SOFTWARE TOOLS FOR TEACHING AND LEARNING SOUND SYNTHESIS

Author(s):  
Javier Oliver ◽  
Begoña García Zapirain
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger

This chapter explores how social software tools can offer support for innovative learning methods and instructional design in general and those related to self-organized learning in an academic context in particular. In the first section the theoretical basis for the integration of wikis, discussion forums and weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools which support learning from a student’s perspective. The chapter concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.


2009 ◽  
pp. 608-625
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger

This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.


2009 ◽  
pp. 1402-1421
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger

This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.


2009 ◽  
pp. 1979-1997 ◽  
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger

This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.


2009 ◽  
pp. 237-256
Author(s):  
Reinhard Bernsteiner

This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.


2011 ◽  
pp. 583-606
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger

This chapter explores how social software tools can offer support for innovative learning methods and instructional design in general and those related to self-organized learning in an academic context in particular. In the first section the theoretical basis for the integration of wikis, discussion forums and weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools which support learning from a student’s perspective. The chapter concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.


Author(s):  
Amanda Tinker ◽  
Gillian Byrne ◽  
Christine Cattermole

Use of the web today, particularly amongst young people, is now more social and participative. Collectively known as Web 2.0, freely available tools have emerged that facilitate communication, user-generated content and social connectivity. Facebook and MySpace have become the most popular forms of this kind of online activity and networks are formed around all kind of interest and issues whether they are political, educational, professional or hobbies. In a recent survey of 500 students, 80% claimed that they regularly use social networking tools to communicate with peers (JISC, 2008). This pervasive use of Web 2.0 technology for everyday interaction has yet to see its potential fully recognised and integrated into Higher Education pedagogy. Despite 73% of students using such tools to 'discuss coursework' and 75% of these students recognising their value for enhancing learning, only 25% were encouraged to use such social software by academic staff (JISC, 2008). This raises the question as to whether Web 2.0 technology can promote social learning within educational contexts and how this might be realised in practice. In a bid to harness this creativity, energy and sociability, the Academic Skills Tutors (ASTs) at the University of Huddersfield have been exploring Web 2.0 technologies to investigate how such tools might enhance teaching and learning. This paper introduces practical examples of social software tools; how these are currently used to foster learning communities and promote academic development. Three distinct social software tools are discussed (del.icio.us, PBwiki - now PBworks - and Ning), illustrating current use of these with students and their initial evaluation.


Author(s):  
Jose-Maria Carazo ◽  
I. Benavides ◽  
S. Marco ◽  
J.L. Carrascosa ◽  
E.L. Zapata

Obtaining the three-dimensional (3D) structure of negatively stained biological specimens at a resolution of, typically, 2 - 4 nm is becoming a relatively common practice in an increasing number of laboratories. A combination of new conceptual approaches, new software tools, and faster computers have made this situation possible. However, all these 3D reconstruction processes are quite computer intensive, and the middle term future is full of suggestions entailing an even greater need of computing power. Up to now all published 3D reconstructions in this field have been performed on conventional (sequential) computers, but it is a fact that new parallel computer architectures represent the potential of order-of-magnitude increases in computing power and should, therefore, be considered for their possible application in the most computing intensive tasks.We have studied both shared-memory-based computer architectures, like the BBN Butterfly, and local-memory-based architectures, mainly hypercubes implemented on transputers, where we have used the algorithmic mapping method proposed by Zapata el at. In this work we have developed the basic software tools needed to obtain a 3D reconstruction from non-crystalline specimens (“single particles”) using the so-called Random Conical Tilt Series Method. We start from a pair of images presenting the same field, first tilted (by ≃55°) and then untilted. It is then assumed that we can supply the system with the image of the particle we are looking for (ideally, a 2D average from a previous study) and with a matrix describing the geometrical relationships between the tilted and untilted fields (this step is now accomplished by interactively marking a few pairs of corresponding features in the two fields). From here on the 3D reconstruction process may be run automatically.


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