Computers in a Human Perspective: an Alternative Way of Teaching Informatics to Health Professionals

1989 ◽  
Vol 28 (04) ◽  
pp. 313-320 ◽  
Author(s):  
W. Schneider
Keyword(s):  
Health Professionals ◽  
Health Informatics ◽  
Human Performance ◽  
Interactive Media ◽  
Computer Assisted ◽  
Media Technology ◽  
Knowledge Based ◽  
Information Handling ◽  
Communication Processes ◽  
Processing Information

Abstract:An alternative way of teaching informatics, especially health informatics, to health professionals of different categories has been developed and practiced. The essentials of human competence and skill in handling and processing information are presented parallel with the essentials of computer-assisted methodologies and technologies of formal language-based informatics. Requirements on how eventually useful computer-based tools will have to be designed in order to be well adapted to genuine human skill and competence in handling tools in various work contexts are established.On the basis of such a balanced knowledge methods for work analysis are introduced. These include how the existing problems at a workplace can be identified and analyzed in relation to the goals to be achieved. Special emphasis is given to new ways of information analysis, i.e. methods which even allow the comprehension and documentation ofthose parts of the actually practiced ´human´ information handling and processing which are normally overlooked, as e. g. non-verbal communication processes and so-called ´tacit knowledge´ based information handling and processing activities. Different ways of problem solving are discussed involving in an integrated human perspective - alternative staffing, enhancement of the competence of the staff, optimal planning of premises as well as organizational and technical means. The main result of this alternative way of education has been a considerably improved user competence which in turn has led to very different designs of computer assistance and man-computer interfaces.It is the purpose of this paper to give a brief outline of the teaching material and a short presentation of the above mentioned results. Special emphasis is given to that part of the course where computer assisted interactive media technology presently is introduced due to the fact that this is the only way of adequately presenting some of the most important parts of human performance in handling and processing information, including communication.

An Intelligent Computer-Assisted Instruction System Designed for Rural Health Workers in Developing Countries

1992 ◽  
Vol 31 (03) ◽  
pp. 193-203 ◽  
Author(s):  
B. Auvert ◽  
V. Gilbos ◽  
F. Andrianiriana ◽  
W. E. Bertrand ◽  
X. Emmanuelli ◽  
...  
Keyword(s):  
Developing Countries ◽  
Decision Support ◽  
Rural Health ◽  
Health Workers ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instruction System ◽  
Knowledge Based ◽  
Assisted Instruction ◽  
Intelligent Computer

Abstract:This paper describes an intelligent computer-assisted instruction system that was designed for rural health workers in developing countries. This system, called Consult-EAO, includes an expert module and a coaching module. The expert module, which is derived from the knowledge-based decision support system Tropicaid, covers most of medical practice in developing countries. It allows for the creation of outpatient simulations without the help of a teacher. The student may practice his knowledge by solving problems with these simulations. The system gives some initial facts and controls the simulation during the session by guiding the student toward the most efficient decisions. All student answers are analyzed and, if necessary, criticized. The messages are adapted to the situation due to the pedagogical rules of the coaching module. This system runs on PC-compatible computer.

scholarly journals USE INTERACTIVE MEDIA TO ENHANCE CREATIVITY OF DESIGNERS BY STIMULATING THE SENSES IN THE CONTEXT OF ART DESIGN EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 3319-3328
Author(s):  
Xiaoxiao Liu ◽  
Yukari Nagai ◽  
Kumi Yabuuchi ◽  
Xiuxia Cui
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Interactive Media ◽  
Media Technology ◽  
Education Environment ◽  
The Senses ◽  
Art Design ◽  
To Receive ◽  
Core Issues

AbstractCreativity is very important for designers, and methods to stimulate designers' creativity are the long-term focus of art design education. The senses are an important channel for designers to receive information and define core issues. Stimulating the designer's senses can help enhance their perception and creativity, and is of great benefit for the quality and efficiency of the design outcome. Today's interactive media technology provides more possibilities and advantages for designers' perception and sensation. The purpose of this research is to explore a way to stimulate the designer's senses through the use of interactive media, thereby improving the designer's design thinking and creativity, and providing designers with innovative design support. By means of interactive ground projection and experiments, and discussion of the advantages of interactive media to stimulate designers' senses, this research proposes innovations in art design educational media, which is valuable for the training and learning of designers and the development of virtual education environment in the future.

