, and alcohol use can contribute to better blood pressure control. The Next Generation Personal Education Program (PEP-NG) was designed to improve patient care by educating both older adults and their providers about the dangers of adverse drug interactions arising from self-medication. This web-based programme analyses information entered by the patient user (with a stylus on a tablet computer) and delivers tailored interactive educational content applicable to the user's reported medication behaviours. This qualitative study demonstrated that even among participants who may not feel computer literate (older-age generation) it can be a useful tool for information dissemination and also a successful way to improve communication between provider and patient.

An e-learning application on electrochemotherapy

BackgroundElectrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics.MethodsThe educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application.ResultsThe e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of electroporation process. The second part provides educational content about importance of modelling and visualization of local electric field in electroporation-based treatments. In the third part we developed an interactive module for visualization of local electric field distribution in 3D tissue models of cutaneous tumors for different parameters such as voltage applied, distance between electrodes, electrode dimension and shape, tissue geometry and electric conductivity. The pedagogical efficiency assessment showed that the participants improved their level of knowledge. The results of usability evaluation revealed that participants found the application simple to learn, use and navigate. The participants also found the information provided by the application easy to understand.ConclusionThe e-learning application we present in this article provides educational material on electrochemotherapy and its underlying principles such as cell and tissue electroporation. The e-learning application is developed to provide an interactive educational content in order to simulate the "hands-on" learning approach about the parameters being important for successful therapy. The e-learning application together with the interactive e-learning environment is available to the users to provide collaborative and flexible learning in order to facilitate knowledge exchange among the experts from different scientific fields that are involved in electrochemotherapy. The modular structure of the application allows for upgrade with new educational content collected from the clinics and research, and can be easily adapted to serve as a collaborative e-learning tool also in other electroporation-based treatments such as gene electrotransfer, gene vaccination, irreversible tissue ablation and transdermal gene and drug delivery. The presented e-learning application provides an easy and rapid approach for information, knowledge and experience exchange among the experts from different scientific fields, which can facilitate development and optimisation of electroporation-based treatments.

Empowering radiologic education on the Internet: a new virtual website technology for hosting interactive educational content on the World Wide Web.

We describe a virtual web site hosting technology that enables educators in radiology to emblazon and make available for delivery on the world wide web their own interactive educational content, free from dependencies on in-house resources and policies. This suite of technologies includes a graphically oriented software application, designed for the computer novice, to facilitate the input, storage, and management of domain expertise within a database system. The database stores this expertise as choreographed and interlinked multimedia entities including text, imagery, interactive questions, and audio. Case-based presentations or thematic lectures can be authored locally, previewed locally within a web browser, then uploaded at will as packaged knowledge objects to an educator's (or department's) personal web site housed within a virtual server architecture. This architecture can host an unlimited number of unique educational web sites for individuals or departments in need of such service. Each virtual site's content is stored within that site's protected back-end database connected to Internet Information Server (Microsoft Corp, Redmond WA) using a suite of Active Server Page (ASP) modules that incorporate Microsoft's Active Data Objects (ADO) technology. Each person's or department's electronic teaching material appears as an independent web site with different levels of access--controlled by a username-password strategy--for teachers and students. There is essentially no static hypertext markup language (HTML). Rather, all pages displayed for a given site are rendered dynamically from case-based or thematic content that is fetched from that virtual site's database. The dynamically rendered HTML is displayed within a web browser in a Socratic fashion that can assess the recipient's current fund of knowledge while providing instantaneous user-specific feedback. Each site is emblazoned with the logo and identification of the participating institution. Individuals with teacher-level access can use a web browser to upload new content as well as manage content already stored on their virtual site. Each virtual site stores, collates, and scores participants' responses to the interactive questions posed on line. This virtual web site strategy empowers the educator with an end-to-end solution for creating interactive educational content and hosting that content within the educator's personalized and protected educational site on the world wide web, thus providing a valuable outlet that can magnify the impact of his or her talents and contributions.