The structural salience of landmarks: results from an on-line study and a virtual environment experiment

2012 ◽  
Vol 57 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Florian Röser ◽  
Kai Hamburger ◽  
Antje Krumnack ◽  
Markus Knauff
2013 ◽  
Vol 8 (1-2) ◽  
pp. 5-11
Author(s):  
Kinga Dancsházy ◽  
György Hampel

The goal of the project developed under the Leonardo da Vinci programme, "SME's e-learning to e-work efficiently" was to provide a practical and useful support for the preparation of e-managers and e-workers of small and medium-sized enterprises working in a virtual environment and to be able to be useful e-team members of virtual teams. To achieve the goals the following tasks were carried out: (1) Specification of needs; (2) Development of the on-line toolkit; (3) Development of the training material; (4) Training the e-tutors; (5) Development of the testing methodology; (6) Pilot testing on the target group; (7) Accreditation of the modules; (8) Continuous dissemination and promotion activities. The three main products of the project are the sectoral survey report, the on-line toolkit and twelve e-learning modules. All products arc developed to support e-work in a virtual environment.


2019 ◽  
Vol 28 (3) ◽  
pp. 282-295
Author(s):  
Robin Welsch ◽  
Heiko Hecht ◽  
David R. Kolar ◽  
Michael Witthöft ◽  
Tanja Legenbauer

2003 ◽  
Vol 13 (4-6) ◽  
pp. 273-286
Author(s):  
Manuel Vidal ◽  
Mark Lipshits ◽  
Joseph McIntyre ◽  
Alain Berthoz

In order to bring new insights into the processing of 3D spatial information, we conducted experiments on the capacity of human subjects to memorize 3D-structured environments, such as buildings with several floors or the potentially complex 3D structure of an orbital space station. We had subjects move passively in one of two different exploration modes, through a visual virtual environment that consisted of a series of connected tunnels. In upright displacement, self-rotation when going around corners in the tunnels was limited to yaw rotations. For horizontal translations, subjects faced forward in the direction of motion. When moving up or down through vertical segments of the 3D tunnels, however, subjects facing the tunnel wall, remaining upright as if moving up and down in a glass elevator. In the unconstrained displacement mode, subjects would appear to climb or dive face-forward when moving vertically; thus, in this mode subjects could experience visual flow consistent with rotations about any of the 3 canonical axes. In a previous experiment, subjects were asked to determine whether a static, outside view of a test tunnel corresponded or not to the tunnel through which they had just passed. Results showed that performance was better on this task for the upright than for the unconstrained displacement mode; i.e. when subjects remained "upright" with respect to the virtual environment as defined by subject's posture in the first segment. This effect suggests that gravity may provide a key reference frame used in the shift between egocentric and allocentric representations of the 3D virtual world. To check whether it is the polarizing effects of gravity that leads to the favoring of the upright displacement mode, the experimental paradigm was adapted for orbital flight and performed by cosmonauts onboard the International Space Station. For these flight experiments the previous recognition task was replaced by a computerized reconstruction task, which proved to be more efficient in terms of the time required to achieve reliable results. Suppressing gravity did not immediately affect relative performance between the two modes, indicating that on-line graviceptor information is not directly responsible for this differential effect. Trends in the evolution of responses over the course of a 10-day mission, however, suggest that human subjects might adapt their ability to represent internally complex 3D displacements.


2009 ◽  
Vol 3 (2) ◽  
pp. 399
Author(s):  
Alessandra Conceição Leite Funchal Camacho

ABSTRACTObjective: to describe the insertion of the discipline of Legislation, Ethics and Practice of Nursing online in the course of studies in Nursing at the University of Estácio Sa in Rio de Janeiro state. Methods: report of experience on the deployment of an online course for students of nursing. Results: the insertion of the discipline of Legislation, Ethics and Practice of Nursing has been under a background that included the quest for interactivity in online education aimed at continuing the planning of environmental education online through the development of abilities and skills of discipline feasible with the strategy of teaching Project Political Educational Course combining the virtual environment with the needs Current profession in terms of the constant changes in the legislation of Nursing. The construction and the theoretical concepts of discipline on-line are based on four areas: management, research, family health and ethics/bioethics. Conclusion: recommend the development of education articulated with the program content of the discipline through the tools available in the virtual environment, and developing critical and reflective of the future professional nurse. Descriptors: education; nursing; education on-line.RESUMOObjetivo: descrever a inserção da disciplina de Legislação, Ética e Exercício de Enfermagem on-line no curso de graduação em Enfermagem da Universidade Estácio de Sá no Estado do Rio de Janeiro. Métodos: relato de experiência sobre a implantação de uma disciplina on-line para discentes de Enfermagem. Resultados: a inserção da disciplina de legislação, ética e exercício de enfermagem deu-se sob uma perspectiva que contemplou a busca da interatividade na educação on-line visando o planejamento contínuo do ambiente de educação on-line através do desenvolvimento de habilidades e competências da disciplina exeqüíveis com a estratégia de ensino do Projeto Político Pedagógico do Curso combinando o ambiente virtual com as necessidades atuais da profissão no que tange as constantes modificações da legislação da Enfermagem. A construção e as concepções teóricas da disciplina on-line estão baseadas em quatro linhas: gerência, pesquisa, saúde da família e ética/bioética. Conclusão: recomendo o desenvolvimento de estratégias de ensino articuladas com o conteúdo programático da disciplina através das ferramentas disponíveis no ambiente virtual e, o desenvolvimento crítico e reflexivo do futuro profissional enfermeiro. Descritores: educação; enfermagem; educação on-line.RESUMENObjetivo: describir la inserción de la disciplina de Legislación, Ética y la Práctica de Enfermería virtual en el curso de los estudios en Enfermería en la Universidad Estácio de Sa en el Estado de Río de Janeiro. Métodos: informe de la experiencia en el despliegue de un curso en línea para estudiantes de enfermería. Resultados: la inserción de la disciplina de Legislación, Ética y la Práctica de Enfermería ha sido en una perspectiva que contempló la búsqueda de la interactividad en la educación virtual destinados a la continuación de la planificación del ambiente de educación virtual a través del desarrollo de habilidades y destrezas de la disciplina viable con la estrategia de la enseñanza del Proyecto Político Educativo del curso combina el entorno con las necesidades de la profesión actual en términos de los constantes cambios en la legislación de Enfermería. La construcción y los conceptos teóricos de la disciplina on-line se basan en cuatro áreas: gestión, investigación, salud de la familia y ética/bioética. Conclusión: recomiendo el desarrollo de la educación articulada con el contenido del programa de la disciplina a través de las herramientas disponibles en el entorno virtual, y el desarrollo de crítica y reflexiva del futuro profesional enfermero. Descriptores: Educación; Enfermería; Educación on-line.


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