scholarly journals A META-TOOL TO SUPPORT THE DEVELOPMENT OF KNOWLEDGE ENGINEERING METHODOLOGIES AND PROJECTS

2012 ◽  
Vol 22 (08) ◽  
pp. 1055-1083
Author(s):  
JOSÉ ELOY FLÓREZ ◽  
JAVIER CARBÓ ◽  
FERNANDO FERNÁNDEZ
Keyword(s):  
Knowledge Acquisition ◽  
Ad Hoc ◽  
Knowledge Engineering ◽  
Domain Specific ◽  
Advantages And Disadvantages ◽  
Knowledge Based ◽  
Combined Application ◽  
Processing Information ◽  
Knowledge Acquisition Methods ◽  
Applied Knowledge

Knowledge-based systems (KBSs) or expert systems (ESs) are able to solve problems generally through the application of knowledge representing a domain and a set of inference rules. In knowledge engineering (KE), the use of KBSs in the real world, three principal disadvantages have been encountered. First, the knowledge acquisition process has a very high cost in terms of money and time. Second, processing information provided by experts is often difficult and tedious. Third, the establishment of mark times associated with each project phase is difficult due to the complexity described in the previous two points. In response to these obstacles, many methodologies have been developed, most of which include a tool to support the application of the given methodology. Nevertheless, there are advantages and disadvantages inherent in KE methodologies, as well. For instance, particular phases or components of certain methodologies seem to be better equipped than others to respond to a given problem. However, since KE tools currently available support just one methodology the joint use of these phases or components from different methodologies for the solution of a particular problem is hindered. This paper presents KEManager, a generic meta-tool that facilitates the definition and combined application of phases or components from different methodologies. Although other methodologies could be defined and combined in the KEManager, this paper focuses on the combination of two well-known KE methodologies, CommonKADS and IDEAL, together with the most commonly-applied knowledge acquisition methods. The result is an example of the ad hoc creation of a new methodology from pre-existing methodologies, allowing for the adaptation of the KE process to an organization or domain-specific characteristics. The tool was evaluated by students at Carlos III University of Madrid (Spain).

Knowledge-based systems in computer-assisted production — a review

1989 ◽  
Vol 2 (4) ◽  
pp. 249-256 ◽  
Author(s):  
K.-P. Fähnrich ◽  
G. Groh ◽  
M. Thines
Keyword(s):  
Computer Assisted ◽  
Knowledge Based Systems ◽  
Knowledge Based

scholarly journals Design of Meyer’s Theory-based High Quality Piano Multi-media System

2017 ◽  
Vol 12 (01) ◽  
pp. 95
Author(s):  
Pengfei Li
Keyword(s):  
Cognitive Processing ◽  
College Education ◽  
Media Technology ◽  
High Quality ◽  
Media System ◽  
Statistical Support ◽  
Other Information ◽  
Processing Information ◽  
Delivery Strategies ◽  
Multi Media

Based on the current situation of the development of multi-media technology and its application in colleges and universities, this paper selected high-quality multi-media hardware devices suitable for the piano curriculum, followed Meyer’s principles for multi-media instruction design, and designed a multi-media through the visualization of multi-media information, promotion of necessary cognitive processing, reduction of external cognitive processing, stimulation of generative cognitive processing and other information processing methods, to improve the information presentation ways and delivery strategies for multi-media teaching software. To a certain extent, the system prevents teachers from neglecting learners’ cognitive mechanism when processing information for their multi-media teaching software, and also improves the multi-media teaching effect of music-oriented courses, thereby having important guiding significance for multi-media teaching as well as the design and production of teaching software. Meanwhile, it provides theoretical and statistical support for the application of high-quality multi-media teaching system in music-oriented courses and college education.

A Handbook of Human Performance

1982 ◽  
Vol 26 (8) ◽  
pp. 721-721
Author(s):  
Dudley G. Letbetter
Keyword(s):  
Human Performance ◽  
Traditional Approach ◽  
Design Recommendations ◽  
Major Function ◽  
Literature Source ◽  
Processing Information ◽  
Basic Functions ◽  
Physical Effects ◽  
Personal Performance ◽  
Direct Acting

A ten-step approach for developing a comprehensive but concise, design-oriented handbook of human performance is proposed, with emphasis on the first two steps. The ten steps are: 1. Identify and define classes and subclasses of human performance. 2. Develop a concise format for abstracting information for each lowest level subclass. 3. Establish the need for a handbook. 4. Prepare an abstract for each literature source covering a lowest level subclass. 5. Develop a concise format, including design recommendations, for summarizing each lowest level subclass. 6. Prepare a summary, including design recommendations, for each lowest level subclass. 7. Collate summaries and abstracts. 8. Prepare table of contents and index. 9. Publish handbook. 10. Distribute handbook. For Step 1, a functional rather than traditional approach is presented. Classes of human performance are identified and defined in terms of basic functions suitable for all applications. Five major functions are identified, subdivided and defined. The five major functions are: R. Receiving information: Receiving all information, except receiving communicated information, which is a subclass of communicating, the second major function. Receiving information includes perception of all natural-environmental and artificially-displayed information (other than perception of directly - or indirectly - communicated information), and input loading and interacting, which also are considerations in communicating. C. Communicating: All exchanging of information between humans by a system or systems of symbols, signs and/or behavior. Communicating consists of emitting and receiving communicated information: oral or non-oral, direct or indirect, unaided or aided, and voluntary or involuntary. P. Processing information: Operating on and treating received information; basic handling of perceived information. Processing information includes storing and retrieving information (recognizing, recalling, reproducing), acquiring and using concepts (acquiring, symbolizing, defining), altering information (calculating and computing, logical and mathematical transforming, encoding and decoding), reasoning (intuiting, inductive and deductive explicit reasoning), imagining (anticipatory, creative, fanciful). M. Managing personal performance: Guiding and directing one's own performance. The “executive” function, which is concerned with carrying into effect and integrating the four other major functions. Managing personal performance includes valuing, making decisions, and initiating and sustaining personal performance. A. Acting: Carrying into effect; changing system physical states. The fifth major function covers producing physical effects. The means is exerting force within oneself and/or on other objects; the direct or indirect result or output is work. Acting includes direct acting (e.g., manually lifting an object) and indirect acting (e.g., operating the controls of an overhead crane lifting an object).

LIS4: Lesk Inspired Sense Specific Semantic Similarity using WordNet

2021 ◽  
pp. 2150006
Author(s):  
Saravanakumar Kandasamy ◽  
Aswani Kumar Cherukuri
Keyword(s):  
Information Retrieval ◽  
Natural Language Processing ◽  
Natural Language ◽  
Semantic Similarity ◽  
Language Processing ◽  
Gold Standard ◽  
Question Answering ◽  
Knowledge Based ◽  
Benchmark Datasets ◽  
Processing Information

Semantic similarity quantification between concepts is one of the inevitable parts in domains like Natural Language Processing, Information Retrieval, Question Answering, etc. to understand the text and their relationships better. Last few decades, many measures have been proposed by incorporating various corpus-based and knowledge-based resources. WordNet and Wikipedia are two of the Knowledge-based resources. The contribution of WordNet in the above said domain is enormous due to its richness in defining a word and all of its relationship with others. In this paper, we proposed an approach to quantify the similarity between concepts that exploits the synsets and the gloss definitions of different concepts using WordNet. Our method considers the gloss definitions, contextual words that are helping in defining a word, synsets of contextual word and the confidence of occurrence of a word in other word’s definition for calculating the similarity. The evaluation based on different gold standard benchmark datasets shows the efficiency of our system in comparison with other existing taxonomical and definitional measures.

Constructing Knowledge-Based Feedback in the Context of an Interactive Spoken CALL Application

2020 ◽  
pp. 48-70
Author(s):  
Nikos Tsourakis ◽  
Claudia Baur ◽  
Manny Rayner
Keyword(s):  
Language Learning ◽  
User Interaction ◽  
Feedback Mechanism ◽  
Computer Assisted ◽  
Secondary Classrooms ◽  
Knowledge Based ◽  
Modern Computer ◽  
German Speaking ◽  
Spoken Language Skills ◽  
Constructing Knowledge

Modern Computer Assisted Language Learning (CALL) systems use speech recognition to give students the opportunity to build up their spoken language skills through interactive practice with a mechanical partner. Besides the obvious benefits that these systems can offer, e.g. flexible and inexpensive learning, user interaction in this context can often be problematic. In this article, the authors introduce a parallel layer of feedback in a CALL application, which can monitor interaction, report errors and provide advice and suggestions to students. This mechanism combines knowledge accumulated from four different inputs in order to decide on appropriate feedback, which can be customized and adapted in terms of phrasing, style and language. The authors report the results from experiments conducted at six lower secondary classrooms in German-speaking Switzerland with and without this mechanism. After analyzing approximately 13,000 spoken interactions it can be reasonably argued that their parallel feedback mechanism in L2 actually does help students during interaction and contributes as a motivation factor.

scholarly journals Despite Barriers, Education Providers, Health Professionals, and Students Perceive E-Learning to Be an Effective Method of Education

2006 ◽  
Vol 1 (3) ◽  
pp. 63
Author(s):  
Lorie Andrea Kloda
Keyword(s):  
Systematic Review ◽  
Health Professionals ◽  
Skills Training ◽  
Structured Interview ◽  
Computer Assisted ◽  
Review Of The Literature ◽  
North East ◽  
The North ◽  
Access To Technology ◽  
E Learning

A review of: Childs, Sue, Elizabeth Blenkinsopp, Amanda Hall, and Graham Walton. “Effective E-Learning for Health Professionals and Students—Barriers and Their Solutions. A Systematic Review of the Literature—Findings from the HeXL Project.” Health Information & Libraries Journal 22.S2 (2005): 20-32. Objective – To determine barriers or problems and possible solutions related to e-learning, and to determine the effectiveness of e-learning among health professionals and students. Design – Systematic review of qualitative literature, in addition to interviews and questionnaires, to allow for triangulation of the data. Setting – “The HeXL Project: Surmounting the Barriers to NHS E-Learning in the North-East.” The National Health Service (NHS) in the North-East of England, from May 2003 to March 2004. Subjects – A systematic review of 57 qualitative studies on health and e-learning, phone interviews with 13 managers and trainers, and 149 questionnaires completed by users and non-users of e-learning. All participants of the interviews and questionnaires were staff and students of the NHS in the North-East of England. Methods – The study used three methods to collect data to meet the objectives of the study. For the systematic review, the databases AMED (Allied and Alternative Medicine), ASSIA (Applied Social Sciences), CINAHL (Nursing and Allied Health), ERIC (Education), HMIC (health Management), LISA (Library and Information Sciences), PubMed (Medline), and Web of Science were searched using the terms “e-learning” or “computer assisted instruction”, and “health”, and “barriers.” Any type of research or comprehensive literature review was selected from the results to be included in analysis. Based on the findings from the systematic review, a semi-structured interview schedule was developed for use in phone interviews to be conducted with managers or e-learning trainers. Also based on the systematic review, questionnaires were developed and distributed to users and non-users of e-learning. The three methods permitted triangulation of the data. Main results – The search produced 161 results of which 57 met the methodological criteria. The 57 studies categorized e-learning barriers and solutions into eight different issues: organizational, economics, hardware, software, support, pedagogical, psychological, and skills. Results from the interviews and questionnaires mirrored those of the systematic review. Barriers to e-learning included managing change, lack of skills, costs, absence of face-to-face learning, and time commitment. Solutions to the barriers of e-learning included blended learning, better design, skills training, removal of costs, and improved access to technology. There were, however, some discrepancies between the results from the systematic review and the interviews and questionnaires: barriers due to “lack of access to technology” (29) were not perceived as serious, suggested solutions did not include better communication and scheduling, and the solutions to provide trainer incentives and employment admission criteria were rejected. Users and potential users of e-learning mentioned one solution not found in the review: protected time during work to partake in e-learning. Results from the interviews and questionnaires demonstrated that managers, trainers, and learners thought e-learning to be effective. Conclusion – The researchers answered the study’s questions to determine the perceived barriers and solutions to e-learning for the NHS in the North-East of England. Despite the barriers identified, it was also determined from the interviews conducted and questionnaires returned that managers, trainers, and learners perceive e-learning as an effective method of education for health professionals and students. Further research is needed to determine whether this perception is correct. The systematic review of the literature identified important “factors which need to be in place” for e-learning to effectively take place (29). The barriers and potential solutions identified are useful for those designing e-learning programs in any professional context. The results point to several requirements for e-learning success: national standards and strategies; curriculum integration; change management; flexible programming; skills training; and support and access to technology for managers, learners, and trainers. The authors of the article believe that librarians play an important role in e-learning and identify several areas in which librarians can contribute.

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